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This study aims to investigate the effect of technology use in education on classroom management within the scope of the FATİH project, which is a technology integration project. The present study utilizes the descriptive mixed method which involves both qualitative and quantitative methods. "The personal information survey", "The Effects of Technology Use on Classroom Management Scale" and "the semi-structured interview form" were developed by the researchers for data collection. The scale development study and preliminary applications were carried out before the actual application. The application was conducted in schools which actually used interactive board, tablet computer and software technologies within the framework of the FATİH Project. The study group was made up of 52 teachers serving in various provinces on the secondary education level. The content analysis method was used for analysis of the data obtained using the semi-structured interview form. Quantitative data were analyzed using frequency, percentage, Mann Whitney U and Kruskal Wallis H techniques on SPSS 18.0. According to the results obtained in the study, the average scores of intra-classroom relationship and behavior management sub-scale proportional to item count were higher compared to other sub-scales. Average scores obtained from the management of the classroom order and teaching sub-dimension were the lowest. The effect level of technology use by teachers in the classroom on classroom management was moderate. No statistically significant difference was found in terms of effect levels of technology use by teachers in the classroom on classroom management, except for the variable of daily internet use. Considering the results obtained from qualitative data, the perception that interactive board use in the classroom had positive effects on classroom management stood out. It can be said that this perception resulted from use of interactive board as a presentation tool during classes. In contrast, the teachers stated that tablet computer use in the classroom led to time management issues, negative student behaviors and certain interruptions during the class due to access problems.

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