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Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of 101 elementary school teachers from 24 elementary schools located in the Turkish capital. We discuss and analyze our findings in order to understand the current state of teachers' ICT use and their motivations for using ICT. An overall conclusion from the results is that more concrete encouragement, support and opportunities must be developed to increase teachers' motivation to improve the level and quality of ICT use in classrooms.

The present study suggests that obese children and adolescents were found to have higher IA rates than their healthy peers, and the results indicate an association between IA and BMI.

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ÖzetSoyut düşünme becerisi gerektiren geometri konularını, kâğıt, kalem, cetvel gibi araçlarla somutlaştırmaya çalışmak, ilgili kavram ve kuralları doğru bir şekilde içselleştirmeye ve görselleştirmeye yeterli olmayabilir. Bu nedenle geometri konularının daha derinlemesine öğrenilmesini sağlamak, soyut kavramları somutlaştırmak için eğitim teknolojilerindeki yeni yönelimleri takip etmek ve kullanmak gerekmektedir. Son yıllarda adını sıkça duyduğumuz Artırılmış Gerçeklik (AG) uygulamaları eğitim teknolojileri alanında umut veren eğitim teknolojileri arasında yerini almıştır. Bu çalışmada ise 6. sınıf Matematik kitabının geometrik cisimler ünitesinde yer alan üç boyutlu çizimler AG teknolojisi ile zenginleştirilerek 3D geometri kitabı yazılımı hazırlanmıştır. Visual Studio 2012 platformu ve Microsoft Silverlight yazılım geliştirme düzlemi kullanılarak geliştirilen ARGE3D geometri kitabı yazılımı için Silverlight ve Windows Phone için esnek artırılmış gerçeklik kütüphanesi olan Slartoolkit'den faydalanılmıştır. Geliştirilen yazılım MEB'e bağlı okullarda matematik ders materyali olarak kullanılmış ve bu alanda yazılım yapmak isteyen bundan sonraki eğitim yazılımı geliştiricilerine AG yazılımlarının uygulama potansiyeli, sınırlılıkları hakkında bilgiler verilmiş ve çözüm önerileri getirilmiştir. Ayrıca AG işaretleyicilerin kitap üzerindeki dâhili kullanımı ve harici kullanımı karşılaştırılmış ve sınıf içi eğitimdeki etkileri gözlemlenmiştir. Sonuçlar ARGE 3D geometri kitabı yazılımının öğrencilerin ilgi ve dikkatini derse çekerek öğrenilmesi zor olan geometri konularının öğrenilmesini kolaylaştırdığını, ancak bilgisayar laboratuarı ortamında kullanıldığında kamera pozlama ayarları nedeninden dolayı yansımaların oluştuğu tespit edilmiştir. Ayrıca ARGE 3D işaretleyici sisteminin harici kullanımının kullanıcı bilgisayar arasındaki etkileşimi ve kullanım kolaylığını artırdığı görülmüştür.© Afyon Kocatepe Üniversitesi Software Design and Development of an Interactive 3D Geometry Book Using Augmented Reality:ARGE3DKey words Augmented Reality; Geometry Education, AR Book AbstractTrying to concretisate geomery subjects that require abstract thinking, using tools like paper, pen and ruler may not be enough to internalization and visualisation of concepts and rules. Thats why it is necessary to follow and use new approaches ln educational technologies for better teaching of geometry subjects and concretisating abstract concepts. Augmented Reality (AR) applications that we hear its name a lot recently created awareness in educational technologies subject and had its place in promising educational technologies. In this study, a 3D geomtry book has been prepared by enriching 6th grade math book geometric objects using augmented reality. For ARGED3D geometry book software which was developed on Visual Studio 2012 and Microsoft Silverlight, Slartoolkit which is an augmented reality library for Silverlight and Windows Phone was used. The produced software was used as a course material at Ministry of National Education schools and ,i...

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences.They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers' PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.

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-The aim of this study is to investigate the effect of augmented reality on students' computer attitudes and computer skills self-efficacy in teaching geometry. ARGE3D program was developed in order to display the static 3D objects included in the geometrical shapes unit in the sixth grade mathematics book. Quasiexperimental mixed research method was utilized in the study. The sample consisted of sixth grade students in Aksaray. One control and one experimental group were established in each school (n=100). The experimental groups received four weeks of instruction via ARGE3D and the control groups received standard text-book instruction. Computer Skills Attitude Test, Computer Skills Self-Efficacy Test and were used to collect the quantitative data. On the other hand, semi-structured interviews with both the students and the teachers, and video captures during the implementation were used to collect qualitative data. The results showed that ARGE3D did not significantly affect students' computer-skills self-efficacy and computer skills attitudes in preand post-application tests.