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This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.

This study aimed to investigate the pre-service teachers’ behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived self-efficacy and attitude factors had significant direct effects on pre-service teachers’ behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected pre-service teachers’ attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.

Computer-assisted mathematics education (CAME) continues to be the focus of interest for today's educators. The purpose of this study was to investigate the impact of teaching with dynamic mathematics learning objects (DMLO) in CAME on the motivation and cognitive load of pre-service mathematics teachers. The sample of the study, which used an explanatory design, one of the mixed research methods, consisted of 24 pre-service mathematics teachers. The participants constituted thesingle group pre-post-test, weak experimental design group. The experimental group participated in learning activities with DMLO prepared as part of CAME. In the research process, we used the Teaching Material Motivation Scale and the Cognitive Load Scale as quantitative data collection instruments, while we employed the semi-structured interview form as a qualitative data collection instrument. We analyzed quantitative data using the dependent group t-test and the qualitative data using the content analysis method. The results of the study showed that CAME using DMLO had a significant impact on motivation and cognitive load of pre-service teachers. It also showed that the images and graphics used with CAME were interesting, entertaining, and engaging. The results were analyzed along with the qualitative data obtained in accordance with the students' opinions and experiences, and the reasons for the quantitative results were explained. The current study is important in providing guidance on how DMLO technologies can be used more effectively in the learning process. In addition, the results obtained regarding the use of DMLO technologies in the learning process will be useful for providing different and up-to-date findings in the literature.

Ogretmenlerin egitim ortamlariyla teknolojiyi butunlestirebilmelerinde universitede aldiklari egitimin rolu buyuktur. U niversite egitimi onlarin gelecekteki dersleriyle teknolojiyi nasil butunlestireceklerini iyi bir sekilde ogrenmelerini saglayacak nitelikte olmalidir. Bu dogrultuda universitelerdeki egitim teknolojileri ogretimiyle ogretmen adaylarinin gelecekte gerceklestirecekleri uygulamalar arasinda baglantilar kurulmasi gerekmektedir. Bu calismada da gercek hayat durumlariyla egitim arasindaki baglantinin kurulmasina dayali olan ogretim yontemlerinden durumlu ogrenme yaklasimina odaklanilmistir. Bu yaklasim bircok egitim alaninda ve ogretmen egitiminde kullanilmis olup etkili bir ogretim modeli olarak kabul gormustur. Calismada fen bilgisi ogretmen adaylarinin egitim teknolojilerini gelecekteki siniflariyla etkili bir sekilde butunlestirmelerini saglamaya yonelik olarak durumlu ogrenme yaklasimina dayali ogretim tasarimi yapilmistir. Bu kapsamda 2015-2016 guz ve bahar donemlerinde 65 fen bilgisi ogretmen adayina egitim teknolojileri ogretimi gerceklestirilmistir. Ogretim tasarim sureci ogrenen, ogretim programi ve uygulama sureci basliklari altinda detaylica aciklanmistir. Calisma, ogretim surecini detayli olarak sunmasi ve durum temelli yaklasimin alan yazinda belirtilen bilesenlerinin egitim teknolojileri ogretimine nasil dayanak olusturabilecegini gostermesi acisindan onemlidir. Calismanin gelecekteki uygulamalar icin yol gosterici olabilecegi dusunulmektedir.

The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application. [Bu çalışmanın amacı sınıf öğretmeni adaylarının ilköğretim matematik öğretiminde eğitsel bilgisayar oyunlarının kullanımına yönelik görüşlerini ortaya koymaktır. Nitel araştırma yöntemi kullanılarak gerçekleştirilen bu çalışmaya üçüncü sınıfta öğrenim görmekte olan 10 sınıf öğretmeni adayı katılmıştır. Araştırma verileri yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş ve bu veriler içerik analizi yöntemi ile incelenmiştir. Araştırmanın sonucunda, öğretmen adaylarının eğitsel bilgisayar oyunlarının öğrencilere matematik dersini sevdirme, öğrencilerin öğrenmelerini daha kalıcı hale getirme, kavramları görselleştirme, eğlenerek öğrenme, öğrenilenleri pekiştirme, düşünme becerilerini geliştirme gibi faydalar sağlayacağını ifade ettikleri rapor edilmiştir. Bununla birlikte, sonuçlarda öğretmen adaylarının eğitsel bilgisayar oyunlarının bağımlılık oluşturma, fiziksel hasarlara yol açma, fazla zaman alma, özel bir donanım ve yazılım gerektirme, sınıf yönetiminin zorlaşması gibi sınırlılıklarından bahsettikleri de açıklanmıştır. Ayrıca, araştırma esnasında sınıf öğretmeni adaylarının oyunların derslerde kullanılması konusunda olumlu bir tutum sergiledikleri fakat uygulama konusunda mevcut durumda kendilerini yeterli hissetmedikleri de anlaşılmıştır.]

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.