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Correct pronunciation significantly increases the intelligibility of communication. However, it is uncertain whether acquiring the pronunciation of the words enhances word retention capability. Therefore, the major purpose of this research is to evaluate whether vocabulary acquisition with the aid of pronouncing with artificial intelligence leads to a longer memory. In this research, a full experimental pattern, and a pre-test and post-test control group design were applied. Furthermore, a total of 56 high school students aged between 14-15 were asked to memorize unknown vocabulary with two pronunciation teaching methods. Prior to the experimental process, the pre-test was applied to both groups, and then, the artificial intelligence-based speech recognition pronunciation teaching process was to the experimental group while the phonetic alphabet pronunciation process was to the control group on the 4th, 8th, and 12th weeks. According to the findings, it was obtained that pronunciation practice via artificial intelligence-enabled the words to remain in memory longer. Additionally, the participants' views were gathered at the end of the research. For further research, this study will benefit other research with a variety of accessible tools to meet objectives by utilizing a new artificial intelligence-supported pronunciation model, through recording and reacting to learners' pronouncing practices in different languages.

In the descriptive study reported on here we used A Scale for Flipped Classroom Readiness of Secondary School Learners developed by Hao and adapted by Durak to evaluate teachers' readiness. The scale was administered to 233 teachers working at 5 randomly selected secondary schools in the city of Elazig, Turkey. Five key aspects of their readiness to conduct flipped classroom education were investigated: "self-efficacy in controlling learners, technological self-efficacy, self-efficacy for planning classroom time, readiness for preparatory work and being open-minded." In general, overall readiness was found to be positive for young teachers who had recently joined the profession. Teachers who owned computers and perceived themselves as being competent users of information and communications technology were more likely to have favourable opinions of their ability to implement flipped classroom pedagogy.

The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers' and their students' flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students' technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers' and their students' readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.

Hybrid learning based on the integration of traditional face to face and online teaching- learning paradigms has become popular with the improvement of technology. This popularity creates a need for making a reinterpretation of the findings of recent empirical studies conducted on the effectiveness of hybrid learning. Thus, it is aimed to present the overall effect of hybrid learning on students' academic achievements by analyzing 45 research findings obtained from 44 quantitative studies published between 2010 and 2020. Relevant studies were identified from the databases of scholarly publications. The sample was examined using the Comprehensive Meta-Analysis (CMA) program. Publication type, education level, discipline, and duration of the intervention were determined as moderator variables. The results show that the effect of hybrid learning on students' achievement is statistically higher (d = 1.032) in the random-effects model. A heterogeneous distribution was obtained from the sample Further subgroup analyzes using Analog ANOVA revealed that only the discipline variable is statistically significant. It was concluded that the discipline of biology has the highest effect size and the discipline of science has high effect size respectively. Furthermore, the impacts of these findings were discussed and relevant suggestions were given for future researches.

This research aimed to explore the views of 8th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

STEM education is applied to raise individuals having 21st-century skills based on the integration of science, technology, engineering, and mathematics. This paper aims to present the overall effect of STEM education on students' academic achievement by analyzing 64 research findings obtained from 56 quantitative studies published between 2014 and 2021. Relevant studies were identified from the databases of scholarly publications such as ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, ProQuest, CHE Thesis Center. The sample was then meta-analytically examined using the CMA program. Education level, duration of the application, disciplines, and publication type were determined as moderator variables. The results showed that the effect of STEM education on students' academic success was statistically higher (g= 1.150) in the random-effects model. A heterogeneous distribution was obtained from the sample. Further subgroup analyzes using Analog ANOVA revealed that disciplines (Qb= 921.394; p= 0.000), and publication type variables were statistically significant (Qb= 7.229; p= 0.007). With respect to the disciplines, the effects of STEM education showed the largest effect size of 1.156 in the discipline of science. Regarding the publication type, national studies were presented the largest effect size of 1.155.

Research of flipped classroom can be carried out in such dimensions as teacher, school manager, parents and students. This present research is aimed to investigate the secondary school students' flipped classroom readiness. The survey method was applied in this descriptive study. 'A Scale for Flipped Classroom Readiness of Secondary School Students' was applied as developed by Hao and adapted by Durak. The scale was applied to 383 5th grade and 362 8th grade totally 745 students studying at five different secondary schools which were chosen randomly from city center of Elazig. Obtained data were analysed using SPSS Program Version 22.0. Their readiness for flipped classroom learning was investigated in five sub dimensions: 'self-directed learning, technology self-efficacy, in-class communication self-efficacy, motivation for learning and doing preview'. Their flipped classroom readiness was found positive in general. Students who have a computer and those who perceive themselves competent at using technological devices have more positive opinions on the flipped classroom.

Understanding the characteristics of preschool-age children is an important and first step for supporting children's healthy development and school readiness. Children may show different developmental features and come different social, socio-cultural background; however, they are in the same age. Reaching of education at a desired level will be achieved by a good curriculum which is organized and put in practice. Therefore, the curriculum should be organized by considering all students' features. Therefore, the curriculum should be practicable and related with the needs of today's world and social expectation for a good early childhood education programs. Accordingly, it is aimed to investigate the actualization levels of learning out comes related to developmental areas in early childhood education curriculum. Working group of the research is composed of 165 primary school teachers and 136 pre-school teachers working in districts and Centre of Sirnak, Turkey. Scanning method was used in the study. Two different questionnaires were prepared related with developmental areas of early childhood and the data was obtained through a questionnaires and analysed in SPSS package program. Questionnaires have two parts. In first part, there is personal information about teachers and in the other part there are statements about out-comes of developmental areas in the Early Childhood Curriculum. According to the results, the pre-school teachers gave a high score to the questionnaire by stating positive opinion towards the pre-school curriculum sufficiency and achievement. In addition, primary teachers gave lower scores on the questionnaire that the children achieved out comes. As a result, significant differences were found between pre-school and primary school teachers' views on all areas of development.

The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers' self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers' self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers' self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers' self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers' self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.

The main purpose of this study is to investigate the related factors that affect the usage of educational technology in primary schools. This study depends on literature analysis and the questionnaire to collect data. Specifically, the items employed in this study were derived from the teachers' and school administrators' perceptions of using educational technology. The data were gathered by using mass sampling of 292 teachers and 127 school administrators from 107 primary schools, in the city centre of Elazig, Turkey. The questionnaire used for data collection had a reliability coefficient of 0.78. Both descriptive and inferential statistics were used for the data analysis. On the basis of this research, the following conclusions were drawn: Teachers feel positively about using educational materials as well as in-service training on technology integration although there are insufficient educational technologies available in schools. Furthermore, teachers think positively about the lesson "information technologies and teaching materials" which have been employed in education faculties. These findings suggest that primary school teachers need pre-service training in order to implement a curriculum that provides a comprehensive understanding of technology. (Contains 1 table and 4 figures.)

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This research is a descriptive study and examines instructional software usage and teacher's attitude towards instructional software. The data was gathered using mass sampling of 471 teachers from 17 primary schools in the city center of Elazig and Malatya, Turkey. Teachers signify that they can use computers for different aims as well. On the other hand, it is observed that many teachers fail to use instructional software in their lessons. In general, researches show that teachers find them favourable and useful. Moreover, teachers think that these IT classes and instructional software must be developed. Teachers think that if these instructional software are used during lessons, the concepts of lesson topics will be easier; performance of the students and their success will be positively affected. [ABSTRACT FROM AUTHOR]