Educational Technology is a relatively new field with an interdisciplinary nature. It is also a continuously evolving field and consequently, the concepts within it keep evolving (Januszewski & Molenda. 2013). In Turkey, it is integrated with Computer Education and called Computer Education and Instructional Technology. Besides, the departments called Educational Technology are also active. Literature review studies have a significance to monitor and take a snapshot of the changes and development in a field. They are also crucial to have an understanding of the historical developments in a field (Şimşek et al., 2008). For this reason, the current study aims to investigate the thesis and dissertations in the field of educational technology in Turkey in terms of content and methodology. It is considered that the study would contribute to the relevant literature by revealing the hot topics, trending research designs, and research gaps in the field. Specifically, the study sought to answer the following research questions:  What are the trending topics in the thesis and dissertations conducted in the field of educational technology in Turkey during 2013 and 2018?  What are the trending methods in the thesis and dissertations conducted in the field of educational technology in Turkey during 2013 and 2018? Educational technology, as a scientific field, has a history from radio and television to the mainstream usage of internet technology. Several studies including international (Caffarella. 1992) and national ones (Erdoğmuş & Çağıltay. 2009; Göktaş et al., 2012; Şimşek et al., 2008) aimed to take a snapshot of the field. According to the review by Caffarella (1992), the earliest studies focused more on films, videos, multimedia, and hypermedia. The research reviewed the studies in Turkey revealed that they continued to focus more on media studies and they mostly used quantitative methods such as survey and experimental methods. The present study used a systematic literature review method to reveal the research and methodological trends in thesis and dissertations in the field of educational technology in Turkey during 2013 and 2018. For this purpose, the search was conducted on the national theses database of the Higher Education Council of Turkey. The theses and dissertations published in the fields of “educational technology” and “computer education and instructional technology” were included in the study. The theses and dissertations regarding educational technology published within other fields were excluded from the study. As a result, a total of 206 thesis and dissertations were included in the study.The findings of the study firstly indicated that media is the most studied research topic in the reviewed theses followed by learner variables and learning environments. Performance technology was the least studied research problem, followed by topics related to other disciplines and cultures. Web-based learning environments were the mostly studies media in these studies followed by gamification and game applications and programming environments. In terms of the research designs, survey research design was the most used research design followed by experimental and mixedmethod studies. As for the populations, university students were the mostly included population followed by elementary and high school students and teachers. Graduate students were the population included least in the studies followed by organizational variables and training participants. Convenience sampling was the most used sampling strategy followed by simple random sampling and purposeful sampling. Maximum variation sampling was the strategy used least followed by typical sampling and criterion sampling. The comparison between research design and research problem showed that the mixed-method research design was mostly used in media studies. The survey was most used in the studies about learner variables. The comparison between media studies and population showed that the studies on web-based learning were mostly conducted with the participation of university students. On the contrary, the studies on e-learning materials, interactive whiteboards, and animation were mostly conducted with other participants than university students and instructors. The studies dealing with information technologies were mostly conducted with primary, elementary, and high sc