In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group. Keywords: e-Learning, Mentimeter, Kahoot, teaching, teaching technology.

The aim of this study is to examine the perceptions and readiness of students studying in distance education towards distance education and mobile learning in terms of various variables. For this purpose, survey model was used among quantitative methods. The research was carried out with university students studying at an international university providing distance education in the spring semester of the 2017-218 academic year. 358 university students studying at associate degree, undergraduate and graduate degrees participated in the research. Data from students were collected online with two measurement tools. These are Distance Education Perception Scale and Mobile Learning Readiness Scale. Descriptive statistics, independent samples t-test, Mann Whitney u-test and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. With the data obtained from these scales, the differences were investigated according to the variables of gender, age and education level (associate degree, undergraduate, graduate). In addition, the relationship between perception towards distance education and readiness for mobile learning was examined. As a result of the research, while the perception level of university students towards distance education was medium, their level of readiness for mobile learning was found to be high. No significant difference was found between male and female university students in terms of gender, age and education level variables. In the study, a moderate positive relationship was found between university students' perceptions of distance education and their readiness for mobile learning.

This research aimed to determine the opinions of undergraduate and graduate level distance education students about the education they received. Phenomenology design, one of the qualitative research designs, was used in this study. Semi-structured interview form was used as data collection method. In this research, focus group interviews were conducted in three sessions with a total of 27 distance education students (14 master and 13 undergraduate). Distance education students prefer distance education because they work in a job; they consider distance education as a great opportunity for those who cannot receive formal education. The students stated that the distance education infrastructure of the university is technically very good; they have almost no technical problems, but they have problems when connected via mobile applications. They stated that the course contents related to informatics are old because they have received education especially in the field of informatics and emphasized the importance of renewal.

Özet: Eğitim kurumlarında teknoloji kullanımına yön veren, okulda teknoloji kullanım kültürü oluşturmayı amaçlayan bireyler teknoloji koçu olarak ifade edilmektedir. Eski adı ile formatör yeni adı ile bilişim teknoloji öğretmenleri bu yönü ile bir teknoloji koçu olarak görev yapmakta olup, bilişim teknolojileri öğretmenlerinden bu yönü ile ayrışmaktadır. Bu araştırmanın amacı 2011 yılında ISTE (International Society for Technology in Education-Uluslararası Eğitimde Teknolojiler Topluluğu) tarafından teknoloji koçları için yayınlanan ISTE-C standartları temel alınarak Bilişim Teknolojileri Rehber Öğretmenlerinin (BTRÖ) teknoloji koçluk düzeylerini belirleyecek bir ölçme aracının geliştirilmesidir. Bu kapsamda Türkiye genelinde görev yapan 404 BTRÖ'nün katılımı ile ölçek geliştirme çalışması yapılmıştır. Araştırma sonucunda üç faktörlü (Vizyoner Liderlik-α1=.938, Mesleki Gelişim-α2=.936 ve Dijital Vatandaşlık-α3=.905) ve 20 maddeden oluşan bir ölçme aracı geliştirilmiştir. Ölçeğin güvenirliğini belirlemek için ölçeğin iç tutarlılık katsayısı α=.958 olarak hesaplanmıştır. Ayrıca madde ayırt edicilik puanlarına da bakılmıştır. Geliştirilen ölçme aracının BTRÖ'lerin teknoloji koçluk düzeylerini belirleyecek geçerli ve güvenilir bir ölçme aracı olduğu ifade edilebilir.

In this research, a descriptive study was carried out in the screening model in order to reveal the relationship between teacher candidates' educational beliefs and 21st century skills. The study group consisted of 233 candidates teachers. Data were collected by using "21st Century Skills Competence Perceptions Scale for Teacher Candidates "and "Educational Beliefs Scale". The relationship between candidates teachers' educational beliefs and 21st century skills was analyzed and the results evaluated. The prospective teachers were; What is the level of 21st century skills and teaching beliefs? Does 21st century skills and teaching beliefs change according to gender and class? Is there a relationship between 21st century skills and teaching beliefs? The answers to his questions were sought. In the research, a positive high level relationship was found between the 21st century skills and sub-factors of Information, Media and Technology Skills and Life and Career Skills of the candidate teachers, while a medium level positive relationship was determined between Learning and Renewal Skills. Candidate teachers have the highest belief in Progressiveness education. When the relationship between 21st century skill levels and gender of prospective teachers was examined, no significant difference was found between male and female prospective teachers. On the other hand, in terms of education beliefs and gender, it was seen that female teacher candidates were higher than men in the belief of progressism.