Teachers’ digital competence is very significant in terms of integrating digital technologies into the education process. This study aims to develop an up-to-date scale that can determine the digital competencies required for teachers to acquire new skills that arise with the change and development of technology and use them in educational environments. A total of 695 teachers participated in the study. Exploratory and confirmatory factor analyses were used to examine the construct validity of the scale. To assess the discrimination index of the items, the lower 27% and upper 27% groups were determined, and the differences between the groups were examined. Internal consistency coefficients were calculated for the reliability analysis. According to the results of the analysis, the developed scale consists of six factors and 46 items, and the Cronbach Alpha coefficient of the entire scale is 0.975. The factors were identified as “Safety,“ “Data Literacy,“ “Problem Solving,“ “Digital Content Creation,“ “Communication and Collaboration,“ and “Ethics,“ respectively, according to the content of the items. When compared with the DigComp 2.1 framework developed by the European Union, it was determined that the ethical factor emerged differently in this study. As a result, it can be said that the Digital Competency Scale for Teachers is a valid and reliable scale that can be used to measure teachers’ digital competencies.

The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydın and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydaş (2015) and Individual Innovation Scale adapted to Turkish by Kılıçer and Odabaşı (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.

This study aims to create a rubric based on the pedagogical properties of educational robots for preschool students and to determine the level of compliance of educational robot sets. In this sense, the study is considered a first and significant step toward the selection of robots based on pedagogical-driven factors. For this aim, a mixed-method research design was employed. A qualitative method was used to create the rubric items, and the development of the rubric was also supported through a quantitative method by including expert opinions and ensuring the content validity. Furthermore, a descriptive survey model, one of the quantitative designs, was used to examine the suitability of educational robots for preschool education level. As an outcome of this study, a rubric consisting of four dimensions and 28 items, related to the pedagogical features of educational robots in preschool, was created. Widely used educational robots at the preschool level, such as Kidoboto, Lego Wedo, Mbot, Lego Spike, Lego Ev3, Matatalab, was evaluated by experts using the created rubric.

Purpose: In this study, it is aimed to determine the trends of studies in the field of educational technologies with the text mining method. Design/Methodology/Approach: In study, 10,218 studies published since 2000 by the top ten journals in the "Educational Technology" sub-category in Google Scholar Metrics were analyzed by text mining. Findings: Although it showed that the number of articles in the clusters increased daily, the rate of increase was higher in some clusters than in others. It has been seen that the most studied theories in the field of educational technologies are Cognitive Load Theory and Technology Acceptance Model. When examined in terms of variables, it is seen that the variables of Motivation, Success, Commitment and Social Presence find their place in educational technology studies. Highlights: It has been determined that the studies in the field of Educational Technologies include articles in 20 thematic clusters in seven main categories. It is possible to collect clusters under seven headings: Assessment, Language Learning, Instructional Design, Technology in Learning Environments, Theoretical Foundations, Computational Thinking and Online Learning. While it is foreseen that some of these issues will be discussed again, especially after the pandemic, some studies are thought to be needed more. In addition, the field of educational technology is seen as an interdisciplinary field, as stated before. For this reason, it is known that more subject areas are related to the clusters created here. Different perspectives can be revealed by using different methods in similar data sets.

This study examines the digital competence of teachers according to different variables. In this direction, 695 teachers working in primary, secondary, and high schools participated in the study. The Teacher Digital Competence Scale (2022), developed by Gümüş and Kukul, was used in the study analyzed using the scanning model. In line with the results obtained in the study, while digital competencies differ according to gender, and age range, no difference was observed according to school type, and foreign language levels. On the general evaluation of the analyses, it is thought that although the teachers have medium-level digital competences, considering the difficulties experienced during the pandemic period, the digital competences of the teachers observed at the medium level are eventually insufficient and the teachers should develop themselves in this regard.

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