The purpose of this research is to evaluate the application methodology of blended learning technology in mathematics education, with the views of teachers. In this study, the case study method, which is one of the qualitative research methods, was used. A total of 80 mathematics teachers working in various high schools in Nur Sultan city of Kazakhstan participated in the research. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, most of the mathematics teachers stated that the students' attitudes towards the mathematics lesson were negative. The majority of teachers participating in the research stated the combination of the superior features of face-to-face learning environments, diversity in learning and teaching methods, diversity in learning–teaching materials and increase in student success as the advantages of mathematics education in a blended learning environment. The majority of teachers participating in the research stated that the inadequacy of programmes suitable for blended learning, the deficiencies of software and hardware to be used in the course and the inability to use technology efficiently and effectively are the disadvantages of mathematics education in a blended learning environment. In-service training programmes should be organised to develop teachers' self-efficacy regarding blended learning environments and to ensure that they manage assessment and evaluation processes correctly. Keywords: Psychological and pedagogical foundations, preschool teachers, teacher competencies

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Abstract   In this study, it is aimed to develop the imagination of primary school students with media technologies and to design it. The research was carried out in the fall semester of 2021–2022. The study with the participation of 346 primary school students was conducted in a screening model. In the study, 4 weeks of training for creating ideas with media technologies were given to primary school students online. In the study, the media technologies measurement tool developed by the researchers was used to collect data. The data collection tool used in the study was reached and collected with the help of their families using an online method. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that primary school students use media technologies closely and that their imagination powers are strengthened by developing their intelligence with these technologies.   Keywords: Primary school students, media technologies, distance education, imagination;

Blended cooperative learning applications, which offer education with the opportunities offered by information technologies, have the potential to increase the interaction between learners and support learners to learn information more permanently and to develop positive attitudes towards the lesson. Along with the developing technology, technological tools have been included in education. The effect of the blended learning method, which is a technological innovation, is very important in language teaching. The aim of this study; To determine the opinions of English teachers about blended teaching. Within the scope of this general purpose, the positive aspects and negative aspects of the technological tools, the advantages and disadvantages of the blended learning methods, the effect of this method on the students are determined by the English teachers working in the secondary school. A qualitative research method was used to reach the results of this research. The opinions of 15 English teachers who use the blended learning method and technological tools in their classes were taken. In the selection of the sample, the teachers' use of technology was taken as a basis. The opinions of 15 English teachers who used technological equipment in their classes and participated in the research voluntarily were consulted. The findings were thematised and explained with the content analysis method. It has been concluded that the teachers participating in the research have positive contributions to the learning of technological tools. It is among the results of the study that blended learning has important advantages such as providing instant feedback and continuous feedback to students, taking into account individual differences, increasing the interaction and communication outside the classroom, and increasing the interest in the lesson. Keywords: English, language, blended learning, technology, educational environment, information technology