In this study, pre-service teachers' attitudes towards the gamification process were discussed. Descriptive scanning method, one of the quantitative methods, was used in the study, and the data were analyzed and tabulated. The Gamification process scale developed by Baydaş and Çiçek was used to collect the data to be used. A total of 67 teacher candidates, including 42 special education and 25 classroom teachers, participated in the study. The data obtained from the pre-service teachers were taken online via Google Form due to the Covid 19 pandemic. The teacher candidates gave answers to the 6 dimensions of the scale regarding Competition, Fun, Busy, Outcome Expectation, Effect on Learning and Intention to Use in the Future.

The aim of this study is to evaluate students ' readiness for online learning at the Near East University English Preparatory School and to provide suggestions on how they can be further supported to strengthen their online learning.  202 adult students participated in the study were fall semester students of the 2019-2020 Academic year.  As the data collection tool, Online Learning Readiness Scale (OLRS) by Hung et al. (2010) was used.  The  dimensions of the scale are; self-directed learning, motivation, learner control, computer-Internet self-efficacy, and online communication self-efficacy.  The data obtained showed that the participants were ready in all dimensions with some variations within the dimensions.  In the self-directed learning dimension, the participants were observed to lack the ability to manage time in their studies however they were willing to ask for help when they need help. Although the scores were above the average, Computer / Internet self-efficacy was found to have the lowest scores compared to the other dimensions.  Participants stated that they were distracted by other online applications while studying for their online course.  Results for computer / internet self-efficacy dimension showed that participants did not have a very high readiness in using basic Microsoft Office Programs, reaching information easily via online search and using online applications.  Motivation and Online Communication self-efficacy dimensions were found to be the dimensions where all the items received a high score.      Keywords: Online learning, online learning readines, english preparatory school  

The purpose of this research is to determine how active the students are participating in the mobile learning process, as well as how active the distance education mobile learning and technological tools are in education due to the Covid-19 epidemic in today's world. determination. With this, the Mobile Learning Readiness Scale adapted by Şata, Çorbacı and Koyuncu (2019) was used in this study. The scale consists of three dimensions: optimism towards mobile learning, self-directed learning and self-efficacy. The participants of the study, on the other hand, consist of 25 Primary Education students and 42 Special Education students who are continuing their education life in the Northern Cyprus. It was concluded that their readiness for mobile learning was high.

The general purpose of this research is to conduct systematic field writing screening to determine the use of mobile application studies in special education. The research was conducted in the spring of 2019-2020. The universe of research is the articles in the field of technology and special education in the field of mobile application. The sample of the study consists of 26 articles published in the Google Academic database in the field of mobile applications in private education between 2015 and 2020. First of all, journals with articles were identified by researchers as part of the use of special education technology and mobile applications and articles were examined. More qualitative and mixed research methods have been preferred as data collection tools in the researched research. It is thought that the results will shed light on future studies.

After the emergence of the Covid-19 outbreak in China, the emergency distance education process has started in many countries after it has spread all over the world and turned into a pandemic. As in many levels of education, universities have tried to continue their education with emergency distance education. In this study, the opinions of the instructors about the instructional problems brought about by the distance education process in the Covid-19 period were included In the research, the qualitative research technique was used and the obtained data were presented by tabulating with Percentage and Frequency distributions. According to the results obtained in the research, it was shown that Instructors and Students had problems in attention access and motivation in the distance education process.