Generative AI technologies are rapidly transforming educational practices, creating both opportunities and challenges for teacher-preparation programs. As these advanced tools become increasingly prevalent in classrooms, understanding the factors that influence pre-service teachers' acceptance and adoption of such technologies has become critically important for effective educational policies and practices. This study aims to extend the Technology Acceptance Model (TAM) to examine the factors influencing pre-service teachers' adoption of generative AI tools. The research is based on data collected from 748 pre-service teachers from 12 universities in Turkey. The model includes the core constructs of TAM as well as exogenous variables such as Metacognitive Self-regulation (MSR), Subjective Norm (SN), Learning Motivation (LM) and Learning Agility (LA). The results of Structural Equation Modeling showed that the model explained 54% of the variance in Attitude and 51% of the variance in Behavioral Intention. MSR and LM had significant effects on Perceived Usefulness and Perceived Ease of Use, while LA and SN were found to be effective only on Perceived Ease of Use. These findings highlight that intrinsic cognitive and motivational factors are more influential than external social factors in determining how pre-service teachers evaluate the usefulness of generative AI tools. Additionally, our study reveals that learning agility significantly contributes to perceived ease of use, suggesting that adaptability is a key factor in technological adoption among educators. These results suggest that training programs for generative AI in teacher education should prioritize hands-on activities that strengthen self-regulation skills and intrinsic motivation, rather than focusing solely on technical features. Curriculum designers and teacher educators should create learning environments that nurture adaptability and metacognitive skills to facilitate successful integration of AI technologies in future educational practices.

The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.

This study aimed to determine the in-school and out-of-school reading and writing experiences of middle school students. This study used phenomenology from qualitative research methods. All 12 participants (8 female, 4 male) were middle school grade 6 students. Various data collection techniques were employed: a survey and a semi-structured interview about the use of Wattpad, a semi-structured interview about the Turkish language subject, a semi-structured interview about the relationship between in-school and out-of-school reading and writing experiences, a diary of the students’ Wattpad reading list, a diary of the students’ Wattpad writing list, and the texts written by the students on Wattpad. Data collection lasted 16 weeks. The data collected from the survey questionnaire were analyzed descriptively. The data from the semi-structured interviews and diaries were analyzed using content analysis. The results indicated that most of the participants had a negative perception of in-school reading. Similar conclusions were drawn from the results in-school writing because most of the participants felt restricted and under pressure during the in-school writing process. Wattpad was considered a venue where participants can express themselves comfortably. The participants shared positive experiences characterized by willingness, diversity, meaningfulness, and entertainment. By contrast, in-school reading evoked negative experiences, such as feeling obliged, bored, and restricted, and perceiving the activity as meaningless. Out-of-school writing experiences were determined to promote internal motivation, to develop self-expression of one’s anxiety and enjoyment alike, and to develop digital writing skills in out-of-school writing experiences. Overall, no relationship was found between in-school and out-of-school reading and writing experiences.

The purpose of this study is to examine the relationship between technology‐supported writing instruction at the K‐12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the methods differed in teaching writing, with the use of educational technologies varying according to educational level. While authentic learning environments were created with SVVR technology in primary school, artificial intelligence (AI)‐supported assessment systems were used in secondary school and AI literacy and interdisciplinary approaches gained importance in high school. The diversity of research methods and the use of multiple data collection tools show that educational technology research has become more in‐depth and comprehensive. The effectiveness of technology‐supported writing processes varies according to students' cognitive development levels: in primary school, virtual and augmented‐reality technologies improve writing performance; while in secondary school, AI‐supported systems improve analytical thinking skills. In high school, NLP technologies and interdisciplinary applications strengthen higher‐order thinking skills and writing abilities. At all levels, peer collaboration and feedback stand out as critical elements that support deep learning. The selection and application of educational technologies in accordance with students' cognitive development levels play an important role in determining the success of writing processes.

The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.