ÖzBu çalışmanın amacı; üç boyutlu (3B) yazdırma teknolojilerini tanıtmak, eğitimle ilişkisini açıklamak ve ülkemizde nasıl kullanıldığını incelemektir. Tıp, mimarlık ve birçok alanda yaygın olarak kullanılan 3B yazdırma teknolojileri eğitim alanında da giderek artan bir ilgiyle karşılanmaktadır. Plastik, oyun hamuru, metal gibi birçok hammaddeyi kullanarak dijital ortamdaki modellerin somut nesneler olarak üretilebilmesini sağlayan 3B yazıcılar bulunmaktadır. Bununla birlikte 3B yazdırma teknolojileri arasında 3B tasarım yazılımları, 3B tarayıcılar ve 3B mürekkep (filament) yer almaktadır. Birçok farklı ürünün bir arada yer aldığı çok geniş bir ekosisteme sahip 3B yazdırma teknolojilerinin odak noktasında 3B yazıcılar yer almaktadır. 3B yazıcılar; zaman ve maliyet tasarrufu, yedeklemeyi kolaylaştırma, güvenlik ve gizlilik, geometrik özgürlük ve çevre dostu olanaklara sahiptir. Bununla birlikte kısıtlı hammadde, yüksek maliyet ve sınırlı sağlamlık sınırlılıkları göz önünde bulundurulmalıdır. Çalışmada, 3B yazıcıların özellikle ülkemizde hangi kurumlar tarafından ne amaçla kullanıldığına yer verilmektedir. Ayrıca, çalışmada 3B yazdırma teknolojilerinin eğitim ortamlarında nasıl kullanılabileceğine yönelik öneriler sunulmuştur. Anahtar Kelimeler: Üç boyutlu yazdırma, üç boyutlu yazıcı, üç boyutlu tasarım 1 Bu çalışma, 3. Uluslararası Eğitimde Yeni Eğilimler Konferansı'nda sözlü bildiri olarak sunulmuştur.

Asynchronous e-learning environments can be used effectively to minimize the effects of access problems and technical disruptions that may arise due to the fact that synchronous e-learning environments require simultaneous participation. Asynchronous e-learning provides learners with the opportunity to think more in the process of constructing knowledge and critical thinking in online discussion activities. Having more time for learners can provide an advantage in understanding others' comments and writing their own. The course contents can be updated at any time and delivered to the learners quickly without wasting time. However, there is limited communication and interaction. It is important that the interaction is at a good degree, with the right methods and tools in a quality that will ensure and increase learning, and that the interaction tools are prepared and presented in a way that will increase the participation of the learners, taking into account the preferences and individual differences of the learners.

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With the developments in digital technologies, the increase in the amount of accessible information and the multimedia concept, it has become necessary to present complex information in a simplified manner. Along with this requirement, one of the current concepts that draw attention within the scope of multimedia concept is the infographic. The main purpose in the multimedia learning process is to achieve meaningful learning, and the effectiveness of the teaching material used in this process has gained importance. In this context, it was aimed to examine the reflections of different material designs on academic achievement, cognitive load, and motivation, including visual intense infographic, text intense infographic, and text only material. Based on the execution of all experimental mixed design was conducted with 58 teacher candidates. According to the quantitative and qualitative findings of the research, while academic achievement, cognitive load, and motivation vary significantly depending on the type of material, the aforementioned differences are significant in favor of the visual intense infographic expressed by the participants as a simple and concrete and therefore understandable.

Because of the fact that many dynamics such as social and economic changes, political policies, scientific developments, individual and social demands, universal developments, technological developments, and legal regulations are in interaction with the education system, insructional and educational programs should be developed. The curriculum development process is a dynamic process and on the basis of feedbacks received from different sources, the curriculum is revised and improved. In this regard, in the current study, it is aimed to investigate the new Information Technologies and Software course curriculum. The data of the study were collected by using the document analysis method and the collected data were subjected to content analysis. The Information Technologies and Software course curriculum aims to impart the 21st century learner skills to learners and presents objectives and goals in line with this target. In this sense, this curriculum can be said to be a curriculum based on universal competences. In addition, the most important point in this process is to take the opinions of stakeholders in each step, suitable conditions to achieve the objectives should be provided and the required steps should be taken to make the curriculum up-to-date in light of technological developments.