Teachers' Internet self-efficacy plays a critical role in their web-based professional development and on their students' learning outcomes in Internet-based learning environments. It is therefore important to periodically measure and evaluate teachers' selfefficacy regarding the Internet, which is a dynamic technology, using an instrument that reflects the recent advancements in the Internet technology. By considering radical changes taking place recently on the Internet, this study aimed to explore teachers' Internet selfefficacy by gender by adapting an earlier instrument. To this end, the Internet Self-efficacy Scale (ISS) developed by Kim and Glassman (2013) was used. First, the ISS was adapted into Turkish and the confirmatory factor analysis results revealed that the Turkish version of the ISS could be used as a valid instrument to measure teachers' Internet self-efficacy [χ2(df = 106) = 270.836, NFI = .865, CFI = .912 and RMSEA = .086 (90% C.I.; .073 -.098)]. The coefficient of Cronbach's alpha for the Turkish version of the ISS was found to be 0.92. In this study, survey method was used. The sample of the study consisted of 349 in-service teachers with different majors in Turkey. The data were analyzed using independent sample t-test and the results showed teachers' Internet self-efficacy was considerably high. Additionally, no gender differences in any of the subscales of the ISS including five subscales, namely, reactive/generative, differentiation, organization, communication and search, were found.

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Developing people who are innovator, creative, sensitive, compatible and capable of critically and analytically thinking is possible with education. Providing the equality of opportunity in education is a fundamental requirement in social state understanding (Dönmez, Gürbüz, & Tekçe, 2018; Sarıer, 2010). Thus the inequality for opportunity in education created by private teaching institutions in our country can be indicated as one of the reasons for the radical change in the sector of private teaching institutions since 2014. In this context, some private teaching institutions were closed down while some

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In this study it is aimed to investigate whether university students' attitudes toward the use of PowerPoint as a supporting teaching tool in the lectures change according to variables such as gender, academic units attended. For this purpose, the sample consisted of total 653 students who enrolled, Faculty of Education (N=287), Faculty of Engineering (N=125), School of Economics and Administrative Sciences (N=92) and Vocational School (N=149) in Bayburt University. Data was collected using "attitude toward the use of PowerPoint" scale. Additionally, students' opinions of the use of PowerPoint as a supporting teaching tool was collected from their responses to a questions form developed by researchers, then written documents analyzed to reveal their opinions with respect to the use of PowerPoint. The data obtained was statistically analyzed (ANOVA). It was found that there is no any statistically meaningful difference in the participants' attitude toward the use of PowerPoint in respect to gender, but there was significant difference in the participants' attitude toward the use of PowerPoint according to academic units attended. Recently, the findings were discussed in terms of the use of PowerPoint as a supporting tool in the lectures and its importance.