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This study aims to designate pre-service English teachers’ information searching and commitment strategies on the web. In accordance with the 21st century skills, searching for information on the web has become a vital skill and it cannot simply be taken for granted. In the literature, there are no studies on Turkish pre-service English teachers’ strategies regarding searching information on the web and the commitment strategies they use. Accordingly, quantitative data in the form of a scale are collected from 131 pre-service teachers and a semi-structured interview is used to collect qualitative data from 16 (out of the 131) pre-service teachers studying English language teaching at a state university in Sakarya, Turkey. This study has a mixed method design and The Scale for Web Information Searching and Commitment Strategies which was developed by Wu and Tsai (2005) and adapted into Turkish by Gecer and Ira (2014) has been used as a collection tool for the quantitative part and a semi-structured interview developed by the researchers has been undertaken to obtain qualitative data and improve the validity and reliability of the study. The findings suggest that pre-service English teachers in this context have a high level of competence (at I agree level) in four of the factors and they have a medium level competence in “technical properties and visuality” and “using a single source” factors. As for the effects of the variables, daily internet use and the sources used to acquire knowledge are observed to have no significant effect. However, gender (only on “checking formal and expert websites”) and grade (on “checking formal and expert websites” and “the appropriateness of the content for the goals”) are observed to have a significant effect. This study has implications for information searching and commitment strategies on the web, pre-service teachers and their use of technology for pedagogic purposes.

According to research, the number of attacks on the Internet has been increasing each year. Hence, information security awareness is a very significant skill. Accordingly, this study aimed to investigate the effects of students’ personal factors on their information security awareness. The researchers conducted a quantitative study that examines a theoretical model. The data were collected from 684 undergraduate students via three data tools. The effects of variables on information security awareness were explained via path analysis. The mediating role of technology attitude was examined in the relationship between information security awareness and the individual variables for the first time. The findings showed that gender and grade did not directly affect information security awareness levels, while attending information security training, department and technology attitude had a significant effect. On the other hand, some personal factors indirectly affected information security awareness. This analysis offered substantial contributions to the literature in uncovering the effects of variables on students’ information security awareness in a holistic way. The results can guide planning for information security training to increase information security awareness by considering personal factors.

Nowadays, smartphones are used by individuals of all ages for communication, messaging, online or offline gaming, social media browsing and information access. Smartphones, which are frequently used by students for any purpose, increase the level of smartphones dependency of the students and affect them negatively. The purpose of this study is to examine the smartphone dependency levels of vocational college students. Students' smartphone dependency levels are examined according to whether they have a social media account, their smartphone usage goals, smartphone usage times, gender, class degree and family income levels. The survey model was used to collect the research data. Participants of this study are students who are studied at different vocational colleges in Sakarya University at the academic year of 2017-2018. The personal information form created by the researcher to collect data and "Smart Phone Dependency Scale - Short Form" were used that adapted by Noyan et al (2015) to the Turkish language. According to the results, students who were participating in the survey were moderately smartphone addicts. And again as a result of the research, it was seen that female students were more addicted to smartphones than male students. Students in business and public relations programs were found that they were more addicted to smartphones than students in computer programming. In addition, students whose family income level is between 4001-7000 TL are more likely to be addicted to smartphones than students in other family income groups. Another result is that students who use more than 5 hours of telephone use are more addicted to other students and students who use the phone between 3 hours and 5 hours are more smartphone addicts than students who use telephone between 0-3 hours. According to another research result, it can be said that the students who have any social media accounts are more addicted to smartphones than those who do not have social media accounts. Students using the Instagram social media account were found to be more smartphone addicts than students using Facebook. Students' smartphone dependency does not differ significantly from the class levels that they study, smartphone renewal times, and the operating systems that they use on their phones.

Concept of augmented reality (AR) has been attracting the attention of researchers due to its feature of combining physical environment of students and digital presentation materials and offering them to users. AR applications have made a great impression among scientists working in a wide range of fields from engineering sciences to social sciences and become the subject matter of theoretical and experimental research and different kinds of studies in a process starting from the design and programming steps of AR applications to their usage by end-users. In this research, 191 different studies conducted by Turkish scientists on AR were subjected to a document analysis, and the studies were examined according to their fields, types, research designs and population and sample characteristics. These studies were also subjected to a content analysis and scrutinized. According to the research results, AR applications have become the subject matters of product design / development studies particularly in engineering sciences while their different effects have been tested with quantitative research designs in educational sciences.

Bu araştırmada, meslek yüksekokulu öğrencilerinin dijital oyun oynamaalışkanlıklarının cinsiyet, sınıf düzeyi, öğrenim gördükleri program, düzenliçevrimiçi oyun oynayıp oynamama durumları, dijital oyun oynama platformları,dijital oyun oynama yılları ve günlük dijital oyun oynama sürelerine göreincelenmesi amaçlanmıştır. Araştırmada tarama modeli kullanılmıştır.Araştırmanın katılımcılarını 2018-2019 eğitim öğretim yılında SakaryaÜniversitesi ve Sakarya Uygulamalı Bilimler Üniversitelerinin farklı MeslekYüksekokullarının farklı bölümlerinde öğrenim gören 383 meslek yüksekokuluöğrencileri oluşturmaktadır. Araştırmada veri toplamak amacı araştırmacıtarafından oluşturulan kişisel bilgi formu ve Aydın, Horzum, Ayas ve Bektaş(2017) tarafından geliştirilen “Dijital Oyun Oynama Alışkanlığı Ölçeği”kullanılmıştır. Araştırmaya katılan öğrencilerin en çok vakit geçirmek içindijital oyun oynamayı tercih ettikleri görülmüştür. Meslek yüksekokuluöğrencilerinin dijital oyun oynama alışkanlıkları cinsiyetlerine, sınıfdüzeyine, öğrenim gördükleri program türlerine, düzenli olarak dijital oyunoynayıp oynamama durumlarına, dijital oyun oynama yıllarına ve günlük dijitaloyun oynama sürelerine göre farklılık gösterdiği sonucuna ulaşılmıştır.Araştırma sonuçları dikkate alındığında öğrencilerin özellikle boş zamanlarınıgeçirmeleri için başka aktiviteler ile meşgul olmaları gerektiği üzerindedurulmalı ve öğrencilere özellikle fazla dijital oyun oynamanın zararlarıanlatılmalıdır., Inthis research, it is aimed to examine the digital game playing habits of thevocational school students according to their gender, class level, the programthey study, regular online games, digital game play platforms, digital playtimes and daily digital play times. A survey method was used in this study. Theparticipants of the study consisted of 383 vocational high school students fromdifferent departments of Sakarya University and Sakarya University of AppliedSciences. In order to collect data, the personal information form created bythe researcher and the Digital Play habits developed by Aydın, Horzum, Ayas andBektaş (2017) were used. It was seen that the students participating in thestudy preferred to play digital games to spend most of their time. It has beenconcluded that vocational school students vary according to their gender, classlevel, the types of programs they study, the times they play digital games, thetimes of digital play and the daily digital play time. Considering the resultsof the research, it should be emphasized that students should be engaged inother activities in order to spend their free time, and students should be toldabout the damages of playing more digital games.

Today, when information technologies are evolving rapidly, digital platforms such as computers, the internet, social media and smartphones have become essential parts of our lives. These digital platforms are intensely used by people with a variety of ages. Students mostly use digital platforms to communicate, navigate on social media and playing online and offline games. The digital platforms, which are used for those diverse aims, influence our lives and especially create addiction for students. In this context, the students of vocational schools may be negatively influenced by the intense usage of digital platforms. This study in this regard aims to examine the digital addiction levels of vocational school students and the degree of this addiction based on their genders, departments, school years and levels of income. A survey method was used in this study. 318 foundation degree students from different departments at Sakarya University and Sakarya University of Applied Sciences participated in this study. In order to collect data, a demographics form and the “Digital Addiction Scale”, developed by Kesici and Tunc (2018), were used. The results of the study suggest that the participants have a medium-level addiction. While the students have a mid-level addiction at overuse, non-restraint, emotion situation and sticking sub-dimensions, they have a low-level addiction at inhibiting the flow of life. The digital addiction of vocational school students does not differ according to their school years, genders and income levels of their families but differ by their departments. It is advised that for today's students to use digital courses in an accurate and effective way, new educational methods should be used, and students, parents, teachers and administrators need to be trained to learn the negative psychological and physical effects caused by digital addictions such as the internet, smartphones, computers and social media addictions.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. An investigation of pre-service English teachers’ level of technopedagogical content knowledge Thepurpose of this study is to identify pre-service English teachers’technopedagogic content knowledge competence levels. The TechnologicalPedagogical Content Knowledge Model (TPACK) is unique in comparison to othertechnology-based models in that it incorporates content knowledge as well inaddition to technological competences. The participants are 182 pre-serviceEnglish teachers that study in Istanbul and Sakarya, Turkey. The data wascollected via Technological Pedagogical Content Knowledge Scale (TPACK-Deep) thatwas developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt(2012). The data was analyzed through SPSS and the variables grade, gender,daily amount of time spent on the internet and social media were considered inaddition to identifying participants’ competence levels. The findingsdemonstrated that the participants had a high level of TPACK model in generaland also in the three dimensions except for merely the Ethics dimension inwhich they had a medium level of competence. Out of the variables, none of themwas observed to have a significant effect in the TPACK model in a general, butgender and daily amount of time spent on the internet were observed to have asignificant effect on the Design dimension. The analysis offers insights intopre-service teachers’ competence into technology use, content knowledge,pedagogical knowledge and their integration. The findings are expected tocontribute to pre-service teacher training and the successful integration oftechnology into content knowledge for pedagogic purposes. Information about Author(s)* Author 1 Author (Last name, First name) Atar, Cihat Affiliated institution (University) Sakarya University Country Email address Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Aydın, Selami Affiliated institution (University) İstanbul Medeniyet University Country Email address Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Bağcı, Hakkı Affiliated institution (University) Sakarya University Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

In this modern age witnessing a rapid change in information & communication technologies, internet and internet applications have now gained a nascent dimension with the introduction of web 2.0 concept by Tim O'Reilly in 2004-dated conference organized by MediaLive International. Amongst these applications, social web has emerged as one of the most eye-catching changes. Social network software and applications have gained increasing dominance in our daily lives. The purpose of current study is then to explore prospective teachers’ views on the use objectives of social networking sites and overall social media. The research has been conducted on 159 prospective teachers studying at Sakarya University, Faculty of Education. As data collection tool, “Social Networking Site Use Objective Scale” developed by Karal and Kokoç (2009) and “Views on Social Media Form” prepared by Dikme (2013) have been utilized. Research findings manifest that prospective teachers’ use of social network sites for “Social Interaction and Communication” and “Know and be known” is in average level; use for educational purposes is in upper level. It has also been detected that gender, department, internet-use experiences and internet-use durations create no significant differentiation on the use objectives of social networking sites. Furthermore this research has also pointed out that prospective teachers hold the belief that social media leaves an effect on society and people in addition to overall life.

Computer games have an important usage potential in the education of today’s digital student profile. Also computer teachers known as technology leaders in schools are the main stakeholders of this potential. In this study, opinions of the computer teachers about computer games are examined from different perspectives. 119 computer teacher candidates participated in this study, and the data were collected by a questionnaire. As a result of this study, computer teacher candidates have a positive thinking about the usage of computer games in education and they see themselves qualified for the analysis and design of educational games. But they partially have negative attitudes about some risks like addiction and lose of time. Also the candidates who attended the educational game courses and play games from their mobile phones have more positive opinions, and they see themselves more qualified than others. Males have more positive opinions about computer games than females, but in terms of educational games and the analysis and design of the computer games, there is no significant difference between males and females., Bilgisayar oyunları, günümüz dijital öğrenci profilinin eğitiminde önemli bir kullanım potansiyeline sahiptir. Bu potansiyelin kullanımında öne çıkan bireylerden birisi de okullarda bir teknoloji lideri olan bilgisayar öğretmenleridir. Bu araştırmada, bilgisayar öğretmenlerinin bilgisayar oyunlarına yönelik görüşleri farklı boyutlardan ele alınmıştır. Araştırma kapsamında 119 bilgisayar öğretmen adayına ulaşılmış, geliştirilen anketle veri toplanmıştır. Araştırma sonucunda bilgisayar öğretmen adaylarının eğitsel anlamda bilgisayar oyunlarının kullanımı konusunda olumlu düşünceye sahip oldukları ve eğitsel oyunların tasarımı ve analizi konusunda kendilerini yeterli gördükleri, ancak bilgisayar oyunları konusunda bağımlılık riski, zaman kaybı gibi bazı konularda kısmen olumsuz görüşe sahip oldukları sonucuna ulaşılmıştır. Ayrıca eğitsel oyun dersi alan öğrenciler ile cep telefonundan oyun oynayan öğrencilerin bilgisayar oyunlarına yönelik bazı boyutlarda görüşlerinin daha olumlu olduğu ve kendilerini daha yeterli gördükleri sonucuna ulaşılmıştır. Cinsiyet açısından sadece bilgisayar oyunları geneli için erkekler kızlardan oyunlar konusunda daha olumlu görüş bildirirken, bilgisayar oyunlarının eğitim amaçlı kullanımı ve eğitsel oyunların tasarımı/analizi açısından bir farklılık bulunmamaktadır.

2nd World Conference on Educational Sciences (WCES-2010) -- FEB 04-08, 2010 -- Bahceschir Univ, Istanbul, TURKEY, WOS: 000282002804063, In this of qualitative nature study, metaphors developed by prospective teachers who are being taught at Departments of Primary Education, Chemistry Teaching, Pre-school Education, Social Studies Education, Turkish and Primary School Mathematic Teaching at Afyon Kocatepe University, Turkey in terms of their roles in use of educational technology were analyzed. Totally, 45 different metaphors were obtained from 131 prospective teachers. Considering their reasons, those metaphors were coded into themes. Metaphors developed in terms of roles of prospective teachers in use of educational technology can be clustered under six different categories: being important / useful, assistant / guide, user, producer / designer, learner and attitude. Results indicated that prospective teachers were mostly assigned roled of being important / useful, assistant / guide and user. As an another result, it was seen that departments at which prospective teachers are taught differed on their metaphors. (C) 2010 Elsevier Ltd. All rights reserved.

The rapid development of technology nowadays has affected the use of tools in education. The perspectives and the usage of developing technologies of teachers who serves for preschool as the first step of child education are important. It is aimed to examine the attitudes of preschool teachers about tool usage in education with this research. The research was done with 81 preschool teachers working at preschools in Sakarya city. “Personal Information Form” developed by researcher and “Attitude Scale of Technology Tool Usage in Preschool Education” developed by Kol (2012) were used as data collection tools. The gathered data was analyzed with one-way analysis of variance, frequency, arithmetic mean and standard deviation. At the end of the study, it was determined that teachers’ attitudes about technological tool usage in education were positive. The attitudes of teachers who were graduated from the department of preschool teacher education are higher than teachers who were graduated from the department of child development and education. Also teachers stated that they use mostly computer, projector and television in preschool education.