The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers' self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers' self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers' self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers' self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers' self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.

Problem statement: It is of great importance that individuals actively participate in the learning process; that, starting from the early ages, their awareness be raised about the efficiency of the learning styles in developing their academic success and self-confidence; and that the learning styles they have be determined. For this reason, this study aimed to reveal the learning styles having great importance for succeeding in the learning process and to determine the efficiency of these styles in learning process. Approach: The purpose of this study was to determine the effect of learning styles on education and the teaching processes. This empirical research served two key purposes: First purpose was to detect the impacts of the learning styles on teaching and learning methods and second purpose was to evaluate the key models in a variety of learning environments to better understand their merits and deficiencies. In this regard, after emphasizing "learning style" concept, this study examined the conceptual and applied researches that can explain the effects of learning styles on teaching and learning processes. Results: Education should help raising individuals who are able to look at the world from various perspectives. Individual differences should be taken into consideration in achieving these objectives. Education should be given by taking these differences into consideration in the educational and instructional processes. Individual brings some latent potencies produced by the genetic heritage; these latent potencies may be modified or develop by social acculturation in time. Conclusion: To provide the best way of learning to the individuals, learning style should be determined beforehand by considering the differences such as personality, perception, ability and intelligence.

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Understanding the characteristics of preschool-age children is an important and first step for supporting children's healthy development and school readiness. Children may show different developmental features and come different social, socio-cultural background; however, they are in the same age. Reaching of education at a desired level will be achieved by a good curriculum which is organized and put in practice. Therefore, the curriculum should be organized by considering all students' features. Therefore, the curriculum should be practicable and related with the needs of today's world and social expectation for a good early childhood education programs. Accordingly, it is aimed to investigate the actualization levels of learning out comes related to developmental areas in early childhood education curriculum. Working group of the research is composed of 165 primary school teachers and 136 pre-school teachers working in districts and Centre of Sırnak, Turkey. Scanning method was used in the study. Two different questionnaires were prepared related with developmental areas of early childhood and the data was obtained through a questionnaires and analysed in SPSS package program. Questionnaires have two parts. In first part, there is personal information about teachers and in the other part there are statements about out-comes of developmental areas in the Early Childhood Curriculum. According to the results, the pre-school teachers gave a high score to the questionnaire by stating positive opinion towards the pre-school curriculum sufficiency and achievement. In addition, primary teachers gave lower scores on the questionnaire that the children achieved out comes. As a result, significant differences were found between pre-school and primary school teachers' views on all areas of development.

The purpose of this study was to determine the effects of e-portfolio implementation in an Operating Systems and Applications course on students' motivations in an online collaborative learning setting. The differences between motivation pre-test and post-test scores of the experimental and control groups were examined. Student opinions were also analyzed. Qualitative and quantitative data were collected together. The experimental group consisted of 35 students and the control group consisted of 33 students. Only the experimental group students' opinions were gathered for the qualitative aspect of the study. The study was conducted through the course web-site and within the virtual classroom setting. Motivation was observed to be high before the implementation on the experimental group and after the implementation on the control group. In addition, while there were no changes in the motivation levels of the experimental group before and after the implementation, according to before the implementation, a decrease in control group motivation was observed after the implementation. Also, students were observed to state motivation decreased as reported on the qualitative dimension of the study. These two results supported each other. The course settings, which can minimize or annihilate the factors stated by the students that caused motivation decreases, should be reorganized and students should be sufficiently informed. Settings that support each other should be designed through face-to-face education opportunities in virtual and online systems.