Year: 2025
Type: article
Abstract: IntroductIonToday, with rapidly evolving and frequently renewing technology, it has become inevitable to feel its strong impact in almost every aspect of human life.The development of technology has significantly influenced various fields, including education.When examining the effects of technology on education, it is evident that it has completely transformed educational systems, renewed learning environments, and provided students with unique and individualized opportunities tailored to their needs (Bayer & Özek, 2021;Küçük et al, 2024) .One of the primary goals in education is to ensure permanent learning.For permanent learning to occur, students must actively participate in lessons.One of the most effective ways to engage students actively in lessons is by using emerging technologies.The use of emerging technologies shifts education from traditional teacher-centered approaches to more student-centered methods (Sung et al, 2020;Abbas et al, 2021).When we look at the definition of education, we see that there are many definitions.However, in the most general sense, education is the process of desired and permanent behavioral change that the individual acquires through his own experiences.One of the most effective ways to achieve AbstrActThe use of technology in education has transformed learning and teaching processes, making them more effective, efficient, and accessible.The rapid development of technology has introduced innovative approaches in various areas, from classroom settings to assessment processes.Tools such as artificial intelligence (AI), augmented reality (AR), virtual reality (VR), and gamification enrich learning processes while positively impacting classroom management.These tools aim to transform traditional classroom management practices by increasing student participation and motivation.The purpose of this study is to identify the views of 12 primary school teachers in the Turkish Republic of Northern Cyprus (TRNC) regarding the impact of using emerging technologies on classroom management.The study employed the phenomenology design, one of the qualitative research methods.Data were collected through a semi-structured interview form and analyzed using descriptive analysis, resulting in the formation of themes.The findings revealed that assistive technologies have both positive and negative effects on classroom management, that teachers have limited competence in using these technologies, and that classrooms are not adequately equipped for technological use.It was recommended that teachers receive training on this subject.
Institutions: Near East University, Zhejiang University, University of Kyrenia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4408882318