Eureka! Institutional Repository

The purpose of this study is to investigate the perceptions of primary school teachers serving in elementary schools and kindergartens on the extent to which connectivism, (ie sharing and interacting through the use of the Internet and new technologies), contribute to the reasonableness and the feeling of justice. The study was conducted from April to August 2018. The sample of this study consisted of 135 teachers (permanent, alternate and hourly) of various specialties working in the current school year in primary education, both in kindergartens and in elementary schools. This study was conducted using research methods using a questionnaire prepared by the researcher. This questionnaire was based on the theory of connectivism and was created only for the purposes of this study. The results showed that teachers are familiar with the use of the Internet and use the principles of connectivism in their everyday lives, either for searching for information or for solving issues that concern them. However, it seems that they are not at present familiar with the use of new technologies to seek information on education legislation issues. In addition, it appears to be even more difficult to engage in web-based conversations to search for or provide information, and to provide some kind of feedback on the answers they have received on education legislation. This research, however, concludes with the view expressed by the teachers who have understood and use the principles of connectivism in their everyday lives that the principles of connectivism (ie sharing and interacting through the use of new technologies) contribute positively to the lawfulness and the legal feeling of teachers.