In this study, it is aimed to examine the process of technological change from the perspectives of academicians who are specialists in teaching social studies, Social studies curricula, and teachers of social studies. The study was planned as a case study in a qualitative design. The research sample was formed using purposeful sampling techniques and consists of academicians (4), social studies teachers (20) and social studies curriculums (4). From the research data, five themes were identified focusing on time as 2005, 2005-2015, 2015-2017, 2017-2018, and 2018-2021. Within the scope of the determined themes, social studies curricula and social studies teaching processes of teachers and academicians were discussed. According to the study results, in the course of 2005, the impact and scope of technological reflection in the curriculum was wider, and it was determined that the implementation process relatively fell behind. Within the scope of the 2005-2015 theme, it is noteworthy that during the transition period to 2015, the impact of technological reflection in the social studies curriculum has narrowed, but there has been an improvement in the frequency of the use of new technologies in the implementation process. When the theme of 2015-2017 is examined, an increase is observed in the number of learning areas and achievements in which the technological emphasis is reflected, and it is concluded that the use of technology is reflected in the application process at the same rate. When the 2017-2018 theme was examined, it was identified that technological reflection has improved in terms of both teaching program and implementation. In the 2018-2021 theme, there was no change in the curriculum dimension. On the other hand, it was concluded that new technologies were more intensively utilized in the lessons in the implementation process. Based on the findings of the research, it is suggested that the social studies curriculum should be updated at shorter intervals and the technological competencies of teachers should be kept up-to-date, due to the rapid change in educational technologies.

Technological change, social sciences curriculum, academicians, teachers.