History of technology is as old as history of humankind(Aksoy,2003). The importance of educational technology and integration of technology has increased over the years as developing technology. The ongoing increase in the new and innovative educational technologies changes the educational environment both positively and negatively. For instance, Becta(2002) report the advantages of using technology in education as greater motivation, increased self-esteem and confidence, promoting initiative and independent learning, increasing ‘time on task’. Moreover, technology makes students more active and engaged in lessons and stimulates teamwork (Matray&Proulx,1995). On the other hand, Güven(2012) stated that technology usage in education causes decreasing socialization and affective behaviors among students. Moreover, Kleiman(2000) express that ‘technology affect education positively’ is a myth.

In recent years, the technology development has increased in Turkey.  In 2023 vision of Turkey, and according to the State Planning Organization(2006-2010), the goal of Turkey’s future is “Information and Communication Technologies will be one of the main instruments of the education process and it will also make teachers and students use these technologies effectively”(MoNE,2013). In this context importance of technology in education are increased, and Turkish Ministry of National Education (MoNE) has attempted to integrate technology at schools. In order to improve the schools technologically, many projects are held and one of them is FATIH (Movement of Enhancing Opportunities and Improving Technology)(MoNE,2013).The aims of FATIH project is to provide ICT equipment to classes in order to achieve the ICT supported teaching until the end of 2013. With this project, 42000 schools and 570000 that are in the preschool education, the primary education and the secondary education classes will be equipped with the latest information technologies(tablets, LCD Smart Boards, multifunctional printer, document camera, and internet). In addition, in-service trainings for teachers are going to be held in order to provide effective usage of the ICT equipment, and educational e-contents are going to be formed by according the current teaching programs to the ICT supported education(MoNE,2013). FATIH project has been supported by The Turkish Ministry of Transport will have been finalized in the five years.

Above mentioned information indicates that schools in Turkey will be equipped with technological products over time.  However, the efficiency of technology integration is beyond counting. The ratios of students to computers or the number of hours they get used are not a measure of effective technology integration (Ertmer,1999). Putting computers into the classrooms without well trained teachers is not technology integration (Dockstader,1999). Teachers have potential to change education by using technology (Carr,Jonassen,Marra,&Litzinger,1998). Teachers should decide when and how technology will be used in instruction effectively. In other words, technology is not a cure-all medicine. Teachers should use it beneficially in order to enhance their students’ learning (NCTM,2000). Pelgrum(2001) claimed that obstacles of technology integration in education are lack of computers, teachers, and time for computer assisted learning, software and technical support. Therefore, in this study the effectiveness of FATIH project was examined in terms of Turkish teachers’ ICT knowledge, in-service teachers’ training in Turkey, Teachers’ attitude towards technology, and curriculum.

Akbaşlı, S, Taşkaya, S. M., Meydan, A.,&Şahin, M. (2012).Teachers and computer technology: Supervisors’ views. Internatıonal Journal of Research in Social Sciences, 2(2), 113-124. Aksoy, H. H.(2003). Eğitim Kurumlarında Teknoloji Kullanımı ve Etkilerine İlişkin Bir Çözümleme. Eğitim Bilim ve Toplum, 1(4), 4-23. Altan, T., &Tüzün, H. (2011). Contextualizing technology-rich learning environments in fatih project. Akademik Bilişim '11 Bildiriler Kitabı. Carr, A. A., Jonassen, D. H., Marra, R. M., & Litzinger, M. E. (1998). Good Ideas To Foment Educational Revolution. Educational Technology, 38(1), 5-15. Cüre, F., &Özdener, N. (2008). Teachers’ information and communication technologies (ICT) using achievements & attitudes towards ICT. Hacettepe University Journal of Education, 34, 41-53. Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). The Opinions of Classroom Teachers about Fatih Project. Elementary Education Online, 12(1), 227-240. Dockstader, J. (1999). Teachers of the 21st Century Know the What, Why, and How of Technology Integration. T.H.E. Journal, 26(6), 73-74. Ertmer, P. A. (1999). Adressing First- and Second-Order Barriers to Change: Strategies for Technology Integration. ETR&D, 47(4), 47-61. Güven, İ. (2012). The 4+4+4 School Reform Bill and the Fatih Project: is It a Reform? Elementary Education Online, 11(3), 556-577. Kleiman, G. M. (2000). Myths and realities about Technology in K-12 Education. In D. Gordon, The Digital Classroom. Cambridge, MA: Harvard Education Letter. Matray, P., & Proulx, S. (1995). Integrating Computer/Multimedia Technology in High School Biology Curriculum. The American Biology Teacher, 57(8), 511. MoNE. (2013). About: FATIH Project. Retrieved from: http://fatihprojesi.meb.gov.tr Pelgrum, W. J. (2001). Obstacles to the Integration of ICT in Education: Results from a Worldwide Educational Assessment. Computers & Education, 37, 163-178. Seferoğlu, S. S., & Akbıyık, C. (2005). İlköğretim öğretmenlerinin bilgisayara yönelik öz-yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 19, 89-101. NCTM. (2000). Principles and Standards for School Mathematics. VA, Reston: NCTM.