Podcasting is an audio content syndication through RSS feeds in the audioblogs. As a new application of audioblogging, podcasting uses the enclosures in RSS feeds for syndication and distribution of audio content to mobile music players on the Web. Despite the advantages of podcasting, there is a need for research that focus on the use of podcasts as learning objects. Incorporating podcasts into e-learning systems require some design and translation work to achieve the pedagogical needs. This paper presents an introductory investigation on approaches to tailor and use audio podcasts as learning objects in learning management systems and learning object repositories.

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The main purpose of this empirical study was to investigate the effect of using jigsaw technique of cooperative learning method on sixth grade students' achievement in teaching computer literacy lesson. Fifty five sixth grade students from two class of a public school in Turkey participated in this study. With a quasi-experimental pretestpost-test research design, one class assign to experimental and the other to control group randomly. While the experimental group (n=33) instructed with jigsaw technique of cooperative learning method, the control group (n=22) followed the regular curriculum with traditional instructional methods. Both groups were administered to an achievement test, as pre, post and retention test. A t-test analysis was used to analyses research data. The results of post-test indicated that students in experimental group had significantly higher achievement scores than students in the control group. However, no significant difference found between the groups on retention test scores.

Bu deneysel çalışma, Fen ve Teknoloji dersinde dinamik ve etkileşimli bilgisayar destekli MEB Vitamin öğretim yazılımı yardımıyla yapılan eğitimin öğrencilerin akademik başarısına etkisini araştırmak için gerçekleştirilen deneysel bir çalışmadır. Araştırma süresinde deney grubu olan 5/C sınıfında geleneksel öğretimin yanı sıra bilgisayar destekli yazılım ile kontrol grubu olan 5/B sınıfında ise geleneksel öğretim yöntemiyle ders işlenmiştir. Kuvvet ve Hareket Başarı Testi öntest, sontest, ve kalıcılık testi olarak deney ve kontrol gruplarına uygulanmıştır. Sonuç olarak; Fen ve Teknoloji dersinde, dinamik ve etkileşimli bilgisayar destekli öğretim yönteminin öğrencilerin başarısına geleneksel yöntemden daha çok katkı sağladığı görülmüştür.

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