Article HistoryThe use of PowerPoint is widespread in classroom teaching, yet no studies exist that investigate how its use affects teacher sense of efficacy. Teacher sense of efficacy, understood as the teachers" judgment of their capability to make differences in students" learning, affects the effort teachers invest in teaching, the goals they set, and their level of aspiration. It has been found that highly efficacious teachers use a variety of teaching strategies and are more willing to integrate new technologies in their teaching practices. As the number of teachers who use presentation tools in their classroom increases, it would be valuable to know whether and how their use affects teacher sense of efficacy. This study expands the current literature on teacher sense of efficacy by investigating how the use of PowerPoint in the classroom relates to the construct. In order to measure whether PowerPoint use affects teacher sense of efficacy, we developed a self-administered questionnaire based on the Ohio State Teacher Efficacy Scale (OSTES) and adapted it to measure the effect of PowerPoint use in teacher efficacy. Twenty five in-service teachers who use PowerPoint quite often in their practices participated in this study. The results show that PowerPoint use has a general positive impact on teacher sense of efficacy.Contribution/ Originality: This study contributes in the existing literature by investigating the relationship between use of PowerPoint in the classroom and teacher sense of efficacy. The results indicate that PowerPoint use has a general positive impact on teacher sense of efficacy.

The purpose of this review is to analyze and evaluate the research findings on using Plagiarism Detection Services (PDS) in universities. In order to do that, conceptual issues about plagiarism are examined and the complex nature of plagiarism is discussed. Subsequently, the pragmatic forms of student plagiarism are listed and PDS strategies on detecting plagiarism are accounted briefly. Research findings are categorized into four interconnected areas: (a) effectiveness and efficiency of PDS; (b) university and course context; (c) perceptions and attitudes towards use of PDS from educators; and (d) perceptions and attitudes towards use of PDS from students. Finally, the authors discuss their own perspective on the issue of implementing PDS in various educational contexts.