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Ataturk Teacher Training Academy, North CyprusThis study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the Web of Science. Instructional design; instruction design; educational design; learning design; teaching design; ID, etc, were the key phrases used for searching the documents, and a total of 758 analysed documents were judged relevant to the field of instructional design. The results of the study were explored according to the journal of publication; document type; year of publication; author; author affiliation; country of publication; most frequently used words and phrases; subject; language; cited by years and h index rating. Notable findings include the most frequently used key words and phrases (after instructional design, these are cognitive load theory and worked examples); regarding subject area, education, educational research, and educational psychology dominate. With regards to country of origin, 87% of authors came from only 7 countries, with countries in the Far East being poorly represented. IntroductionIn this study, instructional design is defined as the systematic development of instructional specifications, using learning and instructional theory derived from behavioural, cognitive and constructivist theories, in order to ensure the quality of instruction. It is the entire process of the analysis of learning needs and goals and the development of a delivery system to meet those needs, including development of instructional materials and activities, and testing and evaluating all instruction and learner activities.Citation analysis has been used in the social sciences for investigating the research contributions of individuals, institutions and professional journals (Brown & Gardner, 1985). It allows researchers to examine how frequently a work has been cited by other authors, providing one measure of the influence of a writer or of a particular article. The use of citation analysis as a research tool began during the mid-1950s, when Garfield (1955) proposed citation indexing.Content analysis and citation analysis of published articles in academic journals has been conducted in a variety of professional fields, such as psychology, science education, and instructional technology. For example, in the field of psychology, Howard, Cole and Maxwell (1987) and Smith et al. (1998) reviewed research papers published in selected American Psychological Association (APA) journals, whilst Eybe and Schmidt (2001) and Tsai and Wen (2005) examined research papers from selected science education journals. Aylward, Roberts, Colombo and Steele (2008) investigated 560Australasian Journal of Educational Technology, 2009, 25(4) and identified the top 100 cited 'classic' articles in the Journal of Paediatric Psychology from 1976, and Uzunboylu & Ozcinar (2009 examined researches and trends in computer assisted language...

The Internet today, beyond being a source of information and communication, has become an ‘addiction’ for some people. The rate of Internet addiction is rapidly increasing in the world. The aim of this study was to examine the extent of Internet addiction among adolescents in North Cyprus. Eight hundred and fifty-one participants between the ages of 14 to 26 completed the Internet Use and Addiction questionnaire. Results indicated that 6.6% of the participants were addicted to the Internet. Younger high school students were found to have the highest rate of Internet addiction, followed by university students. Males were shown to have significantly higher rates of Internet addiction than females for all age groups. Academic, interpersonal and physical problems were all found to be associated with Internet addiction. The implications for guidance counsellors of this problem are discussed.

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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?.