Due to the Covid-19 pandemic, the Ministry of National Education of Turkey suspended face-to-face education in all the K-12 schools and initiated distance education on the Educational Information Network (EBA). Distance education has become imperative although it has not been frequently used before the pandemic. The purpose of this study was to reveal the opinions of elementary school children's parents about the distance education activities given via EBA. In a case study approach, a sample of parents (n =148) was reached out with an easily accessible sampling method. Their views were taken on an online semistructured interview form. According to the parents, children have failure to enter EBA, to join live lessons and lack of internet. Because children are home during the pandemic, they do not follow school rules, accordingly do not study well and have motivational issues. The parents think that their children do not learn enough due to lack of individualized feedback. However, according to the parents, it is the positive side of distance education that children continue their education at home in a healthy and safe way. Children have a chance to repeat their classes and parents can follow their children's learning process during the pandemic.

The purpose of this research is creating the relationship between the motivation to Turkish lesson of the students attending 3 rd , 4 th and 5 th class in primary schools and their behaviors. Field of study is constituted by the students attending 3 rd , 4 th and 5 th class in government primary schools in Lice/Diyarbakır (N=845). Choosing sample in the field of study is created by proportional cluster sampling. 540 students attending 3 rd , 4 th and 5 th class in primary schools are chosen to sampling. The data related to research are collected by using 'Turkish Lesson Motivation Scale' and 'Turkish Approach th and 5 th class is % 69.5 and 'accept' with X = 2.68. There is a positive and semantic relationship between the motivation and approach of the students attending 3 rd , 4 th and 5 th class (r=0.555).

In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers ( n = 8) learned visual programming language, designed technology-based reading activities, and observed students completing these activities. A case study approach was employed, and preservice teachers’ views about the process were taken. Results showed that the preservice teachers’ beliefs in technology integration in education positively changed. They believe they learned teaching reading skills to elementary school students in an untraditional approach. They believe the whole process contributed to their personal and professional development. Implications are made based on the TPACK framework.