Today and tomorrow, the world needs individuals who can manipulate critical and creative thinking skills to solve problems as a team. With technology, the way knowledge is obtained, constructed and communicated have completely transformed and altered. When it comes to education, it is a matter of question whether education is capable of creating critical and creative thinkers who can answer the needs of social and economic world of today and tomorrow. On the other hand, computers and smart devices are threatening the integrity of knowledge and knowing by damaging the authority of teachers in classrooms changing the way teachers are perceived. Therefore, terms such as guide, facilitator or coach have started to sound interchangeable with the word teacher. It is a widely known fact that schools are the learning environments for children. However, it is not certain how much they learn and how much of the content is supported by the ICTs. At an age when people are surrounded by technology all the time at work, in schools and everywhere, technological tools and smart devices have advanced too fast. The advances in technological devices used every day have gone faster than the advances in educational research and pedagogical approaches which incorporate educational technologies. This being the case, innovation in educational activities can be ensured through an understanding of the benefits of using technologies in education. This study is aimed at presenting that innovation in education is to be handled carefully. In order for this, this paper reviews the previous studies regarding innovation as a prerequisite for novel learning environments and revising strategies for successful adaption of technology to education, thus creating innovative learning environments. In conclusion, innovation is of vital importance in transforming and reconstructing the learning environments along with the curricula, the role of the teacher and teacher training.

In recent years, bilingual education has been a crucial phenomenon in the educational community in Turkey. This study aims to investigate whether academics have positive perceptions towards bilingual education or not. Regarding this issue, it is important to get the opinions of academics that are responsible for training future teachers. An online scale was emailed to the academics in 74 universities in Turkey. The study utilized quantitative research methods. A total of 208 academics completed the Bilingual Education Percept"ion Scale. Their responses were graded and these grades were used in generating various analyses. Cronbach Alpha reliability analysis was implemented and the reliability coefficient of the scale was determined to be .96. The mean of academics' scores indicates that they have shown highly positive perceptions about bilingual education. Moreover, demographic data was used as independent variable and regression analysis was performed. The findings of this study showed that academics have shown higher positive perception towards bilingual education.