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Technological development has flourished lately, and its role in education might play a key role in young people's social, educational, and professional lives. Educators must teach young people relevant information and skills not only to give them a chance to explore and understand the world around them, but also to familiarize them with digital technologies. However, before we can educate young people, we must empower teachers using digital technology because teachers who use digital technologies appropriately are not only good role models, but also instrumental in helping students develop positive attitudes towards such technologies. The purpose of this study is to determine teachers' digital empowerment levels. In this study, descriptive methods were used to determine current levels, and it was found that teachers exhibit average levels of digital enpowerment. When examining sub-categories, it was discovered that their awareness and motivation levels are higher than average; however, technical access and empowerment levels remain average. A gender (male and female) comparison suggests that while both groups score highly on awareness and technical access, males and females are roughly average in terms of motivation, empowerment and other overall indicators. When sub-categories of digital empowerment were analyzed according to teachers' specialties, computer and science teachers score higher on awareness, motivation, technical access, and empowerment, but score average overall. Social science, Turkish and language teachers score highly on awareness and motivation, but average on technical access, empowerment and other overall indicators. [ABSTRACT FROM AUTHOR]

Student-centered approach in education requires collecting information about the students' individual characteristics. Learning styles as one of these individual characteristics vary from one student to the other. Knowing learning styles of the students helps educators to identify the weakest and the strongest sides of each individual and gives them a chance to take action towards improvement. It also helps creating the most appropriate learning environments which directly effect the motivation and achievement of the students. The main aim of this study is to identify learning styles of the Department of Information Management students. Kolb's Learning Style Inventory, which identifies four different learning styles, namely accommodator, diverger, converger, and assimilator, was used. The survey instrument was distributed to 273 students at the Hacettepe University Department of Information Management. Learning styles of the students were found to be of the type: the assimilator (50.2%), the converger (24.9%), the diverger (13.6%), and the accommodator (11.4%) respectively. These findings suggest that although the assimilator is the most preferred learning style by the students, a wide variety of individual learning styles exist in the classrooms. Consequently, it is important that lecturers should accommodate multiple learning styles when creating learning environments. [ABSTRACT FROM AUTHOR]