Introduction:Nowadays, the use of technology in the field of education isincreasingly becoming common as in many areas and it is exploitedeffectively at every stage of education. There are many advantages ofusing technological developments in education and training forstudents and teachers and at the present time, using the technologyhas become a necessity.PurposeThe purpose of this study is to find out the possible difficulties byinterviewing with the teachers about the problems related with thesmart boards and tablets that were delivered to the students and aboutthe solution suggestions and to make an evaluation of this project fromthe point of teachers. That with what purpose and how often the smartboards and tablets that were delivered in the scope of the project areused by the teachers and students and what the problems anddeficiencies are at schools where they are used are analysed.Conceptual FrameworkChanges and transformations effect the society in many ways,these changes and transformations accompany the technology anddevelopments in communication area. For overcoming the difficultiesthat are encountered in solving the problems in education and trainingarea, if traditional approaches are considered to be insufficient, the bestapproach is to use the advantages provided by information technologies.Computer Assisted Training has got a very important place in using thetechnology more effectively and efficiently. In this approach, the trainingwith tablets and smart boards is very important. Nowadays, the use oftechnology in the field of education is increasingly becoming commonas in many areas and it is exploited effectively at every stage ofeducation. There are many advantages of using technologicaldevelopments in education and training for students and teachers andat the present time, using the technology has become a necessity. Inthis study, the problems that the teachers have related with the SmartBoards and the Tablets which have been given by the Ministry ofEducation within the frame of Fatih Project and their solutions areanalyzed. MethodIn the study, the views of 25 teachers who are employed indifferent branches in 6 different high schools in which technologicalopportunities are provided within the scope of FATIH Project in 2014-2015 academic year in Malatya, were benefited. As the data collectiontool, Semi-structured interview form was used. In the survey, easilyaccessible state sampling which is one of the purposeful samplingmethods was used. For determining the teachers’ perceptions andperspectives about Fatih Project, phenomenology design that is amongthe qualitative research methods is used. In the evaluation of the data,content analysis method is used.Findings and discussionAccording to the findings, it has been determined that in-servicetraining for the smart board is inadequate, teachers didn’t use theinformation technologies adequately during their high school trainingbefore they started teaching and they don’t find their training sufficient,in the practice of FATIH Project the biggest problem they encounter isthe lack of substructure, school books are not compatible with thesmart boards, the lessons are not visual and auditory and the level oftablets’ use is very low and they are used with wrong purposes. One ofthe important findings of the study is that besides technical problems,the materials that are compatible with smart boards are not enoughand teachers need pedagogical and professional support about the useof the technology within the frame of this project. Additionally in thisstudy, that the efforts for increasing the efficiencies of teachers andstudents’ education of Information Technologies are not made, thatthere is not a supportive structure for research&development ineducation and interactive content development efforts, that in case offailure, necessary technical support is not given to the tablets afterdistributed to students, that the process of integration of teachingprogrammes with technology should be well-programmed and that theteachers are not guided for preparing and developing materials areother important findings. As a result of the research, the project ofFATIH is insufficient and it is understood that the goals that aredetermined for FATIH Project are not clear. Moreover, according to thefindings of this study, the goals of FATIH Project, shareholders and theirneeds are not defined clearly. It is understood that before the projectplanned, the examples of past experiences and projects were notevaluated well enough and its examples in other countries were notfully investigated. It is not possible to talk about the success of theprojects that have not subconstruction. It has been observed that theteachers who find difficult to use smart boards do not want to usecomputers during the lesson and they insist that traditional methodsshould be used. According to the result of this study, it has beendetermined that smart boards and tablets are not used properly.Another problem is the in-service training that the teachers receive. Inservicetrainings, as they are in a general format and consist of mostlytheoretical knowledge, do not meet the need. As stated by the teachers,it has been said that the activities would be more fruitful if they areheld in small groups and spread over a longer period. That the teachersdo not have enough practices in in-service trainings (presenting a lesson with a smart board, teaching with tablets ..etc) is often expressedas a problem.Conclusions and recommendationsAs a result of the research, the project of FATIH is insufficient andit is understood that the goals that are determined for FATIH Project arenot clear. Moreover, according to the findings of this study, the goals ofFATIH Project, shareholders and their needs are not defined clearly. It