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The purpose of this study is to determine types of games that middle school students play in their daily lives and analyze the effects of various variables such as gender, available technology, grade in school and parents' education levels on their game preferences. The sample consisted of a total of 464 grade 5-8 students (212 girls and 252 boys). The study was conducted in Spring 2015 and the data were collected using a two-part survey. The first part of the survey included questions about demographic information and the second part asked students to draw a picture of their favorite games. The results of this study showed that girls mostly preferred to play outdoor games whereas boys mostly preferred to play digital games. Participant students preferred to play games with rules outdoors and symbolic games indoors, and in digital environment, girls preferred to play minigames whereas boys preferred to play sports games. CHAID analysis was used in determining the relationships between the variables and game preferences. Gender was a prominent factor in identifying the preferences; that is, girls' game preferences were mainly influenced by having a computer and those of boys were affected by having an available Internet connection. This study also found that parents' education level is not related to children's game preferences. At the end of the study, suggestions were made for gamification and digital game design.

Bu çalışmanın amacı, farklı bölümlerde öğrenim gören son sınıf öğretmen adaylarının Web 2.0 araçlarının eğitim amaçlı kullanımı etkinliği kapsamında verilen uygulamalar ile ilgili kendi alanlarında materyal geliştirmelerini sağlamak ve aldıkları bu eğitimin onların TPAB öz güven düzeyleri üzerindeki etkisini araştırmaktır. Araştırmanın çalışma grubu; 2015-2016 eğitim öğretim yılının güz döneminde KTÜ Fatih Eğitim Fakültesi dördüncü sınıfta öğrenim gören, 13 farklı alanda toplam 46 öğretmen adayından oluşmaktadır. Araştırmada deneysel yöntemlerden "tek grup ön test-son test desen" kullanılmıştır. Çalışmada veri toplama aracı olarak Graham ve arkadaşları (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe' ye uyarlanan Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeği ve çalışma kapsamında geliştirilen web 2.0 teknolojilerinin eğitim amaçlı kullanımı etkinliğine yönelik görüş anketi kullanılmıştır. Çalışmanın sonucunda öğretmen adaylarının TPAB öz güven düzeylerinde anlamlı bir artışın olduğu (t(45)=4,24, p<0,05) tespit edilmiştir. Uygulamaya katılan öğretmen adaylarının powtoon, quiz maker ve edraw max uygulamalarını beğendikleri ve mesleki hayatlarında kullanmayı düşündüklerini belirttikleri görülmüştür.

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ÖzBu çalışmanın amacı, öğretmen adaylarının öğrenim gördükleri alanlarında teknoloji kullanımı ve eğitim teknolojilerinden yararlanarak materyal hazırlama konusunda yeterliklerini, teknoloji kullanımı ile ilgili karşılaştıkları sorunları, tespit etmektir. Teacher Candidates Technology Using Competence in the Field Submitted by 2016-08-01 Accepted by 2017-02-20 AbstractThe purpose of this study is to determine teacher candidates' competence regarding using technology in the field they study and in prepareing materials benefitting from education technologies and the problems they encounter on the use of technology. The study conducted with descriptive general screening model was carried out in the spring semester of 2013-2014 academic year. The sample of the study was composed of 1000 (648 women, 32 men) teacher candidates studying in their last year from 15 different programs in faculty of education. Data were collected by Status Determine Survey in Technology Use in Field and Technology Use Self-competency Scale. The data obtained from Status Determine Survey in Technology Use in Field was described, coded and expressed in percentages. Data ontained from Technology use Self-competency Scale were analyzed by ANOVA using SPSS 20.0 statistical program. According to the research findings it was determined that, teacher candidates have problems in the use of microsoft office in basic level and up to date software and they want to receive training related to these issues during undergraduate studies.When the teacher candidates' technology use self-competencies were examined it was seen that teacher candidates from Computer and Instructional Technologies (CEIT) department has significantly higher self competency (p< .005) than the teacher candidates in other areas. In addition to this, it was determined that teacher candidates from elementary education department have higher technology use self-competencies (p < .005) than special education, fine arts and physical education departments.