The present study is an evaluation of the distance education process along with related activities in primary, secondary and high schools in Turkey during the Covid-19 pandemic. The present qualitative study involved K-12 students who participated in the distance education process. Semi-structured interviews were conducted, and content analysis was performed on the data. The research findings show that EBA TV supported students' learning and provided psychological support. The EBA portal was deemed beneficial for providing easy access to the content and promotion of interest with varied presentations. But both EBA TV and the EBA portal were also reported to be deficient in preparing students for examinations. Synchronous lessons were viewed more positively for such advantages as social interaction, motivating atmosphere and opportunities to ask questions in real time. In conclusion, the evaluations provided in this study can help instructional designers maintain and upgrade distance education activities targeting K-12 students.

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This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.