The purpose of this study is to identify pre-service English teachers' technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants are 182 pre-service English teachers that study in Istanbul and Sakarya, Turkey. The data was collected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) that was developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt (2012). The data was analyzed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants' competence levels. The findings demonstrated that the participants had a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they had a medium level of competence. Out of the variables, none of them was observed to have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet were observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers' competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.

Nowadays, smartphones are used by individuals of all ages for communication, messaging, online or offline gaming, social media browsing and information access. Smartphones, which are frequently used by students for any purpose, increase the level of smartphones dependency of the students and affect them negatively. The purpose of this study is to examine the smartphone dependency levels of vocational college students. Students' smartphone dependency levels are examined according to whether they have a social media account, their smartphone usage goals, smartphone usage times, gender, class degree and family income levels. The survey model was used to collect the research data. Participants of this study are students who are studied at different vocational colleges in Sakarya University at the academic year of 2017-2018. The personal information form created by the researcher to collect data and "Smart Phone Dependency Scale - Short Form" were used that adapted by Noyan et al (2015) to the Turkish language. According to the results, students who were participating in the survey were moderately smartphone addicts. And again as a result of the research, it was seen that female students were more addicted to smartphones than male students. Students in business and public relations programs were found that they were more addicted to smartphones than students in computer programming. In addition, students whose family income level is between 4001-7000 TL are more likely to be addicted to smartphones than students in other family income groups. Another result is that students who use more than 5 hours of telephone use are more addicted to other students and students who use the phone between 3 hours and 5 hours are more smartphone addicts than students who use telephone between 0-3 hours. According to another research result, it can be said that the students who have any social media accounts are more addicted to smartphones than those who do not have social media accounts. Students using the Instagram social media account were found to be more smartphone addicts than students using Facebook. Students' smartphone dependency does not differ significantly from the class levels that they study, smartphone renewal times, and the operating systems that they use on their phones.

Bu araştırmada, meslek yüksekokulu öğrencilerinin dijital oyun oynama alışkanlıklarının cinsiyet, sınıf düzeyi, öğrenim gördükleri program, düzenli çevrimiçi oyun oynayıp oynamama durumları, dijital oyun oynama platformları, dijital oyun oynama yılları ve günlük dijital oyun oynama sürelerine göre incelenmesi amaçlanmıştır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın katılımcılarını 2018-2019 eğitim öğretim yılında Sakarya Üniversitesi ve Sakarya Uygulamalı Bilimler Üniversitelerinin farklı Meslek Yüksekokullarının farklı bölümlerinde öğrenim gören 383 meslek yüksekokulu öğrencileri oluşturmaktadır. Araştırmada veri toplamak amacı araştırmacı tarafından oluşturulan kişisel bilgi formu ve Aydın, Horzum, Ayas ve Bektaş (2017) tarafından geliştirilen "Dijital Oyun Oynama Alışkanlığı Ölçeği" kullanılmıştır. Araştırmaya katılan öğrencilerin en çok vakit geçirmek için dijital oyun oynamayı tercih ettikleri görülmüştür. Meslek yüksekokulu öğrencilerinin dijital oyun oynama alışkanlıkları cinsiyetlerine, sınıf düzeyine, öğrenim gördükleri program türlerine, düzenli olarak dijital oyun oynayıp oynamama durumlarına, dijital oyun oynama yıllarına ve günlük dijital oyun oynama sürelerine göre farklılık gösterdiği sonucuna ulaşılmıştır. Araştırma sonuçları dikkate alındığında öğrencilerin özellikle boş zamanlarını geçirmeleri için başka aktiviteler ile meşgul olmaları gerektiği üzerinde durulmalı ve öğrencilere özellikle fazla dijital oyun oynamanın zararları anlatılmalıdır.

Because technology is developing each day and internet is getting easier to access, the types of communication among the people also have a constant alteration. Social media being one of the leads, especially the students undergoing an education frequently use these new communication styles. Studies in this context suggest that students do not use social media only to communicate with each other but also to exchange information, cooperate and share their class materials. In this regard, the perspectives of those who will be teaching students with special needs regarding social media are important to focus on. Therefore, this inquiry aims to identify the approaches of special education candidate teachers about social media courses through metaphors. The phenomenological research design was applied in this study. Participants were chosen from the candidate teachers who studied Special Education Teaching at Sakarya University Education Faculty in 2017 and 2018. The data was collected through the forms which had expressions as "because it is … social media is like … "and content analysis was used to examine this data. The forms were filled by 87 participants and the results show that they have developed 81 different metaphors. Based on the reasons for these metaphors researchers formed 6 categories: life colour, side effect, object, dependency, necessity and waste of time. It was also observed that the perspectives of special education candidate teachers about social media courses were typically positive.

This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.