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Computer programming has been included in the curriculum of K12 education around the world and this has necessitated a tool for the assessment of the computer programming selfefficacy. Thus, this study aims to suggest the necessary scale for the field. In the scale development, the steps of classical measurement theory were applied. Following the expert review, the item pool was conducted with 233 students in a public secondary school which provides education to the age group of 12-14 in the school year 2014-2015. As a result of the study, a unidimensional 5-point Likert scale of 31 items was obtained. The factor loads varied between 0.47 and 0.71 and the explained variance rate was 41.15%. In the analysis of the internal consistency, sufficient values were found; the Cronbach alpha as 0.95 and the equivalent halves method result as 0.96. For the construct validity, exploratory and confirmatory factor analysis were applied and the result showed that the scale is valid and reliable. Günümüzde, bilişim teknolojilerindeki gelişmelerle insanların problemlere çözüm arayışları farklılaşmıştır. Uzun sürede bitirilebilecek bir iş ya da görev teknolojiyi kullanarak kısa sürede bitirebilmektedir. Dijital teknolojinin içerisinde büyüyen çocukların, sadece o teknolojiyi kullanmaları değil, gerekirse yeni teknolojiler üreterek üst düzey düşünme becerilerinin gelişmesi beklenmektedir (Kalelioğlu, 2015). Bu üst düzey becerilerden bir tanesi de Bilgi İşlemsel Düşünmedir (Computational Thinking) (Philips, 2009;Wing 2010). Bilgi İşlemsel Düşünme, sadece bilgisayar bilimcilerinin değil tüm insanların sahip olmaları gereken bir beceri olarak görülmektedir (Korkmaz, Çakir, & Özden, 2017;Wing, 2006;Wing, 2008;Wing, 2010). KeywordsBilgi İşlemsel Düşünme becerisinin öğrencilere kazandırılmasında sık kullanılan yöntemlerden bir tanesi, "Başlangıç Öğrenme Ortamları" olarak değerlendirilen görsel programlama araçlarıyla bilgisayar programlama öğretimidir (Weinberg, 2013). Programlama becerisi yaratıcı düşünme, problem çözme, mantıksal çıkarım gibi üst düzey düşünme becerilerinin geliştirilmesine olanak tanımaktadır (Fesakis & Serafeim, 2009;Fessakis, Gouli, & Mavroudi, 2013;Kay & Knaack, 2005). Bilgisayar programlama becerisinin öğrencilere sağladığı katkı, eğitimcilerin ve araştırmacıların ilgisini çekmiş (Gökçearslan & Alper, 2015), bu doğrultuda Avrupa ve Amerika'da erken yaşlar için bilgisayar programlama öğretimine yönelik ders ve etkinlikler üzerine yapılan çalışmalar artmıştır (Grover & Pea, 2013;Kafai & Burke, 2013). Birçok ülke erken yaşlar için bilgisayar programlamayı ulusal programlarına entegre etmeye başlamışlardır (Kalelioğlu, 2015).Geçmişte öğrencilere bilgisayar programlamanın öğretilmeye çalışılıp, sadece az sayıdaki öğrencinin başarılı olması (Resnick et al., 2009), "bu sefer de aynı sorunla karşı karşıya kalınır mı?" sorusunu akla getirmektedir. Bunun için öğrencilerin bilgisayar programlamaya yönelik düşünceleri ve bilgisayar programlamadaki başarılarının değerlendirilmesi gerekmektedir. Öğrencilerin öz-yeterl...

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

ÖzBu araştırmanın amacı Lin, Lin, Yeh ve Wang (2016) tarafından geliştirilen Mobil öğrenme hazırbulunuşluk ölçeğini Türkçe'ye uyarlamaktır. Amaç doğrultusunda öncelikle ölçek Türkçe'ye çevrilmiş, uzman görüşü alınarak Türkçe forma son şekli verilmiştir. Ölçeğin geçerlilik ve güvenilirlik çalışmaları için 2015-2016 eğitim-öğretim yılı bahar döneminde 698 lisans öğrencinden oluşan bir çalışma grubundan elde edilen veriler kullanılmıştır. Ölçeğin yapı geçerliliği iki aşamada yapılan açımlayıcı ve doğrulayıcı faktör analizi ile tespit edilmiştir. İlk aşamada yapılan analizler sonucunda 3 alt boyutlu 17 maddelik bir ölçek elde edilmiştir. Bu ölçeğin geçerliliği için faktör analizleri tekrar edilmiştir. Sonuç olarak 3 boyut 17 maddeden oluşan ölçeğin birinci alt boyutu olan iyimserlik faktörünün 7, ikinci alt boyutu olan öz yeterlilik faktörünün 6, üçüncü alt boyutu olan kendi kendine öğrenme faktörünün 4 maddeden oluştuğu ve ölçeğin açıkladığı toplam varyans oranının %76,9 olduğu belirlenmiştir. Ölçeğin güvenilirliği ise Cronbach alfa katsayısı ve test-tekrar test yöntemi kullanılarak belirlenmiştir. Ölçeğin Cronbach alfa katsayısı .95 olarak bulunmuştur. Test-tekrar test sonucunda korelasyon katsayısı .68 olarak hesaplanmıştır. Elde edilen sonuçlara göre, Türkçe'ye uyarlanan mobil öğrenme hazırbulunuşluk ölçeğinin mobil öğrenmeye yönelik hazırbulunuşluğu ölçmek için uygun bir ölçme aracı olduğu söylenebilir. Anahtar kelimler: Mobil öğrenme, hazırbulunuşluk, ölçek uyarlama MOBILE LEARNING READINESS SCALE: AN ADAPTATION STUDY AbstractIn the present study, it was aimed to adapt the mobile learning readiness scale developed by Lin et al. (2016) covering psychological and system usage into Turkish; and to conduct relevant reliability and validity studies. Along the aforesaid purpose, first of all the scale was translated in Turkish; then its ultimate form was given based on expert opinion. For validity and reliability study of the scale, data collected from 698 undergraduate students in the spring semester of the academic year of 2015-2016 as collected. Structural validity of the scale was evaluated exploratory and confirmatory factor analysis in two stages. As result of the analyses conducted at the first stage, 3 sub-dimensions and 17-item scale were determined. Factor analyses were repeated for validity of the scale. Finally, it was determined with the scale consisted of 3-dimensions and 17 items that the first sub-dimension, optimism factor, was consisted of 7 items; the second sub-dimension, self-sufficiency factor was consisted of 6; and the third sub-dimension, self-learning factor was consisted of 4 items; and that total variance that was explained by the scale was estimated at 76.9%. Reliability of the scale was evaluated based on the Cronbach's Alpha coefficient and test and re-test methods. Cronbach's Alpha coefficient was estimated at .95. As a result of test and re-test, correlation coefficient was estimated at .68. In general, obtained results suggest that mobile learning readiness scale adapted into Turkis...

The purpose of this study is to investigate the conceptions and misconceptions of instructors pertaining to their roles and competencies in distance education. Case study research design was adopted within the study. The participants, nine instructors in a public university delivering the courses in fully distance programs, was selected by using typical case sampling strategy. The data were collected through semi-structured interviews and observations on distance courses. The collected data were analysed through constant comparison analysis. The qualitative analysis revealed instructors' conceptions of roles, competencies, and misconceptions in distance education. Roles included planning and delivery. Planning sub-theme covered the roles of environmental / technical planning and instructional design. Delivery sub-theme covered the roles of lecturing, evaluation, guidance, motivation, and material development. Participants' conceptions of competencies included ICT competency, communication skills, and subject expertise. Finally, the study findings identified the misconceptions of the instructors. The identified misconceptions were identified as use of the same materials with face-to-face education, sufficient materials, lack of role for interaction among students, ineffectiveness of distance education, having the same roles with face-to-face education, and impossibility of distance collaboration among students. The findings imply that the instructors' conceptions of roles and competencies are based on their experience in both face-to-face and distance education and this base unsurprisingly caused misconceptions regarding teaching in distance education.

Teachers’ digital competence is very significant in terms of integrating digital technologies into the education process. This study aims to develop an up-to-date scale that can determine the digital competencies required for teachers to acquire new skills that arise with the change and development of technology and use them in educational environments. A total of 695 teachers participated in the study. Exploratory and confirmatory factor analyses were used to examine the construct validity of the scale. To assess the discrimination index of the items, the lower 27% and upper 27% groups were determined, and the differences between the groups were examined. Internal consistency coefficients were calculated for the reliability analysis. According to the results of the analysis, the developed scale consists of six factors and 46 items, and the Cronbach Alpha coefficient of the entire scale is 0.975. The factors were identified as “Safety,“ “Data Literacy,“ “Problem Solving,“ “Digital Content Creation,“ “Communication and Collaboration,“ and “Ethics,“ respectively, according to the content of the items. When compared with the DigComp 2.1 framework developed by the European Union, it was determined that the ethical factor emerged differently in this study. As a result, it can be said that the Digital Competency Scale for Teachers is a valid and reliable scale that can be used to measure teachers’ digital competencies.

The rapid development of technology has led changes in educational paradigms in many areas of daily life. With this change, the integration of technology into educational environments and the organization of resources and processes have gained more importance. This situation reveals the need for educational technologies. There is a need for studies that can take a snapshot of the field for researchers to have a better understanding of the field. According to this need, it is aimed to take a snapshot of the area through text mining analysis would provide a wider perspective of the field. The results showed that the analyses on the keywords and summaries of the studies indicated that three clusters were formed according to the summaries and five different clusters were formed according to the keywords. Based on the findings of the current study, the appearance of instructional design in the red cluster and its divergence from other clusters indicate a key finding in terms of the field. It can be concluded that instructional design is used in the design of distance education environments, but in other clusters, instructional design is not a priority. However, the researchers in this field are expected that instructional design principles should be employed for diverse issues such as teaching programming, language teaching, and the use of social media in learning environments.