In this study, it was aimed to determine the opinions of university students studying in the Department of Electrical Engineering about the distance education process they received during the pandemic. The quantitative research method was used in the research. The research consisted of 390 volunteer university students studying at 16 universities in Russia; the universe of the research was determined as the distance education system and the sample was determined as ‘Microsoft Teams’. In order to collect the data of the research, a measurement tool called ‘technology use’ developed by the researchers was used and applied. For the measurement tool, help was received from experts in the field and have worked in these fields. The data were shared with university students via an online questionnaire and their participation was ensured and collected. When looking at the research, it was stated that university students frequently used their distance education centre infrastructure with Microsoft Teams infrastructure in the distance education process and they used Microsoft Teams elements in the activities. When the results of the research are discussed, they stated that the technology levels of the university students were high; that they learned the whiteboard and electric fields in the classroom activities; and that the topics covered and the questions solved in the lessons were high with the re-watch method.

Abstract—This research was conducted in 2018 to determine the opinions of prospective teachers about the usability of Web 2.0 tools in education. Quantitative research method was used in the research. The research was conducted in the spring term of 2018–2019. The study group consisted of prospective teachers studying at the faculties of education of the foundation university. 114 prospective teachers participated in the study. The data collection tool called Son The Problems of the Last Year Students of the Faculty of Education and Their Problems in Teaching Practice gelistiril developed by Aylin Demirhan and Meryem Yakut was applied to the teacher candidates. The data were collected by the researchers. The collected data were analysed using the SPSS program. To analyse the data obtained from the data collection tool, frequency, percentage, average, standard deviation, minimum and maximum values, T-test and analysis of variance applied. According to the results of the study, prospective teachers’ opinions about the use of Web 2.0 tools are highly positive. It is thought that the students' ability to create content with active participation, support social interaction, and creativity in educational environments, and it is seen in the results of the research that the prospective teachers reported positive opinions. Web 2.0 tools are thought to have a positive effect on learning due to their rich content and may be useful in increasing the prospective teachers' communicative abilities with their common workspaces. Therefore, it is predicted that teachers' use of Web 2.0 tools in their courses will contribute to the development of prospective teachers. In addition, it is thought that the training to be provided by educators who have an important role in guiding prospective teachers and guiding them for a better education will enable prospective teachers to use Web 2.0 tools more frequently and efficiently.

The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.

The submitted article deals with the theoretic and practically-oriented aspects of planning and implementing the modular competence-based curriculum in higher professional institutions. Particularly, the authors submit the structure of the modular competence-based curricula, develop the principles of their projecting, describe the technology of introducing the modular competence-based curriculum in higher professional institutions. The developed structure and technology can be applied in the professional institutions, further training and retraining centers in the process of core curriculum drafting, additional vocational programs and working programs as well.

The information society reveals the social impact of the dissemination of information technologies. The purpose of this article is to study the negative social, psychological, and pedagogical implications of the Internet on young people. The authors analyzed the internet addiction problem among students (14-19 years) from the standpoint of the social health of the individuals and society as a whole. In a pilot study, which involved more than 600 adolescent participants aged 14-19 years (secondary school, college and university students), the authors have defined internet addiction as a complex phenomenon. The prerequisites of its development identify and highlights its formation in stages among students (mild fascination, passion, addiction, attachment). At the ascertaining stage of the experiment, a screening study was carried out to examine the state of internet addiction in young students in social networks. The results showed the necessity to design and implement internet addiction prevention programs for young students, which include three main blocks (motivational and cognitive, practice-oriented, reflexive), and a systematic plan for its implementation in the educational space framework. The stages of the experiment provided evidence of the authors' proposed effectiveness of methodologies for young people aged 14-19 years. This article may be useful to pedagogues, psychologists, and parents of students, social workers, and researchers working in the field of addiction prevention among young people.