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The end result of technology affecting every aspect of our lives is that changes have been observed in books that have been one of the basic means of access to knowledge since many years. The reorganization of books with different functions necessitated a naming that separated them from printed books. These books have taken place in the literature with different nomenclature such as interactive e-books, interactive books, illustrated books, enriched books. It was seen that these materials supported the process positively in the direction of findings of our studies on the use of these books in the learning process. What kind of interactive e-book can support the learning process? This work focuses on this basic question and other processes are planned in line with this focus. A draft interactive e-book for the mathematics course was developed in the study. And motivational strategies have been used in the development of this book. For the motivational strategies, the ARCS motivation model presented by Keller was taken as a reference. It is noticed that no theoretical basis is given on the basis of the interactive e-books presented in the literature. For this reason, the reporting of an interactive e-book design process involving motivational strategies seems important. The work process is planned on the basis of action research. In the context of the problem set for the action research, the interactive e-book developed as a draft was used by the students for about two weeks. At the end of this process, semi-structured interviews with students were conducted. The themes and sub-themes were formed. As a result of examining themes and sub-themes and evaluating them together with other studies in the literature; the interactive e-book developed on the basis of the ARCS motivation model showed that the use of the students in the learning process was supported by the students. Therefore, it is thought that it is important to work in terms of creating a material design guide within any theory.

Education is a related structure that can never be defined or even exist as separate from human beings. Behavioral, cognitive, and constructivist paradigms each try to explain learning with different concepts and principles. Well, did these theories survive the distance education process? Let's say each theory survived in distance education. Then the following questions come up: What does motivation mean for these theories? How do these theories make the motivational structure sustainable in distance education? Aiming at a comprehensive discussion of these questions, the chapter offers many answers and brings many different questions to mind. This chapter will guide instructors and instructional designers to design efficient learning opportunities for learners.

This study was conducted to reveal the views of special education teachers on digital assessment tools. The researcher collected data from 38 special education teachers through focus group interviews. The opinions were coded under two main themes: challenges and opportunities. Under the main theme of challenges, there are sub-themes of knowledge and skills, curriculum, time, integration, collaboration, management and cost. Under the main theme of opportunities, there are sub-themes of virtual classroom, digital bag, new collaborations, paperless classroom, diversity of approaches, individualized exams, active learning and feedback. The themes are discussed within the scope of instructional technologies, current literature on special education and recommendations are included.

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The aim of this study was to develop a set of agreed criteria for the examination or formation of online instructional environments and materials from the viewpoint of learning theories. Based on the understanding that the guidance of learning theories is needed in all stages of an instructional design process from planning to implementation, this study first examined the behaviourist, cognitive, and constructivist learning theories about learning. Instructional practice examples were then examined to determine statements showing how these explanations reflect on the instructional environments or materials. The first statements revised in line with the expert opinions were turned into a 5-point Likert type scale. The opinions of the experts were received on the scale and the necessary revisions were made. Using the 70-item scale, six different open access instructional materials from the Educational Informatics Network (EBA) were examinedContent validity indices were calculated based on the opinions of 26 experts for the final scale, for which the acceptable levels of conformity were determined. At the end of the final review, a set of criteria consisting of 60 items was developed.

While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that "a constructivist approach for special education offers a suitable learning environment." This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions.

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