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In this research it was aimed to identify of Computer Education and Instructional Technology department students' distribution according to individual innovation categories and examining. The connection between students' innovation properties and different variables (gender, class level, weekly internet usage time and attitudes about internet usage). The study carried with survey model in 2013-2014 education-instruction spring period, students from Necmettin Erbakan University Ahmet Keleşoğlu Education Faculty was realized with data from the 292 students who answered the questions conveniently in data collection tools. As a result of research it was determined that individual innovation properties are in the early majority category. Also it was determined that while students' innovation properties show significant difference class level and it doesn't show significant difference according to gender, weekly internet usage time and attitude to internet usage.

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their "individual innovativeness" can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that "individual innovativeness" was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.

The aim of our work is to develop STEM activities supported by Web 2.0 tools and to examine the opinions of the students about collaborative learning method. The study group consists of six girls and six boys from seventh class secondary school students of Konya Selçuklu Sancak Secondary School in 2016-2017. Necessary corrections on STEM activity, developed by the researchers, were made by taking the opinions of 3 field experts and 1 language expert. This research is a descriptive study in qualitative structure. Semi-structured interview forms and video images were used to collect qualitative data. Video recording was conducted to gather opinions, behaviors and experience of using Web 2.0 tools on students' educational environment. According to the results of the training, the students expressed a positive opinion about STEM education method. It has been seen that students were having fun while using Web 2.0 tools and performing group work in the developed teaching environment. In addition, 10 students were positive about the collaborative teaching environment and 2 students were negative. Students stated that group work was useful when performing animation. The use of Web 2.0 tools increased the attention and motivation of the students.

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