Sectoral Education and Professional Development
http://hdl.handle.net/10679/7014
2024-03-29T05:53:14ZInspired by the East: How the islamic world influenced Western Art. British museum, 10 Ekim 2019–26 Haziran 2020, Londra. küratörler: Julia Tugwell ve Olivia Threlkeld
http://hdl.handle.net/10679/9257
Inspired by the East: How the islamic world influenced Western Art. British museum, 10 Ekim 2019–26 Haziran 2020, Londra. küratörler: Julia Tugwell ve Olivia Threlkeld
Elbirlik, Leyla Kayhan
Inspired by the East: How the Islamic World Influenced Western Art. British Museum, 10 Ekim 2019– 26 Haziran 2020, Londra. Küratörler: Julia Tugwell ve Olivia Threlkeld, sergisinin Leyla Kayhan Elbirlik tarafından yazılmış tenkidi.
2020-01-01T00:00:00ZHyFlex teaching experience and reflections in K-12
http://hdl.handle.net/10679/9224
HyFlex teaching experience and reflections in K-12
Filiz, O.; Kaya, M. H.; Adıgüzel, Tufan
This study uses a case study methodology to comprehensively examine HyFlex teaching in the context of K-12 education in a private Turkish school. 60 teachers in 15 disciplines, who had received professional development training in 'HyFlex lesson plan development,' participated. Data were collected through lesson plans, pre-and post-implementation reflection reports, and qualitative analysis employed inductive and deductive coding. The findings reveal that well -trained educators with expertise in active learning, formative assessment, cognitive presence, flipped learning, and self-regulated learning effectively implement HyFlex instruction. HyFlex lessons enhance students' higher-order thinking skills, foster interaction, and build a sense of belonging. However, accommodating asynchronous learners requires careful design. The study acknowledges limitations and suggests future research exploring HyFlex sustainability and comparative analyses with other teaching modes.
2024-01-01T00:00:00ZIntegrating cognitive presence strategies: A professional development training for K-12 teachers
http://hdl.handle.net/10679/9084
Integrating cognitive presence strategies: A professional development training for K-12 teachers
Adıgüzel, Tufan; Kaya, M. H.; Bulut, M. A.; Mete, Sinem Emine; Nalkesen-Akin, Yeşim
For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
2023-04-01T00:00:00ZRevolutionizing education with AI: Exploring the transformative potential of ChatGPT
http://hdl.handle.net/10679/9079
Revolutionizing education with AI: Exploring the transformative potential of ChatGPT
Adıgüzel, Tufan; Kaya, M. H.; Cansu, F. K.
Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.
2023-01-01T00:00:00Z