Özet:

In a period in which information and communication technologies enter all areas of our lives, our interaction with technology continues with an increasing pace. In particular, the interaction of teachers candidates with information and communication technologies is at a level that cannot be neglected. This increasing and intense use of information and communication technologies brings with it some disadvantages. These negatives are concepts such as cyber disturbance and cognitive capture, which are considered to have a negative impact on the success of learning, especially in educational environments. The aim of this study is to study the teaching candidates in terms of various variables of cyber distinction and levels of cognitive inclination. The research sample consists of 376 teachers candidates studied and identified by random sample method in various departments of the University of Trakya Education Faculty. In the study, the data collection tool was used as the "Prepared Cybersecurity Scale" and "Cognitive Coverage Scale" specific to the educational environments. The research finds that there is a weak relationship in a positive direction between the level of cybersecurity and the level of cognitive capture. In addition, it has been shown that there is a meaningful relationship between the academic success status of the teacher candidates and the levels of cyber interference; there has been no meaningful relationship between the academic success status and the levels of cognitive interference. There is also a meaningful relationship between the level of cyber disagreement and gender, the number of technological tools possessed, the possession of a social media account and the number of social media accounts; the level of cognitive disagreement and the possession of a social media account and the number of social media accounts possessed.

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