The aim of this study is to determine the opinions of university students about technology-supported education. In today’s era, technological tools are used in every sector of education. Today, when technologies are rapidly developing, the opinions of students studying at university institutions about technology are very important. As per the outcome of the research, it is important to know the opinions of working people in terms of competen-cies and attitude towards the technology. The research was carried out in the fall semester of the 2019-2020 academic year with 75 students studying at the Federal University of Kazan (Volga region), the Institute of Legislation and Comparative Law under the Government of the Russian Federation, Plekhanov Russian University of Economics and Sechenov University. As the case study method was adopted in the study, researcher prepared open-ended questions as a data collection tool. In this research, qualitative meth-od was used. According to the results obtained from the research, it was concluded that they did not feel themselves competent in technology, they did not have enough equipment and their schools are not equipped for technology-supported education.

The aim of this study is to increase the awareness of primary, secondary and high school teachers regarding Massive Open Online Courses (MOOC) as well as to help them to benefit from these media and to determine their opinions about these courses. As a result of the study, the results of the MOOC media through which the experimental group was trained and the blended learning training model of the control group were compared. Therefore, the aim is to provide guidance for the continual discussions about the effectiveness of MOOC. In the study, blended training was given to 33 teachers, whereas a complete online course on a formed platform was given to 34 teachers; consequently, the opinions and the success levels of the teachers were compared. The resulting data of the study was obtained from an opinion scale given to the teachers as well as a media evaluation form. The obtained qualitative and quantitative data were analysed and have been presented in the findings section.

Bu araştırmanın amacı, öğrencilerin siber zorbalığa yönelik görüşlerini, siber zorbalık deneyimlerini ve siber zorbalığa dâhil olma rollerine göre, olaylara müdahale etme davranışlarını belirlemektir. Araştırmanın çalışma grubu 11-17 yaş arasındaki 952 öğrenciden oluşmaktadır. Veri toplama aracı olarak "Siber zorbalık farkındalık anketi-öğrenci formu" kullanılmıştır. Veriler 2016-2017 eğitim-öğretim yılının ikinci döneminde toplanmıştır. Araştırma sonunda öğrencilerin, siber zorbalık davranışları, siber zorbalıkta kullanılan araç ve ortamlar, siber zorbalık yapma ve siber zorbalığa maruz kalma nedenleri ile ilgili bilgi eksikleri bulunduğu belirlenmiştir. Öğrencilerin %44.5'i daha önce en az bir kez siber zorbalığa maruz kalmış, %22.5'i daha önce en az bir kez siber zorbalık yapmış, %53.2'si daha önce en az bir siber zorbalık olayına tanık olmuştur. Siber mağduriyet yaşama durumunda, öğrencilerin en fazla sergileyecekleri müdahale davranışları "olayı anne-babaya anlatma", "olayı bir arkadaşa anlatma" ve "olayı okuldaki bir öğretmene anlatma" şeklindedir. Siber zorbalık yapma durumunda öğrenciler en çok "hiçbir şey yapmayacaklarını" veya "olayı bir arkadaşa anlatacaklarını" belirtmiştir. Tanık olarak siber zorbalığa dâhil olma durumunda ise en çok "siber zorbaya engel olmaya çalışma", "siber mağdura yardım etme" ve "yardım edebilecek bir yetişkine olayı anlatma" davranışlarının sergileneceği tespit edilmiştir. Çoğu müdahale davranışının sergilenmesinde, öğrencilerin daha önceden siber mağduriyet yaşamış olması veya başkalarına siber zorbalık yapmış olmasının etkili olduğu belirlenmiştir.

It is important to determine the proficiency perceptions and attitudes of the teachers towards Technologies of learning about the tablets in order to integrate the mobile learning technologies and to use the tablet PCs in the educational environments in an efficient way. Therefore, proficiency perceptions and attitudes of the teachers towards the Tablet PC-Supported Education have great importance. There are scales for assessing the proficiency perceptions and attitudes of the teachers in tablet-supported education. There have been found findings about the Proficiency Perceptions and Attitudes of 264 teachers working in the College of Near East towards the Tablet-Supported Education. In this assertion, we mentionabout an appropriate scale, test and application. For the tests of validity and reliability, the data has been obtained from 264 teachers working in the College of Near East within the school years 2013-2014. AT the end of this, 2 extents (Extent 1: Proficiency perceptions of the teachers about tablet usage, Extent 2: Teachers’ attitudes towards Tablet-supported education) have been detected in the scale. Cronbach alpha (α) value belonging to the scale’s sub-extents was found as .949 for the proficiency perceptions of the teachers about tablet usage, and as .934 for the teachers’ attitudes towards the Tablet-supported education. Cronbach alpha (α) value of the general scale was found as .953.