DOI: 10.18009/jcer.1816093 ISSN: 2148-2896

Teachers’ and Principals’ Views on Educational Technologies, Active Learning, and Social Entrepreneurship Practices in Disadvantaged Regions

Mehmet Akın Bulut
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This qualitative study explores the subjective experiences of 25 teachers and 10 principals working in socio-economically disadvantaged schools in Istanbul. Utilizing a phenomenological design, data were collected through semi-structured interviews and analyzed via interpretative content analysis. Findings indicate that while interactive whiteboards serve as a critical "digital bridge," a significant gap persists in the integration of Web 2.0 tools. Participants identified communication barriers, specifically the Turkish-Arabic linguistic divide, and structural marginalization of families as primary obstacles to effective instruction. Furthermore, high staff turnover contributes to institutional isolation, fueling a perceived need for targeted technopedagogical and relational leadership training. While providing deep contextual insights, this research is limited by its localized, qualitative nature; thus, results are not directly generalizable to broader populations. Ultimately, the study suggests that educational equity in high-needs urban regions depends on context-specific professional development and administrative advocacy rather than standardized, top-down interventions.

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