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In this study, the importance of vocabulary knowledge in language education and the use of mobile applications in the teaching of collocations are emphasized. The application of collocation was realized through a mobile instant messaging application. It has been determined that students use a mobile application in a word learning process to provide more meaningful learning than in classroom learning. In this study, which was applied to 54 people using experimental and controls grouped research design, the experimental group was given mobile cards and the control group was given word cards in the class. In quantitative aspect, the study aimed to see the difference between the academic achievements of both group. At the end of the process, an academic achievement test was applied to the students, and a significant difference was found between the groups in favor of the experimental group. In qualitative aspect, the students opinions was given on use of mobile applications in teaching vocabulary. Individual interviews were conducted with the students at the end of the process accordingly and these interviews were used in the evaluation of the process.   Keywords: Educational technology; language learning, mobile learning; teaching collocations.

Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants' development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.

In this study, the effects of interactive video usage in programming education on academic achievement and self-efficacy perception of programming were investigated by taking into account learning styles. The research was patterned according to causal-comparative model, and also, correlation analysis was performed for relationship research. Sixty-one students attending 3rd grade in Computer and Instructional Technology Education (CEIT) of Yıldız Technical University participated in the study. Research data were collected with “Interview form,” “Academic Achievement Test,” “self-efficacy scale for programming,” “learning styles index” and “interactive Video system.” ANCOVA, Correlation and Kruskal Wallis H-test were used in the analysis of the data. The data was analyzed on the computer with the SPSS package program. According to research findings, interactive video monitoring rates did not differ significantly in the students ' academic achievement and self-efficacy perceptions of programming. It was found that students ' learning style preferences had no impact on interactive video viewing rates. The relationship between the change in students ' academic achievement and the change in self-efficacy perception scores related to programming has been examined; as academic achievement increases, it has been concluded that the perception of self-efficacy about programming has fallen.