How do information technologies teachers implement the information technologies and software curriculum?

The primary aim of this study is to examine, in detail, the processes through which information technology teachers implement the Information Technology and Software course curriculum. The study employed a phenomenological design within a qualitative research methodology. The participants comprised 11 information technology teachers working in state schools in a province in northern Türkiye. A semi-structured interview form was used as the data collection instrument, and the data obtained were analysed through content analysis. The findings were organised under the themes of content determination, teaching methods and techniques, instructional materials, measurement tool identification processes, and factors affecting the curriculum implementation process. They indicate that teachers determine lesson content, teaching methods and techniques, instructional materials, and assessment tools predominantly on the basis of curriculum learning objectives and student characteristics. The findings further show that, when determining lesson content, teachers draw primarily on teacher guidebooks and digital content; in their lessons, they most frequently employ demonstration followed by practice and expository instruction; they use computers and software programs as the main instructional materials; and they incorporate Web 2.0 tools and written examinations as assessment tools within the assessment and evaluation process. Furthermore, Information Technology and Software teachers report that the curriculum implementation process is influenced by the school’s physical resources, student characteristics, access to instructional materials, lesson time, teacher competencies, class size, current technological developments, school management, society’s attitude towards the course, the presentation of content, and parents’ attitudes towards technology.