In this study, social studies teachers working in Serdivan district of Sakarya province were asked about their opinions on virtual reality, 360-degree videos and virtual museum, it was ensured that they made a museum visit via the "360-Degree Video Based Virtual Museum Application (360DVVMA)", and their views were examined in depth. A semi-structured interview form was used as the data collection tool in the research. 2 descriptive question items to be asked to the teachers before implementation and 5 questions items to be asked after the implementation were prepared about the virtual museum application. The question items were submitted to expert opinions, required changes were made to the items, and the semi-structured interview form was finalized. According to the findings of the study, most of 9 social studies teachers knew about the concept of virtual museum and benefited from virtual museum applications in their classes, and 4 of them had never heard the concept of virtual reality before. 5 teachers stated that they had only heard of the concept but had no experience before and 360DVVMA could be used in the classes. Furthermore, the teachers emphasized that if 360DVVMA was used in instructional processes, it would provide equal opportunities in education for students who do not have the opportunity to go to museums as well as offering a great contribution to their academic development.

Ülkemizde Milli Eğitim Bakanlığı tarafından uygulamaya koyulan FATİH Projesi ile eğitim öğretim ortamlarına çeşitli BİT araçları entegre edilerek eğitim öğretim süreçlerinde BİT'in etkili kullanılmasına yönelik çalışmalar başlamış ve proje kapsamında öğrenci ve öğretmenlere tablet bilgisayarlar verilmiştir. FATİH Projesi'nin amacına ulaşması hususunda teknolojik alt yapının sağlanması, öğretmenlere hizmet içi eğitimlerin verilmesi ve diğer proje bileşenlerinin yerine getirilmesine yönelik çalışmalar yapılmasına rağmen, öğrencilere yönelik hizmetler doğrultusunda tablet bilgisayarların verilmesi dışında herhangi bir faaliyet gerçekleştirilmemiştir. Projenin hedeflerine ulaşabilmesi ve sürekliliğinin sağlanabilmesi için öğrencilerin projeye yönelik yaklaşımları belirlenmelidir. Bu bağlamda teknoloji kabul modeli (TAM) öne çıkmaktadır. TAM'a göre öğrencilerin tablet bilgisayarlara yönelik inançları, tablet bilgisayar kullanımının kolay ve faydalı olduğunu düşünmeleri sonucunda öğrencilerin tutumlarının olumlu yönde etkileneceği ve bu etkinin sonucunda öğrencilerin tablet bilgisayar kullanımını benimseyecekleri belirtilmektedir. Bu araştırmada FATİH Projesi'nde kullanılan tablet bilgisayarın eğitsel kullanımının ortaöğretim öğrencileri tarafından kabul edilme durumları TAM'a göre incelenmiş ve FATİH Projesi'nde kullanılan tablet bilgisayarların eğitsel açıdan kabulü ölçeği geliştirilmiştir. Çalışma 2014-2015 eğitim öğretim yılı bahar döneminde Bartın ili Merkez ilçesinde FATİH Projesi pilot okullarında öğrenim göre 2023 ortaöğretim öğrencisi ile gerçekleştirilmiştir. Çalışma sonunda proje kapsamında kullanılan tablet bilgisayarların eğitsel kullanımının kabulünü ölçen geçerli ve güvenilir bir ölçme aracı ortaya çıkarılmıştır., Araştırma sonuçlarına göre öğrencilere tablet bilgisayar verilmesinin, FATİH Projesi teknolojileri ile eğitim görmelerinin ve sınıf düzeyinin artmasının öğrencilerin FATİH Projesi'ndeki tablet bilgisayarı eğitsel kullanımını kabul etme durumlarını olumsuz olarak etkilediği sonucuna ulaşılmıştır. Bununla birlikte modelin cinsiyete özgün bir katkı olmadığı, FATİH Projesi'ndeki tablet bilgisayarların eğitsel kullanımının en az kabulünün imam hatip liselerinde olduğu görülmüştür.

* Bu çalışma TÜBİTAK tarafından desteklenen 114K204 numaralı proje kapsamında üretilmiştir.

The purpose of this research is to examine the effect of pre-service teachers' readiness for online learning on their social anxiety in e-learning environments. For this purpose, opinions of 409 students who continue their pedagogical formation education at a university in Turkey were taken, the answers of 369 students were included in the research, and the data of 341 students with standardized scores were analyzed. In the study, readiness for online learning was considered as the independent variable and social anxiety of the pre-service teachers in e-learning environments as the dependent variable, and the data of the dependent and independent variables were obtained from the Online Learning Readiness Scale and the Social Anxiety Scale for E-Learning Environments. In the findings section, correlation analysis was made between the online learning readiness and social anxiety variables in e-learning environments, and then simple linear regression modeling was applied to determine how much the online learning readiness variable had on social anxiety in e-learning environments. As a result of the correlation analysis, a moderate negative significant relationship was found between readiness for online learning and social anxiety in e-learning environments. In addition, with the regression analysis, it was revealed that as the readiness for online learning increased, social anxiety decreased in e-learning environments. As a result, various suggestions were made to other researchers in line with these findings.

Within the scope of this research, prospective teachers' opinions on Facebook use for educational purposes was examined, and a modeling study was conducted in accordance with these views. In this study in which mixed method research patterns were used as research model, opinions were taken from 462 prospective teachers with a view to develop Acceptance of Facebook Use for Educational Purposes Scale and Acceptance of Facebook Use for Educational Purposes Model; scale development and model development studies were completed. With Facebook Use for Educational Purposes Activity in accordance with the developed model, level of acceptance of Facebook use for educational purposes among prospective teachers was analyzed. Pilot application of Facebook use for educational purposes activities was carried out with 76 students, and its application was carried out with 67 students; at the end of application, interviews were made with 17 students through semistructured interview form. At the end of the study, Acceptance of Facebook Use for Educational Purposes Model was created based on Technology Acceptance Model 2, and through the educational purpose Facebook activity, a significant increase was achieved in prospective teachers' level of acceptance to Facebook use for educational purposes.