The purpose of this study was to investigate the usability of the Kahoot!, the digital assessment tool, in elementary schools. With this respect, the participants were selected by using the simple random sampling method. 23 students and 1 teacher in state elementary school in Muğla in Turkey participated in the study in the spring term of the 2017-2018 academic year. The Kahoot! was implemented in the social studies class for 4 weeks. It was a qualitative and quantitative study. The survey technique was used to collect data and the data were analyzed by using the descriptive analysis technique. The results of the study indicated that the students thought the Kahoot! was enjoyable, informative, useful, perfect and fine. The students also rated the difficulty level in using the Kahoot! application as ‘Not difficult’, ‘A Little Difficult’ and ‘Difficult’. These challenges were the difficulties in reaching the Kahoot! website, the problems about the internet connection, the difficulties in reading the board, the difficulties in selecting the answers and the application’s disconnections because of the connection timeouts. The teacher, however, displayed positive opinions about the Kahoot! application.

The aim of the current study is to investigate the attitudes of Social Studies teacher candidates towards usingtechnology. The participants of this study, which was designed as survey study, consisted of 150 1st year and 4thyear teacher candidates from Social Studies Teaching Department at Education Faculty in Afyon KocatepeUniversity in 2017-2018 Fall term. The data were collected by using Technology Attitude Scale (Teknoloji TutumÖlçeği; Yavuz, 2005). The collected data were analyzed through descriptive statistics and Independent SamplesT-test. According to the findings of the study, it can be concluded that Social Studies teacher candidates hadpositive attitudes towards technology use. The results also demonstrated that Social Studies teacher candidates’attitudes towards using technology had a statistically significant relationship in terms of gender in favor of males.On the other hand, educational level did not correlate with the attitudes of Social Studies teacher candidatestowards using technology.

In this study, the purpose of which was to examine the attitudes of middle school students towards robotic coding, the attitudes of students towards robotic coding were discussed in terms of different variables. The research group consists of 120 secondary school students studying in the 7th and 8th grades of public schools in the central district of Konya. In this research, quantitative research method was adopted and scanning model was used. “Demographic data form” and “Robotic Attitude Scale”, which was adapted by Şişman and Küçük (2018), were used to collect the data. Cronbach alpha coefficient of this 5-point likert type scale consisting of 24 items and four factors was determined as α = .932. The research data obtained were analyzed with the SPSS 22.0 statistics program and it was seen that the attitudes of middle school students towards robotic coding differ according to their classes and technology usage time. In addition, there is no difference between attitudes towards robotic coding according to gender and daily internet usage hours.

The aim of this study is to examine the social study book in terms of graphic design principles. This research is aqualitative study. Qualitative research is a type of research in which perception, events or circumstances arerevealed in a realistic and totalitarian way. In this study, Document Analyses Technique is used as a data collectiontool. In this respect, graphic principles criterions are determined firstly and then the images that are used (506images) in the elementary school social study book are examined. The results show that social study books arefound to be of a very low level, in terms of graphic design principles. It turned out that all parts of the social studybook show a lack of implementation of graphic design principles. While the most used graphic design principlesare: integrity, emphasis and balance, the least adopted ones are: alignment, line spacing, blanks and kerning. Inthe context of the research, these suggestions are brought forward: a social study lesson book should be made moreinteresting and should be according to graphic design principles. Priority should be given especially to the chapterswhere there is a lack of use of graphic design principles. Graphic design principles that are used the least such asline and measurement should be implemented more. 

Flipped instruction—the replacement of traditional in-class lecture with at-home, multimedia instruction—continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the relationship between flipped instruction and student learning in a high school classroom context, as well as to understand the interactions between students and technological tools that took place during flipped instruction. This quasi-experimental mixed-methods study compared learning outcomes in high school Biology students (N= 303) who experienced a flipped lesson to those of peers who experienced a control, traditional lecture-based lesson on the same topic. Average gains from pre-test to post-test were significantly higher for flipped students. Flipped students' completion of the out-of-class online learning activity was particularly important. Interview data suggest that the multimedia nature of the online activity, as well as its convenience, contributed the significant gains of flipped students.

Teachers' competencies in the role of the main actor of the teaching process, which constitutes the most valuable investment in human beings, which is the size of the education service carried out in schools, are critical for the efficiency of this process. The search for new qualities and standards created by other occurrences occurring in the world, especially globalization, is reflected in the education process as in every field. The competition environment and the aim of not to be excluded from the change made it compulsory to evaluate and improve the training and teacher competencies as the driving force of this process. In this study, it is aimed to determine the self-efficacy perceptions of teacher candidates about the teaching profession. As the universe of research, Giresun University Faculty of Education primary education social studies, mathematics and science teaching departments were determined. In the 2017-2018 spring semester, 1024 pre-service teachers are studying in the related departments. The sample size was determined as 280 according to 95 % confidence level and 5 % margin of error and a total of 285 teacher candidates were reached. The results of this research, which aims to determine the self-efficacy perceptions of prospective teachers, show that the self-efficacy perceptions of teacher candidates are at a good level. It is concluded that there is a significant difference in the self-efficacy perceptions of the students who are in the department of social studies teaching.

It is thought that it is important to determine the attitudes of the postgraduate students we can see as academicians of the future in terms of making education activities by mobile devices quality and effective learning activities. The purpose of this study is determining the postgraduate Students' opinions about the mobile learning and attitudes about mobıle learnıng. The mixed research model was adopted in this study. The research was carried out in Konya Necmettin Erbakan University, Ahmet Kelesoglu Education Faculties with 30 students studying in different departments in 2016-2017 academic year. İn the result it is reached that Postgraduate Students' attitudes about mobile learning doesn't change according to their gender status, age groups, education status and daily İnternet using but change according to mobile device ownership status. Also, Qualitative findings were positive opinions in the use of mobile technologies in education, mobile technologies benefit teachers and students, the effects of mobile technology on attitude and motivation, future of mobile technology education headings. There are very few negative opinions in these headings. "Which is the best lesson for using mobile technology?" The answer to this question has often been defined as science, information technology and social science.

The aim of this study is to develop a valid and reliable scale named “Smartphone Self-Efficacy Scale”. The purposeof the scale is to determine the smartphone self-efficacy levels of people. The study was carried out with 520 preservice teachers in the spring academic term, and 103 pre-service teachers in the academic year of 2018-2019autumn academic term. The pre-service teachers all were attending the Education Faculty of Mugla Sitki KocmanUniversity. In order to determine the validity and reliability of the scale, exploratory and confirmatory factoranalyses were conducted. As a result of the exploratory factor analysis, it was found that the scale is included onefactor and 20 items. The Cronbach Alpha internal consistency coefficient of the scale was calculated as 0.97.Confirmatory factor analysis also showed that the goodness of fit indices was at an acceptable level. Therefore,according to the results of the both validity and reliability analyses “Smartphone Self-Efficacy Scale” is reliable.

This research aims to describe the needs learning media (PKK) in the online learning pandemic Covid-19 situation and to know the interest of students on interactive learning multimedia based on android. This research used a descriptive quantitative method and data were collected by questionnaires and interviews by teachers and students PKK subject teachers in two vocational high schools around Klaten Districts, Indonesia. It’s to understand their learning media often used in PKK’s online learning, the responses of student using media, learning media students want in PKK’s online learning and the student interest in android-based interactive learning multimedia. The results that can be found in the research are 1. Students were bored in the online learning process by using WhatsApp 2. The students want interactive learning multimedia based on android which has so many sources of learning and can be easily accessed online 3. Students were very interested of the online learning of PKK if they were using interactive learning multimedia based on android. It is necessary to develop PKK’s interactive learning multimedia based on android in online learning of PKK subject.

The purpose of this study is to compare the gains of the Life Sciences program in Turkey and the Life sciencesprogram (Sachunterricht) used in the state of Niedersachsen in Germany. The study aiming to compare thetechnology-related acquisitions in Life sciences program in Turkey and Germany is a comparative educationresearch that used qualitative method and descriptive approach. In the study, the Sachunterricht (Life sciences)course’s technology acquisitions and the use of technology in Germany were briefly mentioned and then thedifferences were evaluated by comparing to the usage of Life sciences course technology in Turkey. It was foundthat, the acquisition groups in Germany focus on technical perception and solving of the problems, describing theuse of simple materials, having basic knowledge about transportation of wastes, having knowledge about theassembly, being well-informed about the effects of technical inventions, and becoming familiar with the energyand water supply. When the related gains were examined, the gains in the production area were observed to remainsuperficial in the Life sciences program according to the Sachunterricht program. The students in the Life sciencesprogram only have a role to observe production, while the students are performing the production itself in theSachunterricht program.