It is crucial for students to develop their 21st-century skills such as technological literacy and critical thinking skills with various curricula to be updated in accordance with technology integration in education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design [qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out, student journals during the implementation were analyzed with content analysis. A significant difference was found, in favor of the post-test, between the pre-tests/post-tests of "Critical Thinking Skills Test" and "Critical Thinking Disposition Instrument" as a result of Wilcoxon Signed Ranked Test analysis while there was no significant difference between the post-tests based on variables of grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews carried out after the implementation, it is seen that students found the curriculum entertaining and gained awareness in utilizing critical thinking skills. In addition, students suggested activities embodying more verbal expressions and extracurricular assignments to be more active.Individuals who have critical thinking skills (CTS) are open to change, think alternatively, are curious, make realistic decisions by establishing a cause-effect relationship based on evidence, and have the self-confidence to discuss the reasons for their decisions (Facione, 1990;Yılmaz, 2019). It is a necessity to enrich the curricula with up-to-date knowledge, skills, and technologies so that individuals in the developmental age can acquire CTS (Larson & Miller, 2011;Voogt & Roblin, 2010). Accordingly, teaching/learning methods and materials along with the subject content need to be updated with the innovations in accordance with the age of technology (Dede, 2010). By developing curricula, so that new knowledge and skills are acquired in the social structure through the technological literacy skills that emerged with the rapid progress in the information technologies in the 21 st -century and

Covid-19 Pandemisi nedeniyle hayatın düzeninde değişmeler yaşanmış, alınan tedbirler kapsamında okullarda uzaktan eğitime geçilmesi sonucu olarak da ebeveynlerin üzerine yeni sorumluklar yüklenmiştir. Ebeveynlerin bu süreci nasıl deneyimlediklerini ortaya çıkarmak amacıyla yapılan bu araştırmada nitel araştırma yöntemlerinden fenomenoloji kullanılmıştır. Çalışma grubu belirlemek için amaçlı örneklem türlerinden erişim kolaylığı nedeniyle kolay örneklem tercih edilmiştir. Veri toplamak amacıyla yarı yapılandırılmış görüşme tekniği kullanılmıştır. İçerik analizi yapılarak ortaya çıkan tema, kategori ve kodların arasındaki bağlantılar incelenerek yorumlanmıştır. Ebeveynlerle görüşmelerde elde edilen verilerin analizi sonucunda ebeveynlerin bu süreçte psikolojik , fiziksel, sosyal açıdan zorluklar yaşadığı ayrıca teknolojik yaşama bilgi ve cihaz donanımı açısından hızlı geçiş sonucunda teknoloji okuryazarlığında da zorlandıkları görülmüştür. Ebeveynler, uzun süre evde kalmak durumunda olan çocuklarında ekran bağımlılığı ve uyku düzensizliği gibi istenmeyen davranışlarında artış olduğunu belirtmiştir. Uzaktan eğitim nedeniyle üstlendikleri öğreten rolü ve ebeveynlik rolleri arasında dengeyi kuramadıklarını ifade eden ebeveynler bu süreçte öğrenme motivasyonunu kaybeden çocuklarının eğitimine destek olabilmek için evde uygun öğrenme ortamı sağlamaya çalıştıklarını, ancak çocuklarının öğrenme eksikleri olduğunu, akademik başarılarının düşmesi nedeniyle kaygılandıklarını ifade etmişlerdir. Ayrıca birlikte vakit geçirme fırsatı bulan ebeveynlerle çocuklar arası iletişim ve işbirliğinde artış olduğunu ifade edilmiştir. Ebeveynlerin okul yönetimi ile iletişim ve işbirliği zayıflamakla birlikte öğretmenlerle iletişim ve işbirliğinde olumlu gelişmeler yaşandığı görülmüştür.

The present study seeks to adapt the Teachers’ Basic Information Communication Technology (ICT) Competence Beliefs Scale, developed by Rubach and Lazarides (2021), into Turkish and test the adapted scale's validity and reliability. The initial step involved conducting a linguistic equivalence of the scale from English to Turkish with 62 English language teachers in a pre-test. Subsequently, the Turkish version of the scale was administered to 356 teachers (69.7% female, 30.3% male) in Turkey to assess its validity and reliability. Participating teachers were from different subjects (e.g., 9.8% science, 7.9% mathematics, 3.7% social science) and school types (27.5% primary school, 55.3% secondary school, 17.1% others). Results of confirmatory factor analysis indicated the original six-factor structure with three first-order and three second-order factors that best fitted the data. The same competence dimensions were indicated in the Turkish contexts as in the original instrument, i.e., information and data literacy; communication and collaboration; digital content creation; safety and security; problem-solving; analyzing and reflecting. The correlations between all six first-order factors were between .58 ≥ r ≥.79. All factors showed good reliability indices, i.e., α > .83, ω > .83 and CR > .72. The adapted instrument was found to be invariant across gender. Mean-level differences among gender groups point to one difference with male teachers reporting higher competence beliefs for digital content creation compared to female teachers. In conclusion, the results of this replication study support the cross-cultural transferability of the original Teachers' Basic ICT Competence Beliefs instrument developed by Rubach and Lazarides (2019).

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