This research which examines information technology teachers' opinions on digital competence is a phenomenological qualitative research and was carried out with 10 information technology teachers in Turkey. The data were collected through semi-structured interview form developed by the researchers and analyzed by using content analysis method. The findings showed that information technology teachers explained digital competence with 193 utterances. These utterances were identified in 3 themes as

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among preschool children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the study was conducted. The result from the analysis posited that there is a medium level of motivation to learn creative thinking (64.7%). The means of TCAM scores and its dimensions were: TCAM overall score (M= 68.24, SD= 14.615), Fluency (M= 17.53, SD= 4.776), Originality (M= 25.7, SD= 8.264), and Imagination (M= 25.01, SD= 3.793). In addition, there is a positive statistically significant correlation (0.573) among the total of creative thinking scores and the total of motivation to learn creative thinking. Spearman correlation was used to evaluate the overall relationship between creative thinking and motivation to learn creative thinking. A strong positive correlation was found between creative thinking and motivation to learn creative thinking scores of preschool children. The present study has also discussed the findings, the limitations and the recommendations.

The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among preschool children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the study was conducted. The result from the analysis posited that there is a medium level of motivation to learn creative thinking (64.7%). The means of TCAM scores and its dimensions were: TCAM overall score (M= 68.24, SD= 14.615), Fluency (M= 17.53, SD= 4.776), Originality (M= 25.7, SD= 8.264), and Imagination (M= 25.01, SD= 3.793). In addition, there is a positive statistically significant correlation (0.573) among the total of creative thinking scores and the total of motivation to learn creative thinking. Spearman correlation was used to evaluate the overall relationship between creative thinking and motivation to learn creative thinking. A strong positive correlation was found between creative thinking and motivation to learn creative thinking scores of preschool children. The present study has also discussed the findings, the limitations and the recommendations.

This study aims to investigate whether there is a relationship between the 5-6 years old children's social skills and their age, gender as well as their parent's age and educational background and similar variables. The sampling of the study consists of the 5-6 years old children who continue kindergarten, nursery and preschool in the city of Ankara. The sampling was composed of 300 children and their parents (143 girls and 157 boys). The data was collected with questionnaire and scales. The information about children and their parents was compiled by using the questionnaire form that was prepared by the researcher. The children social skills were measured by using ‚Social Skills Assessment Scale‛ that includes 62 items with 9 sub-scales developed by Avcıoğlu (2007). The obtained data was tested with t-test and one-way ANOVA. The results showed that there are statistically significant differences between gender and social skills of children. The girls have statistically higher scores than boys on social skills sub-scales. Also, there are statistically significant differences in some social skills scales between mothers who are not working and mothers who are working. Children whose mothers are housewives had much higher scores on Anger Management and Accommodation Skills, Self-Control Skills, Listening Skills, Outcome Accepting Skills than children whose mothers are working. The results are discussed within the scope of the relevant literature.

This study aims to investigate whether there is a relationship between the 5-6 years old children's social skills and their age, gender as well as their parent's age and educational background and similar variables. The sampling of the study consists of the 5-6 years old children who continue kindergarten, nursery and preschool in the city of Ankara. The sampling was composed of 300 children and their parents (143 girls and 157 boys). The data was collected with questionnaire and scales. The information about children and their parents was compiled by using the questionnaire form that was prepared by the researcher. The children social skills were measured by using ‚Social Skills Assessment Scale‛ that includes 62 items with 9 sub-scales developed by Avcıoğlu (2007). The obtained data was tested with t-test and one-way ANOVA. The results showed that there are statistically significant differences between gender and social skills of children. The girls have statistically higher scores than boys on social skills sub-scales. Also, there are statistically significant differences in some social skills scales between mothers who are not working and mothers who are working. Children whose mothers are housewives had much higher scores on Anger Management and Accommodation Skills, Self-Control Skills, Listening Skills, Outcome Accepting Skills than children whose mothers are working. The results are discussed within the scope of the relevant literature.

This research which examines information technology teachers' opinions on digital competence is a phenomenological qualitative research and was carried out with 10 information technology teachers in Turkey. The data were collected through semi-structured interview form developed by the researchers and analyzed by using content analysis method. The findings showed that information technology teachers explained digital competence with 193 utterances. These utterances were identified in 3 themes as

Digital media play an increasingly important role in all areas of society. As a result, media literacy is one of the key qualifications for our information society. It enables social participation and opens up opportunities for professional development. Media literacy is not a static construct though – due to technological progress it must be continually developed. For this reason, adult education has a central function in promoting media literacy. At the same time, for education too new opportunities for promoting learning are constantly opening up via digital media. The media education competencies of adult educators are therefore of central significance for assessing and utilising the opportunities and risks of current developments. In light of this, this article discusses the current situation with regards to standards and pathways of professionalization of adult educators in terms of media pedagogic competences in Europe.

During the course of their profession, teacher candidates are required to develop course materials in line with their course content. Development of course materials by teachers using their pedagogical content knowledge and technology is highly important in terms of providing an effective learning environment. The aim of the present study was to determine the extent to which science teacher candidates can use their Technological Pedagogical Content Knowledge (TPCK) while developing their course materials with the incorporation of stop motion animations. During the study, the survey method was used as a quantitative research method. The research population consisted of 62 teacher candidates from the Department of Science Teaching at the Manisa Celal Bayar University during the 2015-2016 academic year. The SPSS 18.0 software package was used for data analysis. Suggestions were made based on the results of the study.

This research is trying to answer the question of what should be the multi-stakeholder performance system sensitive to the Turkish education system in line with the attitudes and opinions of the teacher, school principal and teacher candidates towards the multi-stakeholder teacher performance evaluation system. A total of 304 teachers, principals, teacher candidates, trainee teachers, and contracted teachers were participated in the study. A mixed methods research was used in this study. Content analysis, factor analysis, frequency analysis and non-parametric analysis methods were used to analyze the data. According to the findings, the majority of the participants stated that teacher performance evaluation could be done through class observation. The findings also revealed that the majority of the participants did not feel discomfort from the involvement of school administrators, parents and students in the teacher performance evaluation.