Computer Education And Instructional Technology Research Articles

Pre-service CEIT teachers’ preferred YouTube use motives, engagements, video categories, and differences by gender

ABSTRACT Present study investigates the motives that pre-service computer education and instructional technologies (CEIT) teachers employ while deciding on the level, type, way of engagement with and the length of YouTube videos that they watch. The investigation is based on the various demographic variables such as gender and content creation status. Non-experimental comparative and descriptive designs are utilized for the purposes of the study. 253 pre-service CEIT teachers took part in the study after being selected purposively depending on their YouTube experience Results of the study revealed that the dominant motive of pre-service CEIT teachers in deciding on which YouTube video to watch is “information seeking” and that they show passive engagement in watching existing content on YouTube and reading related comments. While both YouTube use motives differ by gender, YouTube engagement and content creation status appeared not to vary as much. The most striking finding of the study is about the duration of watching instructive videos, as these videos with different features were found to be viewed by participants for 5–10, 10–20, or 30+ minutes. Present study also recommends some implications about how to develop instructive video content and the appropriate YouTube video length.

Investigating Life Quality of the Department of Computer Education and Instructional Technologies (CEIT) Students in Terms of Various Variables

The purpose of the study was to analyze the life quality of CEIT (Computer Education and Instructional Technologies) students according to their perception of gender, age, health status and level of income. The data were collected from the students studying at the third and fourth grades in CEIT undergraduate programs of Education Faculties affiliated to two different state universities. Among these students, 129 were third grade and 44 were fourth grade students. 86 of the students were female and 87 were male. While there were 34 students with a current disease, the number of students without a current disease was 139. Students’ perception of family income was at medium and low levels. 123 students who had the perception that their family had a medium level of income and 50 students who had the perception that their family had a low level of income were within the scope of the study. The World Health Organization Quality of Life Scale-Short Form (WHOQL-BREF) was used as the measurement tool. The scale adapted into Turkish included 29 items and five sub-dimensions. In terms of the variable of gender, physical health life quality perception of the students was found to be different in favor of female students. It was determined that the perception of physical health quality of life did not differ between students according to the presence of a current disease and family income. No significant difference was found in psychological life quality perceptions of the students in terms of their gender, current disease and level of income. However, the difference between the scores related to the psychological sub-dimension were found to be significant according to the common effect of gender-health, gender-income and gender-health-income perceptions. The social relations life score average of male students was found to be higher rather than the average score of females, and moreover, average score of the students with low-income perception was found to be higher rather than the average score of students with a perception of medium level of income. The perception of social relations life quality of students with low-income perception and without a current disease was determined to be higher rather than the life quality perceptions of the students with low-income perception. It was determined that the age of CEIT students was not a significant predictor of their perceptions related to physical health, and psychological and environmental life quality. However, the variable of age was specified to be a significant predictor of students’ perception on social relations quality of life.

The Effect of E-Learning Experience on Readiness, Attitude, and Self-Control/Self-Management

Aim/Purpose: This study aimed to reveal the effect of the previous Internet-based education (IBE) experiences of the students’ readiness, attitude, and self-control / self-management variables towards the e-learning process, and also to determine their opinions. Background: The institutions have made efforts to ensure the continuity of education through their learning management systems and the necessity of addressing the e-learning process from the perspective of students once again showed itself as an undeniable fact. Accordingly, the necessity to consider holistically the variables of readiness, attitude, and self-control/self-management, which affect students’ adaptation to e-learning process, has once again emerged based on the relevant literature. Methodology: This research based on the simultaneous mixed method considering the previous IBE experiences of 75 Computer Education and Instructional Technology (CEIT) students taking part in the study in Turkey. The quantitative results of the study were analyzed based on the single-group pretest-posttest weak experimental design. Qualitative results were obtained through the structured interview form and set an example for the case study. Contribution: The results showed that regardless of students’ previous Internet-based education (IBE) experience, it is seen that increasing and continuous experience has a significant effect on the readiness, attitude and self-control / self-management variables towards the e-learning process. The main contribution of experimental results showed that IBE experience is effective on individuals’ perceptions of internet self-efficacy, and has an impact on the self-learning skills of individuals. In addition to this, the e-learning experience has an impact on individuals’ self-evaluation. It is also seen that the certificate presented to learners in the e-learning environment has a positive effect on students’ attitudes towards e-learning processes. Finally, the experiences of e-learning processes, the methods used to transfer the content in the learning environment, the motivation and feedback provided to the learner also support the significant difference obtained in terms of readiness, attitude and self-control / self-management. Findings: After the findings were analyzed holistically in depth, it has been observed that; if the contents offered to students in e-learning environments support their professional development, in this case, their attitudes, readiness (excluding the sub-dimension of learner control), and self-control/self-management skills for these environments differ significantly in the posttest. It is also among the results that students having previous IBE experience have not higher awareness levels on online communication self-efficacy, technology use self-efficacy, readiness for e-learning, e-learning predisposition, self-reinforcement, self-control management, although significantly found. The findings regarding the effectiveness of the experimental process are as follows: Although it is possible for the students having previous IBE experience to use these experiences within the course for their personal development, it has been seen that the observed differences regarding students’ readiness, attitude, and self-control/self-management towards e-learning processes arise from the experimental operation. Recommendations for Practitioners: It is recommended for the policy-makers and practitioners that while e-learning platforms were designing, using different methods for delivering the content is as important as making the interaction meaningful and sustainable. In addition to this, to develop a positive attitude it is recommended that individuals’ participation of an e-learning platform should be supported with a certificate. Recommendation for Researchers: Researchers should test the obtained results by a well-structured e-learning platform with their recorded activities on the platform (e.g. in which section was used mostly by a learner etc.). Hence, the impact of IBE experiences might be discussed in an up level framework. Impact on Society: Actually, this study is based on a mix design and the results were also meaningful especially considering the implacable global pandemic. It is clearly understood by this process that e-learning is very important. In line with this, to support the e-learning process (e.g. with the method while delivering the content, well-structured feedback, motivation strategies etc.) and make it sustainable, the increasing of individual’s readiness, attitude, and self-control through the IBE would be indispensable. Future Research: Future studies might focus on the longitudinal methods. It is worth to find out how the students experiences affect the sustainability of the course content, and what should the program developer make to improve their course content in line with the findings of longitudinal studies.

Bir BÖTE Lisans Programının Öğrencilerin Mesleki Yeterlikleri Kazanmaları Üzerindeki Etkisinin İncelenmesi

This study was carried out to examine the contribution of the undergraduate program of a Computer Education and Instructional Technologies (CEIT) to students' various professional competencies. For this purpose, CEIT preservice teachers' views on the adequacy of their undergraduate education to develop their competencies for various professions offering potential employment and the effect of the CEIT undergraduate courses on these competencies were investigated. The participants were enrolled in the CEIT Undergraduate Program of the Faculty of Education at Sakarya University. The study was conducted with 108 senior students in the fall semester of 2014-2015 by applying the cross-sectional survey model, as part of a self-assessment and continuous development of the program. A questionnaire was used for the data collection that included questions about target professions of preservice teachers, efficacy beliefs as an indicator of their competencies related to the profession, their perceptions about the CEIT program, and their perceptions about the contribution of the undergraduate courses to their professional competencies. The data were analyzed via inferential statistics. The results indicate that the preservice teachers felt the most qualified in working as a computer teacher, information technology counsellor, formative teacher, and an educational technologist. The professions in which the participants saw themselves the least qualified were server systems specialist, software developer, network systems specialist, and web software developer. Moreover, it was reported that the courses in the CEIT curriculum providing the highest benefit for improving their competencies were measurement and evaluation, special teaching methods, multimedia design, and ndividual differences in education. Furthermore, the participants did not know much about the jobs that they can work except for those in the public sector, such as working as a teacher or information technology counsellor. Additionally, the software courses in the CEIT curriculum did not contribute enough to develop their competencies to work in software-related jobs. To interpret the results of the current study in a more appropriate way, it is important to take into account the time lost before the publication of the study. However, it is strongly recommended to conduct further research to find out the effects of the CEIT undergraduate program curricula on developing job-related competencies and to conduct self-evaluation studies for continuous development. Besides, establishing career guidance services in universities may help CEIT students to be aware of the potential job prospects related to their competencies, and help them gain better knowledge and skills regarding their major.

METAPHORIC PERCEPTIONS OF PRESERVICE COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES TEACHERS ON VIRTUAL CLASSROOMS

The purpose of this study is to determine the metaphoric perceptions of preservice Computer Education and Instructional Technologies (CEIT) teachers on virtual classrooms. The study was conducted with 178 students studying in year 2., 3. and 4. in the department of CEIT. The reason why these students were selected was because they had pre-knowledge about virtual classroom implementations. During the study, forms including a fill-in-gap sentence “The virtual classroom is like a/an ………………; because …………….” were distributed to the students. Metaphors created by students on virtual classrooms and the common features of these metaphors were tried to be identified through these forms. The 81 metaphors that preservice teachers developed concerning virtual classrooms were divided under 38 categories. Among the categories that the students formed on virtual classrooms were positive categories such as being the same with real classroom-school setting, being virtual, providing time-space independence, ensuring interaction and communication, easy accessibility and repeatability and negative categories such as undisciplined, being non-social and lack of interaction.

The Effect of Algorithm Education on Students’ Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.  

Investigation of Students' Cognitive Processes in Computer Programming: A Cognitive Ethnography Study

The aim of the current study is to investigate how cognitive processes of students categorized as novice, semi-expert and expert differ in terms of creating pseudocode for a given programming task. To conduct this aim, cognitive ethnography research design was employed to reveal the cognitive process of the participants behind the specified task. In the study, three undergraduate students from a Computer Education and Instructional Technology (CEIT) department were included as participants. These students were categorized based on two parameters. The first one was the courses that took and the second on was their experiences on programming. While selecting participants, purposeful and snowball sampling methods were used. To collect data, semi-structured interviews, video recording, think aloud procedure, retrospective reviews, observations and document analysis were used. The results showed that participants differed in terms of their decision making and task completion durations, the path they followed, and their perspectives about handling the question.

A Lesson Plan Development Study for Higher Education Based on Needs Assessment “Graphics and Animation in Education” Course

The aim of this study is to develop a lesson plan for the “Graphics and Animation in Education” course lectured in the department of Computer Education and Instructional Technology (CEIT). For this purpose, a “Needs Analysis Form for Graphics and Animation in Education Course” that includes open ended questions is produced by the program specialist and the researchers. The needs analysis form was applied to 10 instructors who have taught this course in the faculty of education. In the light of the findings derived from the needs analysis; the purpose of graphics and animation in education course was determined as: “creating e-materials which specifically comprise interactive features in order to use at various levels of education and providing students the skills to adapt these materials to be used in mobile devices”. The basic strategy to use for this course is stated as “Expository” and during the course demonstration and question-and-answer methods are used. As a result, a lesson plan was developed for a unit of the graphics and animation in education course.

The design and development of creative instructional materials: the role of domain familiarity for creative solutions

The design and development processes of instructional materials might be considered simple and clear because the pre-established instructional goals can lead the way. However, in practice, there are lots of issues to be considered during these processes. The quality of the material, appropriate visual design, usability, and acceptable amount of cognitive load are some of these issues. On the other hand, an instructional material needs to be as original as possible. In this study, we focused on the creativity of the instructional materials designed and developed by second year students from the Computer Education and Instructional Technologies (CEIT) department. We divided students into two groups: (1) CEIT students designing and developing materials about Information Technology (IT); (2) CEIT students designing and developing materials about Math. The main aim of this study is to understand how CEIT students’ instructional materials differ when they design and develop materials, which are out of their field of experience. In other words, we tried to compare how the creativity of materials change when students create materials with familiar domain (IT) in comparison to unfamiliar domain (Math). Students worked on ten instructional materials such as digital story, animation, and worksheet for 14 weeks. The materials of students were evaluated in terms of creativity, and then they were interviewed. The students worked in groups of 4–5, and during the material development period, we as researchers observed and took notes about the whole process. The findings indicated that materials developed in familiar domain were higher in creativity than those of the unfamiliar. Students’ explanations of creativity and their evaluations about the process helped us to understand the reasons of the produced materials’ creativeness. Technical skills, authentic contributions, material type, and the boundaries of the content or familiarity were found as the primary factors affecting the design and development of creative instructional materials.

Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

Recent advances in information and communication technologies (ICT) have resulted in improvements in the delivery of education. It is a well-known fact that learning technologies currently have a pivotal role in education. Amongst them, Virtual Learning Environments (VLEs) are widely used in education. The role of VLEs in improving quality and interaction in education as well as enabling better achievement through the use of a wealth of activities in teaching and learning is widely reported in the literature. However, there is a gap regarding the development of measurement instruments, especially in the Turkish context. Therefore, this study reports the development of a scale to evaluate students’ satisfaction with respect to the use of VLEs in educational settings to address this gap. The dimensions of the scale are contribution (CONT), satisfaction (SAT), and communication (COM), and the scale is formed of 13 items. The sample consists of students enrolled in the Department of Computer Education and Instructional Technologies, studying on blended and face-to-face learning programs. First, the reliability of the instrument was calculated by Cronbach Alpha coefficient and test-retest reliability correlation coefficient. The Cronbach Alpha coefficients were found to be 0.87, 0.83, and 0.81 for CONT, SAT, and COM sub-dimensions respectively. The overall reliability of the scale was 0.92. EFA and CFA were conducted on the data collected from two different sample groups (206 and 186 students for EFA and CFA respectively) for the validity analyses of the scale. Results confirm that the scale is valid and reliable. While the t-test analysis shows no significant difference between gender groups, ANOVA revealed significant differences when year of study is considered.

Mobile Learning According to Students of Computer Engineering and Computer Education: A Comparison of Attitudes

Mobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users’ acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG) and Computer Education and Instructional Technology (CEIT) departments in a Turkish public university towards m-learning from three perspectives; gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS) was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.

The Creativity Dimension of Instructional Materials Designed by Prospective Teachers: The Comparison across Domains

This study aims at revealing the creativity dimension of the materials designed and developed by the second year students studying at the department of Computer Education and Instructional Technology. A part of the participants has completed the process by designing materials in their own field, information technologies; while some of them have done so by designing materials in the field of mathematics. The data have been retrieved from an experimental study of 13 weeks. “Teaching Material Creativity Rubric” developed by the researchers, has been used as the data collection tool. The rubric has been developed in order to evaluate the creativity dimensions of products. While developing the rubric, the creative product evaluation dimensions of [14] have been a source of inspiration. The products developed by the students have been evaluated through the retrieved data, in terms of their creativity. The rubric developed includes Originality, Practicality & Sensibility, Productivity & Flexibility, Feasibility, Inclusiveness, and Insightfulness dimensions. In this research, the data of the aforementioned dimensions and sub-dimensions have been evaluated. The results present that the creativity level of the products on teaching information technologies, which have been developed by Computer Education and Instructional Technology (CEIT) students, is high. It has been argued that the creativity of domain-specifically developed materials is higher, through literature. Keywords: Material Design in Computers, Mathematics Teaching, Originality, Applicability, Creativity, Creativity and Domainswords.

The perceptions of CEIT postgraduate students regarding reality concepts: Augmented, virtual, mixed and mirror reality

The purpose of this study is to determine perception of postgraduate Computer Education and Instructional Technologies (CEIT) students regarding the concepts of Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), Augmented Virtuality (AV) and Mirror Reality; and to offer a table that includes differences and similarities between these concepts. This study also aims to determine the likelihood of CEIT postgraduate students for using the said concepts in education. In this context, the frequently used reality concepts in the CEIT field have been examined from the perspective of the participants and in terms of the following traits: frequency of potential use, perceived usefulness, and perceived effectiveness. The phenomenological method was used in this qualitative study. 10 CEIT graduate students have been the participants of this research; with 4 of these pursuing a PhD and 6 pursuing a Master's Degree. 14 open-ended questions related to AR, VR, MR, AV and Mirror Reality concepts were used throughout semi-structured and face-to-face interviews in order to collect data. Findings show that AR and VR are the most familiar concepts. Participants have several misconceptions about the reality concepts but the least amount of misconception was associated with AR and VR. Most of the participants had no idea about MR and none of them had any idea about Mirror Reality. Findings refer that VR is the most frequently used kind of reality owing to the fact that it can be developed and implemented more easily and there are several AR studies because of its current popularity.

Evaluation of the presentation skills of the pre-service teachers via fuzzy logic

The main purpose of this study is the presentation skills evaluation of pre-service teachers via fuzzy logic. There are two different groups in this study. The first one consists of 14 instructors serving in the Computer Education and Instructional Technology (CEIT) Department of Firat University (FU). This group has supplied expert view in ranking the importance of the matters in the Presentation Evaluation Scale (PES) and in forming the rule base that sets ground for the operation of fuzzy logic mechanism. The second group consists of 41 juniors having the Operating Systems and Applications Course in the CEIT Department of FU. The students in this group make a presentation associated with the units of this course, PES are applied on them and the study is conducted by the data obtained from this scale. Frequencies and percentages and Wilcoxon test is used to analyze the data sets. It is found that there is a significant difference between the PES obtained student scores and those scores that passes through fuzzy logic mechanism. The scores of some students have decreased, those of some have increased while there is no significant change in some of them.

The Investigation of Preservice Teachers’ and Primary School Students’ Views about Online Digital Storytelling

This study was aimed at investigating the views held by preservice teachers from the department of Computer Education and Instructional Technology (CEIT) and those of 6th grade students about the process of online digital storytelling activities as it applies to the students‘ education. The study was designed as a case study. The data were collected through direct observations, semi-structured interviews and surveys. The participants of the study were eight senior preservice teachers from CEIT and 47 6th grade students from Eskisehir Cagdas Private Elementary School. The study followed two stages. In the first stage, the preservice teachers from CEIT were trained in online digital storytelling; and in the second stage, the preservice teachers performed online digital storytelling activities with 6th grade students. According to the findings obtained in the study, the preservice teachers thought that carrying out digital storytelling activities in an online environment engages students‘ attention, accelerates the digital storytelling process, increases communication between students and contributes to the development of students‘ digital stories. In addition, both the preservice teachers and the elementary school students agreed that digital storytelling developed the students‘ 21st century skills. On the other hand, the preservice teachers complained about the fact that digital storytelling activities lasted for a long period of time; that the students were reluctant to participate; and that the students copied their scenarios from the Internet; meanwhile, the students mostly complained about technical problems, about the lack of sufficient sources related to the their stories and about the extended time-taking aspect of the activity process.

The Perception on Fundamentals of Online Courses: A Case on Prospective Instructional Designers

This study focuses on prospective instructional designers‘ perception toward creating online courses including which elements are essential for developing such platforms. The study is significant for revealing what the prospective instructional designers focus on while they design certain learning opportunities. The participants of the study were the ―Computer Education and Instructional Technology (CEIT)‖ students from a university in Turkey (n=133) ranging from freshman to senior grades. Since the study aimed to obtain data to determine specific characteristics of a group, a non-experimental survey research design was employed. The participants were asked to assess the importance of fifteen online course elements (such as texts and videos). Afterwards, the participants were provided with seventeen sentences to reveal their thorough perceptions toward designing online courses. The study identified that the participants value feedback mechanism (M=4.69) at the most. The participants believed that the type of web browsers (M=4.50), the course login system (M=4.48), emailing tools (M=4.42), texts (M=4.32) and pictures (M=4.22) are fundamental elements of any online course. The study revealed that prospective instructional designers for online platforms were furnished themselves with the essence of offering online instructional activities. In this study as an example of gender related study, the significant differences on study items were found between males and females participants in terms of their perceptions on online courses. The results showed that voice mechanism was more important for female participants than male and female participants were logically-oriented and visual learners‘ during the entire online session.

English

Thinking styles are considered as approaches and tendencies of individuals toward various problems, incidents, phenomenon and variables which they face through their thinking processes. Preservice teachers are expected to be capable of using information and communication technologies (ICT) in intra- and extra- curricular activities and be a role model to their students. In this regard, it is important to investigate the relationship between thinking styles of preservice teachers from the Department of Computer Education and Instructional Technology (CEIT) department who are expected to utilize from the ICT and their attitudes toward ICT. The present study aims to investigate thinking styles of preservice teachers from the CEIT department and their attitudes toward the ICT and the relationship between these two variables. According to the present study’s results, preservice teachers at most prefer innovative and visionary “Innovative thinking style” which deals with indetermined indefinite works; at least prefer “Traditionalist thinking style” which is subject to certain codes and more realists. Whereas gender and grade level variables have no any effect on thinking style preferences; academic success level has statistically significant difference. It was observed that attitudes of participants regarding utilization from the ICT in education was rather high; gender and grade variables have no effect on their attitude toward the ICT; there is positive and proportional relationship between academic success levels and their attitude toward the ICT. Moreover, as perception levels of preservice teachers regarding innovative thinking style increases, their attitude toward the ICT enhances. On the contrary, their perception levels regarding traditionalist thinking style increases, their attitude toward the ICT is affected adversely. Key words: Thinking styles, information and communication technologies, education technologies, computer usage in education, Computer Education and Instructional Technology (CEIT).

Bilgisayar ve Öğretim Teknolojileri Eğitimi Öğretmen Adaylarının Bilişim Güvenliği Eğitimi Verebilmeye Yönelik Yeterlilik Algılarının İncelenmesi

With the increasing information technologies usage, attacks and threats towards information technologies have been increasing in the same way. Because of this, it is necessary to examine Computer Education and Instructional Technology (CEIT) teacher candidates’ efficacy perceptions to teach information security. The study carried out with survey method and participants were consisted of 375 CEIT teacher candidates. Data were collected with “Information Security Efficacy Perceptions Survey” (Pusey & Sadera, 2011). And the survey was adapted to Turkish by authors. According to the results, the majority of participants haven’t taken any course or lecture about information security. Furthermore, CEIT teacher candidates’ efficacy perceptions to teach information security is not well enough in many information security topics. Based on the results, it is thought that it will be useful to put a compulsory course to CEIT program

English

This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used.  17 CEIT teacher trainees participated in the study. The aim of this qualitative study was to determine trends about cloud technology. The cloud technology under study included “Dropbox”, “SpiderOak”, “Google Drive”, “IDrive”, “pCloud”, “OpenDrive”, “Bitcasa”, “OneDrive”, “Tresorit”, “Box” and “Yandex.Disk. The CEIT teacher trainees’ opinions about cloud storage and its purposes; their opinions about types of cloud storage and the level of importance of cloud storage were investigated. The reliability and validity were taken.  The advantages and disadvantages of cloud computing were examined. The study found that CEIT teacher trainees’ had used cloud storages such as Dropbox and Google Drive previously and they continue to use primarily Dropbox, followed by Google Drive and OneDrive respectively. Key words: Cloud computing technology, Dropbox, Google drive, choices of cloud storage, computer education and instructional technology (CEIT)

FATİH Projesi Üzerine Yapılan Akademik Çalışmaların İçerik Analizi

The purpose of this study was to examine the research on the Movement for Increasing Opportunities and Improving Technology Project (the FATIH Project) since 2011 in detail, and to identify research trends. To do so, 120 national and international studies that have published between the years of 2011 and 2014 including journal articles, proceedings, graduate level theses, reports, and book chapters were analyzed via content analysis method. The data collected using the FATIH Project Publication Classification Form were presented through desciptive statistics and graphs. The findings indicated that researchers from Computer Education and Instructional Technology (CEIT) programs over the country have authored the majority of studies, and that great many of the studies focused on stakeholder attitudes and evaluated the project employing mostly quantiative methods. It was also observed that fewer articles published in the journals included in SSCI. These findings contribute to the literature by revealing research trends in the Fatih Project context, and identifying topics that need further attention