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This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results revealed that the scale's seven-factor structure accounts for 65.90 percent of total variance. CFA results produced an acceptable statistical support for model-data fit between the observed item scores and the seven-dimension scale structure (X 2 /df= 1.98, RMSEA= .073, CFI= .86). The standardized regression weights between the latent and observed variables ranged from .57 to .89 and Cronbach's alpha coefficient of the scale subdimensions ranged from .80 to .88. Besides, the item-scale correlations varied between values of .53 and .79. As a result, the developed scale is a likert questionnaire and composed of 33 five-point items with seven sub-dimensions.

The study investigated the cognitive impact of three different types of multimedia simulation (physical, procedural and process) for teaching the concept of energy to 14 year old students. A six cell design was used to control for gender and for three levels of prior achievement within a random sample of 36 students for each simulation. Pre and post-tests were administered. The results showed a significant, consistent cognitive gain for the physical simulation -a surrogate exploration of how eIectricity is made in a power station. Results for the procedural and process simulations revealed a more complex and varied pattern of interaction between type of simulation and student characteristics which can be linked to specific design features.Background to the study Interactive multimedia technology is widely seen as having the potential to transform much traditional instruction and to realise, in courseware design, many of the tenets derived from learning theories. However, empirical studies to test the claims have been rare, and many of those which have been carried out have fallen foul of the cogent criticisms of the 'comparative' design in which a new medium is compared inappropriately with earlier technologies (Clark, 1983;Yildiz and Atkins, 1993). This study aimed to avoid the criticisms and produce results on the cognitive effectiveness of a

pointers to exemplary work that has implications for research in educational communications and technology. This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) complexity theory, (4) experiential perspectives, (5) empirical perspectives, (6) contextualistic perspectives, and (7) philosophical perspectives.

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