ÖzetBu çalışmanın amacı, Türkçe öğretmeni adaylarının öğretimde teknoloji kullanımına karşı tutum ve sahip oldukları fikirleri tespit etmektir ve bu doğrultuda, eğitimde daha etkili teknoloji kullanımına ilişkin yapılabilecekler konusunda önerilerde bulunmaktır. Bu araştırma betimsel bir çalışma olup, Çanakkale Onsekiz Mart Üniversitesi, Türkçe Öğretmenliği öğrencileri ile yürütülmüştür.Veriler, öğretimde teknolojik araçların kullanımına ilişkin öğrencilerin tutumlarının değerlendirildiği "Teknoloji Tutum Ölçeği" (Yavuz, 2005) ve yarı yapılandırılmış görüşme tekniği vasıtasıyla toplanmıştır. 19 sorudan oluşan Teknoloji Tutum Ölçeği ile 282 Türkçe öğretmeni adayından veri toplanmış ayrıca bu verileri desteklemek amacıyla Türkçe Öğretmenliği Bölümü'nden 5 öğrenci ile görüşme yapılmıştır. Araştırma bulgularına göre Türkçe Öğretmen adaylarının eğitimde teknoloji kullanımına ilişkin tutumlarının genel olarak olumlu olduğu, cinsiyet ile tutumlar arasında kadınlar lehine anlamlı bir ilişki olduğu, ancak sınıf düzeyi ve mezun oldukları okul yönünde anlamlı bir ilişki olmadığı anlaşılmıştır. Yapılan görüşmeler sonucunda da öğretmen adaylarının en çok öğrenmeyi kolaylaştırdığı için bilgisayar kullanımı yönünde olumlu düşünceye sahip oldukları görülmüştür. Anahtar Kelimeler: Teknoloji, eğitim teknolojisi, Türkçe öğretmen adayı, tutum Pre-Service Turkish Language Teachers' Attitudes and Thoughts toward Use of Technology in EducationAbstract The aim of this study is determine attitudes and thoughts of Turkish Language Teacher Candidates toward using technology in education. This study was applied in 2012-2013 spring term at the department of Turkish Language Teacher Education at Çanakkale Onsekiz Mart University. The study was conducted with 282 students from Turkish Language Education Department. The data collection tool was the "Technology Attitude Scale" of 5 factors and 19 items, developed by Yavuz (2005). In addition, 5 students were chosen and semi-structured interview was conducted with them in order to determine students' ideas on the use of technology in education. According to the results of the study, the attitutes of the Turkish Language Education Teacher Candidates are positive in total. There is no significant difference toward class level and alma mater, but a significant difference was found between male and female teacher candidates that high in favor of female candidates. The data collected through the interviews showed that most teacher candidates have positive ideas on the use of computer because it facilitate education.

This study aimed to analyse the usefulness of educational computer games in teachers' professional development. The study used the game Atlantis Remixed, which is intended to be a technologically rich and individualized learning environment. The study used formative research to demonstrate what works and what does not work for the use of educational computer games in teachers' professional development, and improvements to be made for this purpose in learning environments in Turkey, where schools are equipped with technologically rich learning and teaching environments as part of the FATIH (the Movement to Increase Opportunities and Technology) project. The study included ten participants. Of these, five were teachers who participated in the implementation, and five were instructional technology experts. The study found both positive and negative results with respect to the use of Atlantis Remixed for teachers' professional development and articulates the participants' opinions and suggestions.

Education is a related structure that can never be defined or even exist as separate from human beings. Behavioral, cognitive, and constructivist paradigms each try to explain learning with different concepts and principles. Well, did these theories survive the distance education process? Let's say each theory survived in distance education. Then the following questions come up: What does motivation mean for these theories? How do these theories make the motivational structure sustainable in distance education? Aiming at a comprehensive discussion of these questions, the chapter offers many answers and brings many different questions to mind. This chapter will guide instructors and instructional designers to design efficient learning opportunities for learners.

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