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The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoglu, Güngören, Kaya-Uyanik, and Gür-Erdogan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.

The ability to interact or engage with the instructor, other students, and the content i.e., to experience online student engagement, is one main difference between traditional and digital media employed in teaching and learning processes. As literature on this topic in the Turkish context has proliferated, to date, virtually no systematic reviews of this research have been carried out in order to identify potential gaps in the literature. To address this issue, this study investigated previously conducted research in chronological order on student engagement at the post-secondary level in the Turkish context using a PRISMA-based systematic review screening process. The results show that online engagement research and practices have clearly increased and diversified over time. Specifically, online engagement research in the Turkish context has tended to focus on computer science students studying in online-only, LMS-supported environments where their behavioral engagement has been investigated quantitatively. Considering these findings, this systematic review suggests that future studies in the Turkish context should examine other fields besides computer science education, focus more on collaborative tools and the social dimension of engagement, use more qualitative methods, and investigate blended environments as well as online-only.

A sudden shift to distance education during the COVID-19 pandemic in Turkiye strained teaching and learning activities, placing K-12 teachers in a novel context with challenges and opportunities to investigate. This study explores the teaching experiences and opinions of K-12 teachers during the COVID-19 pandemic, focusing on challenges, advantages, and suggestions. Search queries were executed in leading databases (DergiPark, ULAKBIM TRDizin) to locate potential studies. Twenty-two studies meeting the predetermined inclusion and exclusion criteria were subjected to a rigorous and iterative thematic analysis using the qualitative meta-synthesis approach. The results revealed significant challenges categorized into ten themes: shortcomings in technology and infrastructure, student motivation and engagement, technology literacy, and social and emotional well-being. The results also highlighted key advantages of distance education in eight categories such as learning improvement, flexibility and convenience, and digital tools and resources. Additionally, the study identified valuable suggestions that contribute to the success of distance education, such as adapting curriculum, increasing access to technology, strengthening internet infrastructure, providing teacher training and support, developing engaging and interactive instructional materials, and improving communication and collaboration between students and teachers. The study results inform the development of evidence-based practices and policies that can support K-12 teachers in providing quality online education during times of crisis.

In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. The education included theoretical and practical STEM instruction conducted by expert academicians, utilizing next-generation educational robotic kits to facilitate sample STEM activities. The primary aim was to equip teachers with skills aligned with the elementary school curriculum, emphasizing a focus on STEM learning outcomes. As a result of the training, teachers were able to develop their own STEM activities. The study, which was modeled with a one-group pretest-posttest research design, examined the changes in the attitudes towards STEM and STEM awareness of the participants as a result of the STEM education they received. In conclusion, it is observed that the participants' attitudes towards STEM education and their awareness of STEM have increased by the end of the education. Additionally, the participants believe that STEM educational activities should be included in the curriculum.

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers' levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers' positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with "Elementary School Principals' Technology Leadership Role Scale" and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

The aim is to investigate the effects of delivering group-based personalized teaching via an electronic performance support system (EPSS) in an online medical informatics course on medical students' academic achievement and community of inquiry levels. The basic working principle of EPSS is to provide the most appropriate teaching methods to the educator, according to the students' variables and learning outcomes. The research design of this study involved a quasi-experimental pretest-posttest design with a control group and the qualitative research method of answers to follow-up questions. While the students in the experimental group were taught various teaching approaches (flipped classroom, brain storming, case-based learning, debate and think-pair-share), the students in the control group were taught directly by online lessons according to direct instruction method. It was seen that the experimental procedure had a positive effect on both the academic achievement and community of inquiry levels of the experimental group compared to the control group. Besides, students in the experimental group reported that the lessons were more effective when they were enjoyable, motivating, focused on discussion and research, and were taught through cases. The group personalized teaching method used in this study could be a guide for future studies.

The objective of this study is to determine the ways in-service teachers in Turkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

This study aims to explore the influences of self-efficacy and school climate on motivation for technology integration in education. Albert Bandura's Social Cognitive Theory was used as the theoretical framework. Outcome expectancy was used as a central motivational factor. A foundational model was constructed to explore the relationships among school climate, self-efficacy, and outcome expectancy. The participants were 224 teachers from diverse high schools in Bursa, Turkey. Results revealed that participants perceive low levels of school climate/support but has relatively high self-efficacy and outcome expectancy. Gender-based analyses revealed no significant differences among males and females in terms of all variables. Correlation analysis results revealed significant relationships among the three variables. Furthermore, regression analysis revealed that both school climate and self-efficacy significantly contributed to predicting motivation. More importantly, school climate affected motivation directly and indirectly through its influence on self-efficacy. These findings suggested that the proposed foundational model can serve as a valuable framework for understanding teachers' motivation for technology integration in education.

This study aims to assess the mathematics literacy levels of 15-year-old students participating in the PISA-2022 test, considering the impacts of the frequency of digital device usage, and the influence of printed and digital learning resources in the educational context across Estonia, Finland, China (Hong Kong), Croatia, and Turkey during COVID-19 pandemic. Utilizing a correlational survey research design, data were sourced from the PISA-2022 dataset, with the sample drawn from the specified target population encompassing students in the selected countries. The analysis involved one-way analysis of variance (ANOVA) and multiple linear regression modeling. Across all countries examined, students using personal laptops, desktop computers, or tablets demonstrated higher levels of mathematical literacy compared to those utilizing other digital tools, except in Turkey where students employing their smartphones exhibited superior mathematical literacy. Furthermore, findings indicated a positive association between live lessons delivered by teachers at school through video communication platforms (e.g., EBA, Zoom™, Skype™) and mathematics literacy levels in all countries.

The purpose of this study is to conduct a bibliometric analysis of research on open and distance learning, focusing on articles affiliated with institutions or authors in Türkiye. Articles were retrieved from the Web of Science (WoS) database, those indexed in the SSCI, SCIE, and ESCI categories, published between 2020 and 2024. A total of 1,229 articles were identified through this search. VOSviewer software was used to analyze the distribution of publications by year, keyword co-occurrence, co-authorship networks, co-citation, and citation patterns of journals. The findings indicate that "distance education" and "COVID-19" were the most frequently occurring keywords, reflecting the increasing shift to digital education during the pandemic. Bozkurt A. was the most prolific author, with extensive collaboration in national and international publications. Among institutions, Anadolu University stood out as the leading contributor, reflecting its central role in the development of distance education in Türkiye. Additionally, there was a significant increase in research output during the 2020-2024 period, mirroring global trends in the field.

During the COVID-19 pandemic, many things changed in people's educational lives as individuals transitioned to remote learning. While technologically advanced countries swiftly adapted to the new normal, less developed countries encountered substantial obstacles. This study aimed to compare distance education practices during the lockdown in four OECD countries (Belgium, Japan, Spain, and Türkiye) and provide future-oriented suggestions. A systematic literature review was conducted using OECD documents on distance education practices accessed through the OECD iLibrary database with a keyword search. Nine papers out of 1,294 meeting inclusion criteria were thoroughly reviewed, focusing on categories such as general information, sample practices, implementation challenges, conducting courses, supporting students during the lockdown, and evaluation and national examinations. A descriptive analysis was performed based on coding categories. Findings revealed that school closure durations varied by country and educational level, with each country adopting approaches suitable for distance learning. Online learning platform development was similar across countries, except for Japan, which has a distinct curriculum structure. Challenges, including technological limitations and resistance to change, were common, exacerbated by a lack of expertise and the need for rapid adaptation. Distance education primarily relied on computers, television, and homework, with radio use varying. Decision-making processes differed across countries, with centralized decision-making observed in Türkiye. Supporting disadvantaged students and addressing learning losses were prioritized, and national exams were postponed with changes in content and the number of questions.

The aim of this study is to examine primary school students' views on artificial intelligence. Phenomenology design, one of the qualitative research methods, was used in the study. The study was conducted with 25 fourth grade students. The participants of the study were determined using the criterion sampling method, one of the purposeful sampling methods. The data were collected using a structured interview form and content analysis technique was applied to analyze the data. The results of the study showed that primary school students generally associate AI with technology, science, education, art and daily life. Students define artificial intelligence as human-designed robots and tools that provide information and help in every field. Stating that artificial intelligence has both positive and negative effects, the students emphasized knowledge acquisition and increasing creativity among the positive effects, while they expressed health problems, ethical and privacy concerns among the negative effects. They also stated that the use of AI in the classroom supports learning and development but can create reliability and ethical issues. It is recommended to conduct studies evaluating the long-term effects of artificial intelligence and to better understand the perceptions of artificial intelligence of students in different age groups.

In this research, the opinions of visually impaired professional music education students regarding distance education were thoroughly examined. As distance education has become a prevalent model in today's educational landscape, it is crucial to assess its effectiveness and sufficiency for students with special needs. The study focused on a diverse group of visually impaired students enrolled in both undergraduate and graduate programs in music education. Data were collected through semi-structured interviews, which allowed for in-depth exploration of the students' experiences and perspectives. These interviews were then analyzed using content analysis techniques, revealing key themes related to the students' educational experiences. The findings highlighted several significant deficiencies in the distance education model, particularly regarding accessibility. Many students reported difficulties in navigating online platforms and accessing course materials, which hindered their learning experiences. In response to these challenges, the research proposed various suggestions aimed at enhancing the distance education model for visually impaired students. Recommendations included improving the accessibility of online learning environments, integrating assistive technologies, and providing tailored resources that accommodate different learning styles. By implementing these changes, educational institutions can create a more inclusive and supportive environment for visually impaired students pursuing professional music education, ultimately fostering their success and engagement.

Today, countries are taking important steps towards providing more effective services to citizens by determining strategies to quickly adapt to artificial intelligence-based digital transformation processes, especially education, health, security, justice and local services. National strategies for artificial intelligence studies are determined in countries in different continents of the world, and priority is given to educational studies in order to create human resources trained in the field of artificial intelligence. In Türkiye, artificial intelligence studies are carried out in line with the National Artificial Intelligence Strategy Document (2021-2025) published by the Presidency. Considering the size of the service it provides to millions of citizens, the thousands of schools/institutions and the number of more than one million personnel, the Ministry of National Education is one of the public institutions that has made the best use of information and communication technologies for many years. Since the early 2000s, when internet access was provided to schools and institutions, the Ministry has accelerated e-transformation studies in administrative and educational activities and has carried out permanent works that have been used for many years, mainly e-School, MEBBIS and EBA projects. The leadership of the Ministry of National Education in the use of technology in education increases the expectations in studies in the field of artificial intelligence. In this study, the points reached by the Ministry of National Education in five countries in different geographies (Malaysia, Singapore, China, South Korea, Estonia) and Türkiye, which carry out effective studies in education in line with artificial intelligence strategies, in the use of artificial intelligence were examined and evaluated. The analysis concluded that individualized artificial intelligence applications of countries started to be implemented with different contents, at different learning levels and in different years.

This study aims to determine the effect of the digital stories on the fluent reading skills of primary school 4th-grade students. A quasi-experimental design with a pre-test and post-test control group was used in the study. The participants comprised 46 4th-grade students from the villages of the Silvan district of Diyarbakir Province. Twenty-three students formed the control group, and 23 formed the experimental group. The study was conducted in eight weeks in the 2022-2023 academic year. In this process, first, students' fluent reading skills were measured before the treatment. Then, eight reading passages were prepared in digital story format and used in Turkish lessons. When the treatment ended, the fluent reading skills of the students were measured again. Independent Sample t-test was used to determine significant differences between the experimental and control groups. The results indicated no significant difference between the initial fluent reading levels of the groups. In this context, it can be said that the use of digital stories in reading activities improves students' fluent reading skills.

The concept of Artificial Intelligence (AI) initially emerged as a term in the field of computer science. In the subsequent years, this concept transcended its origins and became relevant across various domains of human life. Nowadays, it's possible to encounter AI in nearly every aspect of human life. In this context, it's considered noteworthy to examine individuals' metaphorical perceptions of AI. Accordingly, the purpose of the research is determined as the investigation of Turkish prospective teachers' metaphorical perceptions of AI. Phenomenology, a qualitative research method, is employed in the study. The study group consists of 115 voluntary Turkish prospective teachers, 94 of whom are female and 21 are male, studying at the Faculty of Education at Artvin Çoruh University. Among the prospective teachers, 36 are first-year students, 37 are second-year students, 26 are third-year students, and 16 are fourth-year students. Data for the research are collected through semi-structured interview forms prepared by the researchers. Content analysis method is used for data analysis, and the data are presented by tabulating them along with frequency values. The analysis reveals that 115 Turkish language prospective teachers produced a total of 110 metaphors. Among these metaphors, 21 belong to male prospective teachers, while 89 belong to female prospective teachers. Metaphors such as human (f19), robot (f10), future (f4), ocean (f3), storm (f2), spring (f2), assistant (f4) are found to be generated by both female and male prospective teachers. In addition to positive metaphors, Turkish language prospective teachers also generated negative metaphors like threat (f2), massacre (f1), monster (f1), etc., concerning AI. Consequently, although Turkish language prospective teachers developed some negative metaphors, it's observed that their perceptions of AI are predominantly positive.

The goal with the study reported on here was to determine pre-service music teachers' views regarding the effectiveness,utility, and sufficiency of technology use in music education as well as the associations between their personality traits andtheir attitudes towards this use. The participants were 224 pre-service teachers studying in music teacher trainingprogrammes in Türkiye. The use of technology in music education questionnaire, the big 5 inventory and the attitude towardsusing technology in music education scale were used as survey instruments to collect the data. The results reveal thatattitudes towards using technology in music education showed a positive relation with openness, and a negative relation withneuroticism. A qualified majority of pre-service music teachers think that technology is beneficial and that they can usetechnology effectively in music education. Nonetheless, the majority of pre-service music teachers still thought thateducational technologies were used inadequately during their music education.

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

The main purpose of the research is to determine teachers' views on the use of digital games in science education. In accordance with this purpose, the research was carried out with the phenomenology method which one of the qualitative research methods, was conducted with eight volunteer science teachers working in different public schools within the 2022-2023 academic year. The participants of the study were selected via the criterion sampling method, which is one of the purposeful sampling methods. A semi-structured interview form was used as a data collection tool in the research. The data collected taking this interview form into consideration was analyzed using the content analysis method. Through the interviews was concluded that digital games are a tool that helps students focus on their attention and learn permanently. Besides, teachers stated that digital games measure science achievements at the sub-cognitive level (knowledge and comprehension) of Bloom's taxonomy. Based on this, digital games ought to be designed to measure the meta-cognitive level of Bloom's taxonomy.

This study aims to examine the effectiveness of collaborative learning, augmented reality, and learning cycle models on students' language success. This study employed meta-analysis methodologies to examine data derived from 54 studies with a sample size of 2,837 participants in Turkey. The data sources were obtained from online database searches on national and international databases from 2008 to 2022, published in Turkey. Through the random effects model, data analysis was done by Stata software to determine the overall effect size and the heterogeneity of the studies. The findings showed that all instructional methods were positively effective, including collaborative learning (g = 0.895) and augmented reality (g = 0.856), which had a high effect, while the overall effect of learning cycle models (1.485) had an excellent effect on the language success of students. Additionally, in the moderator analysis, there were no significant differences according to the type of publication, target class, sample sizes, or practice time. The investigators found that the significant positive effects were present for all three contemporary instructional methods. Therefore, these findings highlight that the use of the three examined instructional methods has the potential to improve student language achievement, and suggest that teachers should strongly consider implementing collaborative, augmented reality, and learning cycle activities within their language classrooms.

The study aims to assess online assessment practices in a public university, addressing questions about self-efficacy levels, tools used, challenges faced, and proposed solutions. The chosen methodology employs a cross-sectional survey design, collecting both quantitative and qualitative data from 50 instructors in Türkiye through a convenience sampling method. Results indicate a moderate level of self-efficacy among participants, with challenges identified in monitoring student progress objectively and incorporating alternative assessment techniques. The study highlights a preference for summative assessments, particularly assignments, projects, and quizzes. Discussions and e-portfolios are less favored. The instructors addressing challenges in online assessment employ various precautions across assessment tools, processes, assessors, and the Learning Management System (Canvas). The strategies include enhancing question quality, favoring higher-order thinking skills, utilizing diverse assessment tools, and implementing precautions like item banks. During the assessment process, precautions involve considerations for exam duration, informing students, and encouraging professional development. In the Learning Management System, instructors rearrange options, enforce single answers, and seek assistance for technical challenges. To ensure internal validity, teachers have opted for measures to prepare questions according to lesson achievements, improve communication with students, and use different measurement tools. Findings resonate with the Technological Pedagogical Content Knowledge (TPACK) model, showcasing the integration of technological, pedagogical, and content knowledge to enhance online assessments' reliability and validity. The findings suggest a need for professional development to enhance instructors' competencies in addressing challenges and promoting a more balanced use of assessment methods in online education.

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

The aim of this study is to examine the views of preschool teachers in Turkey and Europe on eTwinning projects comparatively and to determine the extent to which teachers' experiences are similar and different. It is expected that the findings will motivate preschool teachers and administrators to develop eTwinning projects. In this study, case study method was used as a qualitative research design. Thirty-two preschool teachers from Turkey and Europe were reached through convenience sampling, one of the purposive sampling methods. A semi-structured interview form was used as a data collection tool. The first part of the interview form included general information questions about the teachers and the second part included questions about the teachers' views on eTwinning projects. From the data obtained, it was determined that Turkish teachers created more codes than their European colleagues, however, teachers in both groups generally had positive views about eTwinning projects and took part in these projects voluntarily.

Several studies have been conducted on e-learning acceptance among university students. Most of these studies examined various factors and individual characteristics as predictors of actual use and behavioral intention for e-learning systems. However, latent profile analysis was used in the present study, adopting a person-centered approach. Accordingly, the study's primary purpose was to define LMS acceptance profiles by grouping university students based on gender according to four main UTAUT predictor variables. The secondary purpose was to examine the extent to which LMS acceptance profiles had a relationship with the students' online self-regulation and engagement in online learning environments. The participants in the study were 397 students from a state university in Turkey who continued their distance education. Student Engagements Scale, Online Self-regulation Questionnaire, and Learning Management System Acceptance Scale were used to collect data. The obtained data were analyzed using latent profile analysis. The results obtained in the study revealed that there were three different student profiles: "very low LMS acceptance", "low LMS acceptance", and "high LMS acceptance". According to another result, it was seen that low online self-regulation and engagement had a relationship with a student profile with very low LMS acceptance and that high online self-regulation and engagement had a relationship with a student profile with high LMS acceptance. Based on the findings, various implications were made about increasing students' LMS acceptance.

The rapid development of information technologies in the century we live in has caused significant changes in the field of education. Today, in the information age, traditional reading models with printed materials such as books, newspapers, and magazines have been replaced by reading computers, mobile phones, presentations, and billboards. Thus, information is conveyed to students at all levels through tools such as computers, the Internet, CDs, videos, and printed materials during the education process. It has become necessary to understand the importance of this type of reading, screen reading, in the process of native language teaching and to use it effectively in practice. In this study, it was aimed to examine the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates in terms of variables such as age, gender, income level, frequency of internet use, etc. The sample group of this study in the survey model consists of 379 Turkish Language and Literature and Turkish Language Teacher candidates studying at a university in the east of Turkey. The research data was collected with the screen reading self-efficacy perception scale (Ulu, 2018), which has three subcategories: understanding, page management, and eye health dimension. As a result of the research, it is seen that the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates are generally in favor of screen reading. Additionally, as a result of the research, it was concluded that Turkish Language and Literature and Turkish Language Teacher candidates' gender and basic computer skills differ in their screen reading perceptions.

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

This study mainly aims to examine digital learning material development self-efficacy, self-efficacy perception for technology integration, and educational technology standards self-efficacy from pre-service science teachers. Furthermore, the perspectives of pre-service science teachers on the use of DILMs created with the applications provided during the research the learning environment have been determined. The study was conducted with 53 pre-service science teachers studying at the education faculty of public universities in Turkey. As a data collection tool; "Self-Efficacy Scale of Teachers' Digital Teaching Material Development (DTeM)"), "Technology Integration Self-Efficacy Scale (TIn)", and "Education Technology Standards Self-Efficacy Scale (ETS)" were used. Besides, as data collection tool reflection reports were used too. The quantitative data were examined using the SPSS statistics package program, and the qualitative data were assessed using the content analysis approach. According to the study's findings, there was a statistically significant rise in the average scores of the pre-service teachers obtained from the scales of DTeM, TIn, and ETS in favor of the post-test. In addition, pre-service science teachers have positive opinions on the use of DILMs in the learning environment under the student, learning environment, and learning process category. The researchers finally suggest that such activities must be designed and organized not only for pre-service teachers but also for learners of this century.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

The objective of the present study was to gain a deeper understanding of how middle-grade mathematics teachers implement questions in both technology-supported and non-technology-supported classrooms. The investigation demonstrated that in-service mathematics teachers teaching in a technology-supported classroom and in a non-technology-supported classroom employed seven questioning channels: teacher-created static nature of drawings, teacher-created dynamic nature of drawings, student-created nature of drawings, student verbal discourse, a ready-to-use educational animation and textbook definition, analogies, and real-life examples. Commonly, both teachers used student-created static nature of drawings on worked examples, teacher-created static nature of drawings on worked examples, and mathematical procedures or concepts in their questioning, as well as students' verbal discourse. The integration of technology introduced three additional questioning channels in technology-supported classrooms: the teacher-created dynamic nature of drawings, a ready-to-use educational animation and textbook definition, and a real-life example. In conclusion, this study indicates that teacher questions can be influenced by the questioning channels employed, and technology might, to some extent, affect teachers' variety of questioning channels. The results are discussed in the light of related literature.

Peer feedback via CMC modalities has become an alternative to conventional in-class peer feedback due to the rapid rise of educational technology and the widespread use of computer-mediated communication in L2 education. Despite the fact that much research has been published on the benefits of CMC tools for enhancing L2 proficiency, the number of studies on peer feedback provided on online platforms and its effect on L2 writing achievement is limited. Therefore, the current research, with the participation of 42 university preparatory class engineering students, aimed to investigate the effectiveness of web-based peer feedback on L2 writing achievement and their views towards web-based peer feedback. For this study, the purposive sampling method was employed. To collect the data, pre-and post-tests were used and semi-structured interviews were conducted with the experimental group members. The findings have indicated that compared to traditional teacher feedback, web-based peer feedback is found to be more effective in improving students' L2 writing achievement. Regarding the views of participants, web-based platforms to give feedback has several advantages, including practicality, ease of access, motivation, and continuous learning. The quality of the input, a lack of technological resources, or connectivity problems were regarded as the disadvantages.

This mixed-method study explored the effect of the flipped classroom model (FCM) on vocabulary learning of young English language learners and their perceptions and experiences about FCM practices. Two intact groups of 4th-grade students in a state primary school in Turkiye were randomly assigned as experimental (N = 32) and control (N = 33) groups. The quantitative data related to vocabulary learning were collected through three measurement tests. The qualitative data were obtained via semi-structured face-to-face interviews with 19 volunteer students from the experimental group. The results revealed that the levels of vocabulary learning and retention for the experimental group students were statistically significantly higher than those of the control group students (p< 0.05). The qualitative data analysis also confirmed the effectiveness of the model for vocabulary learning and revealed its efficiency for language classes of young English language learners. Accordingly, suggestions were made for the FCM implementation.

The aim of this study is to investigate the effect of digital gamification-based instruction on the attitudes towards mathematics and anxiety of seventh-grade gifted students in the "Equation and Equation" unit. In this study, pretest-posttest unbalanced group experimental design was used. The study was conducted in the 2022-2023 academic year with a total of 30 seventh-grade gifted students, 15 in the experimental group and 15 in the control group. During the study, the control group received a mathematics lesson based on traditional teaching and the experimental group received a mathematics lesson supported by digital gamification. In addition, the participants in the experimental group were asked to keep a diary throughout the implementation process to reflect their thoughts about digital gamification-based instruction. In the study, it was concluded that digital gamification-based instruction positively affected the attitudes of gifted students toward mathematics. It was observed that the anxiety levels of the students decreased after the application, but there was no statistically significant difference. In the study, students stated that mathematics lessons based on digital gamification were fun and their prejudices about the subject were broken.

Nowadays, it is not common to come across sectors that can work and succeed without using information technology (IT). IT has now become a part of organizations' management and strategic decision-making mechanisms. Therefore, organizations make serious investments to develop software and system infrastructures and transfer business processes to digital environments such as cloud technologies. So, they gain opportunities of spreading their business activities to wide stakeholders and customers and being business resilient. Here it is essential to provide assurance that an organization evaluates, develops, implements, maintains, disposes of its IT systems and manages life cycle of all information and information technology systems properly on all physical and logical environments. However, the most important matter is that an organization's objectives are met by the management practices of its information systems. While organizations carry out their digital transformation at a dizzying speed, organizations should be protected from material and moral damages such as loss of money, loss of commercial confidential information, loss of reputation by protecting the confidentiality, integrity and accessibility of the information assets they own and also comply with legal legislations such as the protection of personal data and intellectual property rights. In order to achieve this, organizations benefit from one or more frameworks, standards or directives that are suitable for their own structures and needs, separately or by integrating them. However, the most important point in this transformation process is the transition of organizations from IT management understanding to IT governance. In other words, IT has now become a part of the strategic decision-making mechanism by rising from the level of support tool to carry out business processes in organizations. When we search the academic literature, frameworks and standards, it is seen that the key elements of IT governance are structures, processes and relational mechanisms. If these three components are set up correctly and fit the organization, it can be assured that IT aligns with and supports the objectives of the organizations and that effective IT governance is achieved in every kind of organizations. In this research, databases such as Web of Science, IEEE, and SCOPUS are scanned and found articles are reviewed in order to make a literature review on IT Governance Mechanisms and Frameworks. Results are evaluated and discussed. By the way, suggestions for further studies were made and advanced researches were shed light on.

Digital story is an instructional technology material created by blending elements such as audio, image, video related to the subject to be told with the help of digital tools. This study aimed to determine music teachers' views on digital story. Qualitative research design was utilized in the study. The sample of the study consisted of volunteer music teachers in Turkey. In order to collect the data, the interview form prepared by the researcher was completed by taking expert opinion and delivered to the teachers via Google Forms. The data of the study were analyzed by content analysis method. In line with the information provided, positive results were obtained regarding the use of digital story; music teachers were open to the use of digital story in lessons. It was seen as a very useful, entertaining and motivating material for students, and important results were obtained such as their desire to receive training on digital story and their need for this training.

The dramatic increase in science, technology, engineering, and mathematics (STEM) education studies has resulted in more authors promoting the use of Arduino in STEM education. Although there are educational research studies utilizing bibliometric procedures for the exploration of Arduino and STEM separately, there is a further need for research on their relationship. The current study utilizes several software tools (Vosviewer, Biblioshiny) and bibliometric procedures for this research domain. The documents were retrieved from the Scopus database from 2013 to 2022. Performance analysis was used to reveal publications and citation trends with the top contributors. Moreover, bibliographic mapping was used to comprehend the conceptual (co-occurrences), intellectual (bibliographic coupling), and social (collaboration network) structures of the retrieved data. The results revealed that the most prolific authors and institutes were addressed in Turkey. Besides, the most cited authors and institutes were from the USA. However, it seems this situation will change soon to the advantage of Turkey because of its highest annual growth rate and smallest document average age. This research also shows that there is a sign of the risk of monopolization in this area soon. Moreover, little cooperation was found within the dataset implying the importance and necessity of encouraging the mobility of researchers as well as increasing the collaboration between universities at both national and international levels. Overall, the study reveals that Arduino has great potential in using STEM activities in the future.

STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.

With the outbreak of the COVID-19 pandemic, governments around the world were forced to take emergency measures in every aspect of life including education. Instead of the prevalent face-to-face mode of teaching, institutions turned to online teaching one by one. This brought many issues along with it. Because of distance education, it became quite challenging for teachers to maintain the multimodal nature of communication. This research aims to examine in-service teachers' perceptions and actual practices regarding multimodal instruction in online lessons during the COVID-19 pandemic from a descriptive point of view. The research followed an explanatory sequential mixed-methods design. Firstly, to examine the beliefs and preferences of teachers, a 24-item questionnaire (henceforth Multimodal Teaching Questionnaire) that was adapted from a previously developed questionnaire by Bulut et al. (2015) was used. Secondly, 72 hours of distance lessons from 36 teachers were observed via Zoom online conferencing tool. The results showed a discrepancy between the teachers' statements and their actual practices regarding multimodality. While most of them reported extensive use of multimodality in their instruction, observations showed that in the majority of their lessons, only one or two modes were used.

It is seen that many opportunities are offered to both students and teachers thanks to the integration of technology into teaching environments. It can be thought that using instructional technologies in the teaching process can enable students to be active in this process, make learning enjoyable, concretize the information, and thus ensure that this information is permanent. In addition to this, distance education opportunities can be provided so that students can continue their education under extraordinary conditions. In this research, it is aimed to examine the experiences of primary teachers in teaching science during distance education. In the research, which was carried out using the case study design, which is one of the qualitative research methods, semi-structured interviews were conducted with 10 primary school teachers who were determined based on the purposive sampling method. Content analysis was used in the analysis of the data. According to the research findings, in the distance education process, most of the teachers adapted the strategy-method-techniques they used before according to the distance education process. Teachers have taken various measures to increase permanent learning, student motivation and interest. However, they also needed support during this process and had limited content development experience. It is all-important that teacher candidates are trained in terms of instructional technologies in primary school teacher training programs. In addition, if teachers need technological support, it is thought that appointing information technology teachers not only at secondary school level but also at primary school level institutions will contribute to the process in order to meet these needs.

At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBITAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching.

The integration of Virtual Reality (VR) technologies into education holds immense promise. Virtual Reality has the potential of providing an immersive and interactive learning experience, thus allowing students to engage with educational content in a more meaningful way. As it can be customized and developed for different purposes, VR can be integrated into almost all the school subjects. However, it is marked by its unique set of obstacles or challenges such as high prices of the devices, lack of software, limited usability, lack of competence of teachers etc. This study is mainly centered on the research interest of understanding how teachers apply VR technologies in their educational practices. The study delves into the experiences of teachers who participated in a survey. The survey was administered between September 2023 and November 2023, to 103 teachers from diverse educational backgrounds. The results were analyzed by using SPSS and MAXQDA software. Through their responses, the key findings that shed light on the integration, benefits, and challenges of VR technologies in education are provided in the current study.

The aim of this study is to determine how innovative practices aimed at meeting the educational needs of gifted children, taught during activities, influence the attitudes and opinions of resource room teachers towards the use of technology in education. This study, conducted with 30 teachers working in the Southeastern and Eastern Anatolia Regions, employed a mixed-methods approach and included various activities such as animations, augmented reality, educational games, and STEAM. Data were collected through the attitude scale and diaries towards the use of technology in education. The results indicate that teachers' attitudes towards technology use did not differ by gender and that innovative applications were beneficial for all teachers. However, deficiencies were observed in teachers' ability to adapt to technologies related to coding, engineering, and STEAM. To address these deficiencies and keep technological knowledge and skills up to date, it is recommended to organize regular professional development programs and seminars.

The aim of this research is to examine the effects of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of 50 students studying in two separate classes at a state university and taking biology courses. Within the scope of the research, the subject of the central nervous system was taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. In the research, "Academic Achievement Test" and "Biology Attitude Scale" were used as data collection tools to measure the academic achievements of the students. A statistical package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively affected the academic achievements and attitudes of the students. In future studies, it is recommended that the effects of technology-supported drama method on students' academic achievement and attitudes in biology courses be examined in the long term with larger and more diverse sample groups.

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasiexperimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Background: Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology: A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann-Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions: The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning.