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The purpose of this study is to investigate and compare the effects of two types of presentations as created by PowerPoint or Prezi, which are used during lectures at the higher education level, on the students' cognitive load, the level of recall of the learning and conceptual learning. Presentations prepared by PowerPoint have linear slides with a limited canvas, while Prezi allows for non-linear, multiple paths and unlimited canvas design. This study is of a quasi-experimental design. The participants were 50 university students enrolled in a Computer Programming program at a vocational school. Data were collected using the Cognitive Load Scale, achievement tests and concept maps. According to the results, students lectured by presentations created by Prezi had more conceptual learning and less cognitive load whilst teaching computer network systems' content. Recall the level of learning was measured by an achievement test which did not significantly differ across the groups. Prezi may be a better alternative for more conceptual learning and to reduce the cognitive load.

ÖzBu çalışma eğitim fakültelerinde öğrenim gören öğrencilerin bilişim güvenliği farkındalıklarını incelemek amacıyla gerçekleştirilmiştir. Araştırma tarama modelinde yürütülmüştür. Katılımcı grubu Sakarya Üniversitesi Eğitim Fakültesi son sınıfında okuyan farklı bölümlerden toplam 217 öğrenci oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Bilişim Güvenliği Anketi" kullanılmıştır. Veriler betimleyici ve anlam çıkarıcı istatistikler kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre bilişim güvenliği konuları ile ilgili farkındalıklarının yeterli olmadığını belirten azımsanmayacak sayıda öğrenci olduğu görülmüştür. Cinsiyete, ortalama bilgisayar-internet kullanım yılına göre bazı konularda anlamlı farklılıklar olduğu gözlenmekle birlikte, bilişim güvenliği eğitimi aldığını belirten adaylar ile almayan adaylar arasında beklendiği gibi ciddi bir anlamlı farklılık gözlenmemiştir. Öğretmen adayları için kapsamı iyi belirlenmiş bir bilişim güvenliği eğitimi verilmesi önerilmektedir.Anahtar Kelimeler: Bilişim Teknolojileri, Bilişim Güvenliği, Bilgi Güvenliği, Öğretmen Adayı Information Security Awareness of the Senior Teacher Students: Sakarya University Sample AbstractThis study was conducted in survey model to determine awareness of information security of the 217 prospective teachers from different departments that attending Faculty of Education at Sakarya University. "Information Security Questionnaire" that developed by authors was used for data collection. The findings of the survey revealed, that there were important number of students at low levels of awareness. There were significant differences in some cases about awareness level of information security between gender, average computer-internet usage experience by year. Contrary to expectations there were no significant difference between prospective teachers that had education about information security and prospective teachers that have no education about information * Bu çalışma 19 Eylül 2014 tarihinde 8. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumunda sunulan ve tam metin olarak bildiriler kitapçığında yer almayan aynı adlı bildirinin genişletilmiş ve geliştirilmiş halidir.

The aim of this study is to adapt the Gamification User Types Hexad Scale (GUTHS) created based on Marczewski's (2015) user type hexad framework and validated by Tondello et al. (2016) into the Turkish context. The original scale consists of six dimensions, each of which has four items. The dimensionsand the user types that they refer to -are "Free spirit," "Socializer," "Achiever," "Philanthropist," "Player," and "Disruptor." It is the motive of this study that identifying and studying these user types may prove useful for understanding the effects of gamification dynamics and mechanics and assist in designing specific gamification techniques corresponding to each user type. The adaptation of the instrument began with translation, continued with an examination of the linguistic equivalence, and finalized with analyses of validity and reliability. The scale items were initially translated by the researchers. The translation was examined by seven experts with good English proficiency to finalize the Turkish version. To verify the linguistic equivalence, both the Turkish and English versions were then administered to 30 English Language Education (ELE) students. The correlation findings showed a high degree of correlation between the Turkish and English versions. Next, the Turkish version was administered to 452 university students studying at the Faculty of Education, Sakarya University, to check its validity and reliability. The results obtained from a confirmatory factor analysis and the reliability analysis indicate that the Turkish version of the scale is valid and reliable. It is recommended to use the translated scale in research especially on determining the effects of factors related to user types and on designing more affective gamification strategies.

Irrational beliefs are improper solutions developed by the person himself for his personal problems. They occur in person's mind. These beliefs affect person's life. The purpose of this research is to investigate the effects of irrational beliefs on academic motivation and academic self-efficacy of students. Independent variable of the study is irrational beliefs. Dependent variables are academic motivation and academic self-efficacy. Survey method was used in the study. The sample of the study consists of 161 second and third year students attending at Technologies Education. It was found out that there were no differences between irrational beliefs of students in terms of gender. And we found positive relationship between irrational beliefs and academic motivation, and negative relationship between irrational beliefs and academic self-efficacy of students. At the end of the research some suggestions has been presented on irrational beliefs, academic motivation and academic self-efficacy.

The aim of this study is to develop a scale based on Technological Pedagogical Content Knowledge (TPACK) model with giving more importance to learner centered education and teachers' facilitator role in constructivist learning comparing by previous TPACK scales. In order to prepare item-pool, first we examined previous research and scales and we add additional and novel items to include constructivist view of learning. The new scale developed within this study applied on 724 preservice teachers, who were selected with stratified sampling. We used confirmatory factor analysis to examine construct validity. Additionally we also performed a criterion validity study to confirm validity of the scale. We calculated Cronbach alpha coefficients, and corrected item-total correlations for reliability. According to validity analyzes we concluded that the scale has a construction with 51 items under 7 factors. Internal consistency coefficients and test-retest reliability coefficients showed that the reliability of the scale is at an acceptable level.© 2014 IOJES. All rights reserved Keywords: 1 TPACK, technology, pedagogy, content, validity, reliability. IntroductionNowadays, technology should be used efficiently in education. So, technology should be integrated within the process in any educational environment, in school management, in guidance services and libraries. This integration increases the quality of education by supporting teachers in the conduct of their duties efficiently, and in offering students more effective learning. In this context, skills that teachers, who are able to implement and integrate technologies, should possess and levels of these skills are of great importance (Goktas, Yildirim, & Yildirim, 2009). In order to equipping teachers with necessary skills for effective technology integration are laid in the institutions that train and nurture teachers. In this respect, a process which provides for effective integration is possible only if the teachers acquire the required knowledge and skills (Earle, 2002).It is possible to encounter many models in the literature which suggest provision for technology integration in education. In some of these model studies, technology integration is discussed within the context of school, in some of them it is discussed within the context of the student, in some of them it is discussed within socio-cultural concepts, and in others it is discussed within the context of the interaction of several factors within the process (Mazman & Koçak Usluel, 2011). When teachers and pre-service teachers are examined in these models, TPACK framework is at the forefront. This model describes the components of knowledge and self-efficacy that teachers and pre-service teachers should possess in order to use the technologies in education. Mishra (2005a, 2005b) with the addition of technology component to the existing components of pedagogical content knowledge of Shulman and it eventually consists of 7 components based on 3 basic components. The main purpose of the TPACK model was...

ABSTRACT:The purpose of this study was to assess the effectiveness of two conceptual change strategies; refutational text and predict-observe-explain, to determine if either one is more effective with individual learners or groups of learners. Seventy-three juniors were assigned to group or individual conditions and to one of two experimental treatments. Students studied web materials which were designed to overcome their misconceptions about the nature of matter. Pre-tests and post-tests concerning conceptual change, cognitive conflict and attitudes towards chemistry were administered. Longterm retention of students' conceptual change was also evaluated with a third, nine weeks delayed post-test. Students studying refutational text material and working in groups achieved better results on conceptual change and cognitive conflict. Results also showed that students studying refutational text material had more positive attitudes towards chemistry than students studying predict-observe-explain

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