In the past 10 years, the internet has been transformed, along with the emergence of interaction and communication technologies. Indeed, there has been an emerging movement in the interaction and communication technologies. More specifically, the growth of Web 2.0 technologies has acted as a catalyst for change in the disciplines of education. The social networking websites have gained popularity in recent years; therefore, many research studies have been conducted to explain how the use of social networking websites for instructional purposes. For the best practices, it is essential to understand theories associated with social networking studies because related theories for any subject may provide insights and guideline for professionals and researchers. This theoretical paper was designed to offer a road map through the literature in relation to the utilization of social networking websites by presenting main understandings of theories associated with social networking.The Uses and Gratification Theory, social network theory, connectives, and constructivism were selected to serve as a basis for designing social networking studies regarding instructional purposes. Moreover, common attributes of the theories and specific application areas were also discussed. This paper contributes to this emerging movement by explaining the role of these theories for researchers and practitioners to find ways to beneficially integrate them into their future research endeavors.

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The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

The primary goal of this study was to present the summative evaluation findings of an initial implementation to investigate the impact, effectiveness and perceived benefits of the Electronic Performance Support System (EPSS) on the performance of Crime Scene Investigation (CSI) officers in Turkey. A sequential explanatory strategy as a procedure of mixed method design was used to collect data through a survey, interviews, and computer logs. While 191 CSI officers participated in the quantitative part of the study, the researchers also conducted interviews with 12 officers. Data was analyzed by using descriptive statistics and content analysis. The results showed that intrinsic support made a major contribution to officers' performance with positive reactions. It revealed also that generating reports and establishing standardization were one of the main factors providing impacts on society. This study provides a viable application of Kirkpatrick's Four Levels of Evaluation model for the CSI Unit; however, the model's extended adaptations should also be carried out in different workplace settings for further studies.

Teknolojinin getirdiği yenilikler kapsamında öğretmenlerin de nitelik ve yeterliliklerini güncel tutması ve geliştirmesi gerekmektedir. Bu çalışmanın amacı da Uluslararası Eğitim Teknolojileri Topluluğu (UETT-ISTE [International Society for Technology in Education]) tarafından öğretmenler için yayınlanan standartlar çerçevesinde ortaokul öğretmenlerinin bu standartları nasıl tanımladıklarını ve standart göstergelerini kendi eğitim-öğretim faaliyetlerinde nasıl, ne oranda ve hangi uygulamalar ile yansıttıklarını ortaya çıkarmaktır. Çalışmada çoklu metot yaklaşımı kullanılmış olup açık uçlu anket araştırması 64 öğretmen; yarı yapılandırılmış görüşmeler ise 5 öğretmen ile gerçekleştirilmiştir. Verilerin analizinde betimsel istatistik ve içerik analizi yöntemleri kullanılmıştır. Katılımcıların eğitim teknolojileri standartlarına yönelik farklı tanımlamalar yaptıkları ortaya çıkmış olup özellikle öğrenen, işbirlikçi ve tasarımcı standartlarına yönelik tanımları öne çıkmaktadır. Göstergelere ait bulgular da öğretmenlerin farklı düzeyde ve uygulamalar ile eğitim-öğretim faaliyetlerinde standartları yansıttıklarını göstermiştir.