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The purpose of the current study was to evaluate the undergraduate program of the Computer Education and Instructional Technology (CEIT) Department. CEIT department is an undergraduate program that trains information technology teachers. The study group of the study, which was designed according to the descriptive research model, was consisted of 461 CEIT graduates, who were selected by using the convenience sampling methods. Three instruments were used to collect data; a "Personal Information Form," the "Pedagogical Competence Perception Scale for the CEIT Graduates," the "Technological Competence Perception Scale for the CEIT Graduates." The data collection tools were developed by the researchers. When the results of the study are evaluated it is seen that the CEIT curriculum supports the participants in the acquisition of pedagogical competence more than the acquisition of the technological competence. When the pedagogical competence perceptions of the graduates are considered, it is seen that the graduates have high level competence perceptions about "Educational Planning and implementation, developing educational software and materials, educational communication competences, security and ethics in the use of information and communication technologies during the educational process, planning and implementation of the projects." When their perceptions of their technological competence are examined, it is seen that the graduates have moderate level of competence perceptions about "ability to solve problems in relation to the hardware installation and using visual software," while they have low level of competence perceptions about "ability to use system software and security of network and system." In this study, it was understood that the undergraduate program of the CEIT department, which trains future teachers of information technologies courses, is more sufficient in terms of developing pedagogical competence and less sufficient in terms of developing technological competence in students. In this context, the contents of the courses in the CEIT undergraduate program should be updated. Additionally, some studies should be conducted in order to develop the technological competence skills of the students attending the department.

The purpose of this study is to determine the effect of coding instruction performed with the Lego Mindstorms EV3 robotic set on students' attitudes towards coding and their perceptions of computational thinking skills self-efficacy. Single group experimental research design was used in the research. The study group of the research consisted of 30 sixth grade students who studied at a secondary school in the 2019-2020 academic year. These students selected the Information Technologies and Software lesson within the context of Support and Training Course. The research was carried out with robotic coding activities for 7 weeks, two lessons per week. In order to collect the research data, the Attitude Scale for Coding Education and the The Self-Efficacy Perception Scale for Computational Thinking Skill were applied as pretest and posttest. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding and a decrease in their negative attitudes, but this decrease was not found to be statistically significant. In addition, it was found that there was a statistically significant change between pre-post and post-study in all sub-dimensions of students' computing thinking skills self-efficacy perceptions.

Feedback is an essential element of education in raising student learning and performance. Along with the ubiquitous use of technologies in education, video feedback has emerged recently as a new mode of feedback delivery. While there are a number of previous studies on perceptions about video feedback, its effectiveness on feedback use remains underexplored. To address this gap, this study uses an experimental approach to investigate the effect of video feedback on students' feedback use in the online learning environment. A total of 43 undergraduate students participated in the study. After they upload their assignments to the LMS, the experimental group received video feedback and the control group received text feedback by the instructor. After that, students were asked to revise their assignments by considering the feedback. Findings revealed a significant difference in favour of the experimental group and students receiving video feedback become more successful in using feedback.

This study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the flipped classroom method. The experiences of the instructors related to the flipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 different departments determined by purposive sampling. Five instructors were interviewed, and one instructor's lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The definitions of the flipped classroom, the technologies used in the flipped classroom, the effects of the flipped classroom on students, the difficulties encountered in the flipped classroom, and the themes and sub-themes for making the flipped classroom more effective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the flipped classroom.

This study's goal was to investigate the effect of homogeneous and heterogeneous pairs in terms of individual differences on group compatibility, flow, and coding performance in pair programming. In line with this goal, five individual difference variables of gender, learning style, friendship, the conscientiousness component of personality traits, and prior knowledge of coding were determined in order to use them in the determination of pairs in pair programming. In the quantitative section of this mixed study, a non-equivalent control group posttest only experimental design was utilized. Sixty-four volunteer university students were included in the study. As a result of the study, it was determined that the homogeneous group experienced a higher level of flow in the case of learning style. On the other hand, in the case of friendship, the homogeneous group experienced a higher level of flow, while the heterogeneous group demonstrated a higher level of coding performance. Concerning the conscientiousness component of personality traits, the heterogeneous group showed a higher level of coding performance. In line with these findings, suggestions for both researchers and practitioners of coding education were made in the full text.

Cooperative learning manifests itself as pair programming in coding education. There is a limited number of studies experimentally demonstrating that pair programming is effective in the educational context. Therefore, in this study, solo and pair programming were compared in terms of flow experience, coding quality, and coding achievement. The method used in this study is a pretest-posttest quasi-experimental design. The study group consists of 42 volunteer senior university students (28 males, 14 females). While solo programming was performed in the control group, pair programming was performed in the experimental group. It was concluded that the flow experience of the experimental group was higher than that of the control group in four weeks of the six-week implementation, whereas the coding quality of the experimental group was higher in three weeks. No difference was found in the other weeks in terms of both flow experience and coding quality. Although the coding achievement of both the control and experimental groups increased in the study, the experimental group did not exhibit better performance in terms of coding achievement. In conclusion, since it was revealed in this study that pair programming is effective, it is recommended to use pair programming more frequently in educational settings.