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Özet: Araştırmanın amacı, okulların eğitim teknolojileri açısından yenilenmesinin ve öğretmen ve öğrenciler için içerik desteği sağlanmasının, teknoloji entegrasyonuna etkisini incelemektir. Ayrıca teknoloji entegrasyonuna engel olarak görülen yeni faktörlerin oluşup oluşmadığının ortaya çıkarılması çalışmanın amaçları arasındadır. Nitel araştırma yöntemi kullanılan çalışmada donanım ve alt yapı bakımından yeterli okullarda çalışmakta olan 25 öğretmen katılımcı olarak yer almıştır. Katılımcılar ile yarı yapılandırılmış görüşmeler gerçekleştirilmiş ve sonuçlar içerik analizine tabi tutulmuştur. Çalışmanın sonunda geçmiş çalışmalarda belirtilen teknoloji entegrasyonuna etki eden teknik sıkıntıların büyük oranda aşıldığı; yenilenen teknolojilerle yeni ihtiyaçların ve entegrasyon sürecine etki eden yeni faktörlerin ortaya çıktığı görülmüştür. Öğretmenlerin hazır içerik beklentisi, yazılım eksikleri, öğretmenlerin yaşadığı teknoloji-yöntem karmaşası, değişen şartlar ve mesleki zorunluluk faktörleri çalışmada elde edilen bulgulardır. Aynı zamanda öğretmenin teknolojiye bakış açısı, algı ve tutumu derste teknoloji kullanımına etki eden en önemli faktör olarak çalışmanın sonuçlarında yer almaktadır. AnahtarKelimeler: Teknoloji Entegrasyonu, teknoloji-yöntem karmaşası Abstract: The purpose of the study is to investigate the effects of the educational technology renovations made in school as well as provided content supports for both teachers and students on technology integration. Moreover, it is aimed to describe whether there are new factors that are seen as barriers in terms of technology integration. 25 inservice teachers working in schools, which have enough technological infrastructures, participated in this study. Semi-structured interviews were conducted with the participants. The collected data were analyzed with content analysis technique. The results of the study indicated that considerable amount of problems preventing technology integration were solved and either the new factors or requirements affecting technology integration process have emerged. Teachers' expectations of ready-to-use contents, lack of necessary software, and teachers' misconceptions between technology and teaching methods, changing environment, and occupational obligations were found as important factors. Meanwhile, teachers' perceptions and attitudes towards technology use in courses constitute important factors in technology integration.

Students' difficulties in learning computer programming are well documented in the literature and have been studied from different perspectives by the researchers. However, studies that have been conducted from the meta-cognition perspective are rare in the context of programming education. The current study aimed to (i) investigate the effects of a specific metacognitive training on students' programming achievement, retention of programming knowledge, and meta-cognitive awareness; and (ii) explore students' experiences and opinions related to the meta-cognitive training. There were 51 participants (28 male and 23 female) who are 2nd-year students from a public university. In the current study, a mixed methods design, specifically embedded experimental model, was utilized. The experimental group was instructed using the meta-cognitive training, and the control group was taught using traditional instruction. An achievement test, a meta-cognitive awareness inventory, and semi-structured interviews were used to collect data. The results of the study indicated that the intervention based on meta-cognition caused significantly better acquisition of introductory programming concepts. Although there was no significant difference between experimental and control groups in terms of meta-cognitive awareness, qualitative data implied some differences related to students' 507 problem-solving ways and meta-cognitive strategies. Results of retention and post tests revealed that scores of students in experimental and control groups declined at close rates. Moreover, most of the students in the experimental group reported positive feelings toward meta-cognitive instruction. Thus, it might be said that meta-cognitive training was an effective tool to improve students' understanding of introductory programming topics as indicated by post-test scores. / CETIN, SENDURUR AND SENDURUR