This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology integration PD, and what are the best practices for designing a flipped PD model for preparing teachers to integrate technology into their classrooms? First, we discuss the core features of effective teacher PD: content focus, active learning, coherence, duration, collective participation, and the role of context. Second, we explore design factors in recent technology integration PD studies: learner centred, relevance and reflection, evidence of student learning, support and follow‐up, student voice, and initial implementation with teacher leaders. Finally, we present a discussion of our recommendations for a flipped model for technology integration PD.

The purpose of the study is examination of the quality of digital stories developed by pre-service science teachers and deeply investigating pre-service teachers' experiences related to scientific concepts, the characteristics of scientific knowledge and the ways of reaching scientific knowledge in the stages of exploration, storytelling and digitalization. A case study design is used in the research. Criterion sampling was used from the purposeful sampling methods. The research was carried out with the 3th year 36 pre-service teachers who study at a public university in Turkey during the fall semester of 2018-2019. Rubric for Evaluation of Digital Stories, semi-structured reflection form and digital diaries form developed by researchers were used for data collection. Content analysis technique was applied to analyze the reflections and dairies, and the digital stories prepared by the participants were evaluated using the Digital Storytelling in Educational Context Rubric (DSECR) form. According to the findings, most of the digital stories prepared by pre-service science teachers were at high quality level. Participants stated that they used scientific concepts in their digital stories and transferred the characteristics of scientific knowledge to digital environment and scenarios. Additionally, science teachers' experience of preparing digital stories supported 21st century skills.

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The idea of using online tools in face-to-face mathematics instruction aims to enhance student attitudes by providing more challenging problem-solving and knowledge-building platforms with more time and space flexibility. This study, which is a part of a large comprehensive study, was completed with four high school classes of two teachers. The data was collected through student and teacher interviews, teacher reflections, and the Mathematics and Technology Attitude Survey (Pierce, Stacey, and Barkatsas, 2007). Each teacher had two classes. One of each teacher's classes was assigned as the Online-Tools class that was introduced and had access to online communication and collaboration tools; and the other class was assigned as the No-Tools class that was not introduced any online technologies. Statistical analysis of the attitude survey revealed significant differences between Online-Tools and No-Tools classes for the affective engagement subscale on 95% confidence level. For the other subscales there were some variations on the minimum, maximum, mean values and the standard deviations from pre-and post-survey; even if the difference between the overall mean values for the Online-Tools and No-Tool classes was not statistically significant. Based on the student interviews, the majority of the students had positive attitudes towards the online tools, Voice Thread and the Google Documents, and using them in their mathematics class; and they had increased appreciation to mathematics as a field.

This study adopts phenomenology approach as the research design method to investigate pre-service teachers` experiences and perceptions on using practical tools for content development. The participants are twenty-four pre-service teachers who were taking Computer II course during 2013-2014 spring semester at a public university in Turkey. During the course, they were introduced several practical tools, which we define as mostly internet-based technologies that do not require installation or having any computer programming skills. Pre-service teachers prepared contents specific to their fields for homework and projects. At the end of the semester individual interviews were conducted with the participants. Content analysis method was used to analyze the data. According to the results, they enjoyed creating contents using these tools. At the same time, they had some difficulties. Majority of the participants perceive presentation, animation, cartoon creation tools to be most beneficial to improve student learning. Some of the positive outcomes they foresee when these technologies are used in the classroom are: higher student engagement, active participation, reinforcement, deeper understanding, and development of imagination skills. It is believed that the findings of this study will contribute to the development of teacher preparation programs for effective use of technology especially for content development.