The main purpose of this research is to determine teachers' views on using Web 2.0 tools in education In accordance with this purpose, participant teachers were asked to express their expectations for the training before they took the training and perceptions on the training after completing it. Additionally, teachers were asked which Web 2.0 tools they liked the most. Within the scope of the project entitled "Education Bag: The Use of Web 2.0 Tools in Education" the research where teachers' views about the process were taken was conducted in accordance with the qualitative research method. 148 teachers from 21 different cities participated in this TÜBİTAK project. An online structured form prepared for the purpose of the research was shared with the participating teachers. This form included three questions as (i) teachers' expectations for the training, (ii) training efficiency and (iii) which Web 2.0 tools they liked/favoured during the training process. Data was analysed with content analysis. Data obtained from the content analysis were discussed under two sub-titles as expectations related to education and post-education views. Participant teachers' training expectations were gathered under four different themes. These themes are teacher, course, education and student. Participant teachers' post-training views were also shaped under four themes. These themes are training, content, teacher and instructors. Majority of the participant teachers liked online test preparation tool Quizizz most. Second most liked Web 2.0 tool is Metaverse that can develop augmented reality applications. Edmodo, Google Forms, Edpuzzle and Nearpod are among other favoured educational Web 2.0 tools. Metin girmek için burayı tıklatın.

Bu çalışmanın amacı Bilişim Teknolojileri öğretmen adaylarının bakış açısından 21. yüzyıl öğrenenlerinin ve öğretmenlerinin özelliklerini irdelemek ve farkındalıklarını belirlemektir. Bu amaçla 63 öğretmen adayının öğretmenlik uygulaması dersi kapsamında ağ günlüklerine "21. yüzyıl öğrencisinin ve öğretmeninin özellikleri" başlığı altında yazdıkları yazılar doküman analizi ile çözümlenmiştir. Analiz sonucunda öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen özellikleri olarak belirttikleri niteliklere ilişkin öğrenen özellikleri bağlamında 8 tema altında 57 farklı koda, öğretmen özellikleri bağlamında ise 7 tema altında 38 farklı koda ulaşılmıştır. Buna göre 21. yüzyıl öğrenen özelliklerine ait temalar bilgi okuryazarlığı, bilişsel beceriler, sosyal özellikler, kişisel özellikler, dijital vatandaş olma, ahlaki özellikler, öğrenme tercihi ve medya okuryazarı olma şeklindedir. Öğretmen özellikleri ise öğretim yaklaşımı, öğretim tasarımı, bilgi ve iletişim teknolojileri okuryazarlığı, bilgi okuryazarlığı ile kişisel, mesleki ve sosyal özellikler temaları altında toplanmıştır. Araştırma bulgularının ilgili alan yazınla benzer olduğu, öğretmen adaylarının 21. yüzyıl öğrenen ve öğretmen yeterlikleri açısından farkındalığa sahip oldukları görülmüştür.

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Reflective thinking skill helps prospective teachers to learn "thinking and acting like a teacher" with different ways and therefore has an important role on teacher education. The aim of this study is to determine the views of prospective teachers on their reflective journals

This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances on e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing an e-learning environments.