This study aimed to understand what constitutes better technology classes in middle school
 technology education and to uncover the essence of quality technology education. Employing the
 action research method, with the teacher assuming the role of a researcher, the study explores the
 process of planning, implementing, reflecting on, and re-implementing lessons for class improvement.
 Conducted at G Nomad Middle School, a public alternative education specialized middle school,
 from March 2022 to December 2023 across four semesters, the study collected and analyzed data
 such as class recordings, student interviews, teacher's reflective journals, and class outputs to
 understand the essence of better technology classes.
 Key findings of the study are as follows:
 First, as an initial step in understanding the field to create better technology classes, the
 researchers gained insights into how students at Nomad Middle School perceived technology classes,
 which were described as playful classes, uninteresting classes, and classes where only some
 students participate.
 Second, the process for creating better technology classes was categorized into themes such as
 inviting students to participate in class through dialogue, providing opportunities for reflection
 through online portfolio writing, connecting class with students' lives, providing customized
 assignments and assistance to students, teaching classes that reflect students' preferences,
 incorporating career-related aspects into classes, and providing time and space for technological
 activities.
 Third, implementation resulted in observable changes in the classes, transforming them into
 classes that connect text and context, classes that foster immersion through reflective thinking,
 and classes that recognize each other's existence.
 Fourth, the educational significance of creating better technology classes was discussed within the
 context of three educational essences: interpretive interaction between learning and teaching,
 existential orientation towards better human formation, and dialectical dialogue process.
 This study offers valuable insights for technology teachers striving to enhance their classes and
 researchers exploring the essence of effective technology classes.