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Çalışmanın amacı, öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabulleri ve teknostres algılarının çeşitli değişkenlere göre incelenmesidir. Çalışmada verilerin toplanması amacıyla "Teknoloji Kabul Ölçeği" ve "Teknostres Ölçeği" kullanılmıştır.Çalışma bir devlet üniversitesinde görev yapmakta olan ve farklı akademik programlarda görev yapan toplam 180 öğretim elemanı ile gerçekleştirilmiştir. Verilerin çözümlenmesinde betimsel istatistikler, bağımsız örneklem t-testi, tek-yönlü ANOVA testi ve değişkenler arasındaki ilişkinin incelenmesi amacıyla ise Pearson korelasyon analizi kullanılmıştır.Araştırmada öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabullerinin yüksek olduğu görülürken, teknostres algılarının ise orta düzeyde olduğu belirlenmiştir.Bununla birlikte öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabulü ve teknostres algıları ile cinsiyet, yaş, uzmanlık alanı ve günlük ortalama internet kullanım süresi değişkenleri arasında anlamlı farklılık bulunmuştur. Çalışmada ayrıca, elde edilen bulgular öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabulleri ve teknostres algıları arasında negatif yönde ve düşük düzeyde bir ilişki olduğunu ortaya koymuştur.

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The development of technology and especially the changes and innovations experienced in the development of mobile technologies have increased the use of such technological devices in the society. Mobile technologies and smart phones among them have positive effects both in social life and academic life, alongside situations that cause some negative consequences as a result of intensive use of such technologies. Cyberbullying behaviour, which aims to harm others' lives by using technological devices, comes to the forefront among these problems. Therefore, this study aims to investigate engagement in cyberbullying behaviour and the sensitivity towards cyberbullying, which is a common behaviour especially among secondary school students. The study was carried out with 747 secondary school students studying in the first and second year in the fall term of the 2019-2020 academic year. "Cyberbullying Scale" and "Sensitivity towards Cyberbullying Scale" were used for data collection. Descriptive statistics, Mann Whitney U and Kruskal Wallis H and Spearman rho tests were used to evaluate the data that were found not to show normal distribution. As a result of the study, it was determined that the students' levels of engagement in cyberbullying behaviour were "low", whereas their sensitivity levels towards cyberbullying were "high". In the study, it was revealed that there is a difference between students' engaging in cyberbullying behaviour and their sensitivity towards cyberbullying in terms of gender and grade variables. While in the study it was revealed that difference

This study aims to investigate the attitudes of students towards augmented reality applications. The study was designed with a mixed methodological approach where quantitative and qualitative methods were used together and carried out with 618 high school students from 10 different schools. For the collection of quantitative data, the Augmented Reality Applications Attitude Scale was used. In the qualitative data collection, a semi-structured interview form was prepared and applied to 18 students, two students from each school within the same working group, and seven teachers teaching biology. Independent sample t-test, one-way ANOVA test, and multiple comparison tests were used to analyze quantitative data. In analyzing qualitative data, the content analysis method was used. As a result of the analyses, it was found out that the students had a positive attitude towards augmented reality (AR) applications and their attitudes towards AR applications were significantly different with respect to gender, school type, and average daily internet usage. According to the findings obtained from the students' views, it was found out that AR applications increased the permanence towards understanding the course better, supported student learning because of providing visuality and that students wanted to use such applications in many different courses in the curriculum. Likewise, according to the teachers' opinions, it was determined that the use of AR applications gave advantages such as increasing students' interest and academic achievement, persistent learning, directing them to research, and supporting the curriculum. In the study, various suggestions were made by teachers about the use of AR applications more effectively in the courses.