The present study aimed at conducting content analysis on dissertations carried out so far in the field of Educational Technology in Turkey. A total of 137 dissertations were examined to determine the key words, academic discipline, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools, participants, instructional design models, variables/research focus and related institutions. When the research results were examined, it was found in relation to the dissertations that the most frequent method was "mixed method"; that the most frequent data collection tools were "interview", "questionnaire" and "scale"; that the participants were generally "university students"; that the dependent variables were "attitude" and "achievement"; that the most frequent data analysis method was "parametric analysis"; and that the field of "education and training" was the one most frequently investigated. Among the most frequent key words was Online Learning, which was followed by Information and Communication Technology (ICT), Teacher Training and Special Education. In this respect, the present study, which examined dissertations, is thought to be important since it tried to reveal the current state of educational technologies in Turkey and to determine the related research trends.

-The aim of this study is to determine the correlation between the scores of the computational thinking skills scale (CTSS) and the achievements of students' who took the Scratch programming education given within the scope of the course, Information & Communication Technology and Software and to investigate the effect of scratch education on the CTSS scores. In this quantitative study, the CTSS scores, the cumulative grade point averages (CGPA) of the students and the exam scores of the course were used. Before the experimental process, the CGPA scores of the 69 students were compared with t-test in two secondary schools in Balıkesir. It was found that students in two different schools have similar CGPAs. Scratch education was given to the students in the first school for a semester within the scope a course. At the end of the semester the CTSS was applied in two schools and it was found that students in the first school who were given scratch education had significantly higher scores in CTSS than the scores of students in the second schools who were not given scratch education.At this point, it can be assumed that Scratch education had a positive effect in the problem solving, algorithmic thinking and creative thinking skills which were dimensions of the CTSS. Besides, exam scores and CTSS scores of students in the experimental group were compared and it was found that there was a high level correlation between them. Accordingly, it can be said that students who are good at computational thinking skills are also good at programing. When the high scores of students in both CTSS and exam of the course was considered, it is important to disseminate the scratch education in K12 level.

The use of emerging technologies shape learners' knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8 th graders' competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.

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