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busra-

Mystery Skype - San Agustín Valladolid - 1 views

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    It is really impressive TPACK model example that can help students learning geography. By teacher's high CK, students learn similarity and differences between continents and countries. By teacher's high PK, students are seperated groups and they are leaded in order to develop good questions. Also, by teacher's high TK, students are connected to real students in different countries in real time via using techology, so all of the students work collaboratively.
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    Büşra, I really love it <3 And also ıt is so funny practice to use TPACK model.
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    I really liked it. It is fun for students but there is more than that I believe. Because in the process they are comparing other students' clues with what they know, reviewing high amount of their information. For example students at the other side of the skype call knew their friends were not in finland, estonia, latvia, belarus, ukraine, etc (neighbors of russia). But still I think they -maybe implicitly- learnt these countries are russia's neighbors. Still, I would love to examine their geography scores to be sure about this method's efficiency.
satiburhanli

Digital textbook analytics can predict student outcomes, study finds - 0 views

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    College professors and instructors can learn a lot from the chapters of a digital textbook that they assign students to read. Reynol Junco, an associate professor in Iowa State University's School of Education, says digital books provide real-time analytics to help faculty assess how students are doing in the class.
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    In this research, digital textbook is used for predicting students outcomes. With help of digital text book, instructors can track the time students spend reading. On the other hand, with regular textbooks, instructor do not know how students are doing or whether they read the assigned material or not until they give a graded assignment. Digital text book gives opportunity to teacher to monitor their students' actions and can take precation to make students read the material.With help of digital text book, instructors can track the time students spend on reading. By this way, instructor can gain some information like the material complexity for students reading level and s/he can adapt course material or take other precautions to help students succeed.
Özlem Tantu

Computers 'do not improve' pupil results, says OECD - BBC News - 5 views

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    Investing heavily in school computers and classroom technology does not improve pupils' performance, says a global study from the OECD. The think tank says frequent use of computers in schools is more likely to be associated with lower results. The OECD's education director Andreas Schleicher says school technology had raised "too many false hopes". These results worth to be disscussed. Shall we go back to traditional classrooms or continue with technology? If so, how should we use it in the classroom?
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    I deeply believe the power of motivation to learn and classroom technology can be used to enhance students' motivation in learning of the specific content. Still, it is open to debate effective use of technology in classrooms, especially in our country. To deal with this inefficiency of classroom technology, we need to focus on teachers' technology literacy and try to develop this literacy.
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    Hi Özlem Hoca, BBC news you shared with us is very advisable to our friends. (1) I agree that computers may have the possibility to be distractors for learning and they may be abused by some students. Students may prefer to use computers for activities other than for school activities. When I was an intern teacher, I wanted to show how a literature search is performed to my 20, 9th grade "Project" (noncredit course) students in 2006, I ended up running from one student to another because as I leave him/her with his/her search, s/he began to sign in facebook and their emails. (2) I also agree that plagiarism may occur in homeworks due to internet resources. (3) Another interesting opinion in this news is that "We're training the students to use technology which hasn't yet been invented." We are training the students to the future that is not defined, not yet clear.
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    I think integrating technology in classrooms is inevitable as computers have been being used in lots of areas in the world and it is a little bit optimistic to assume that education will escape from this "invasion". Today's students live with technology and indeed, technology can enhance the representation of a topic, communication among learners, eliminate time and space limitations in reaching information, etc. The article says that "frequent" use of computers in schools is more likely to be associated with lower results. Instead of frequent use, one should know how one can healthily get benefit from computers, when to use it, how to use it, when not to use it, etc. Those questions are still major questions in modern educational science research. Findings from such research can enhance the positive impact of technology in classrooms.
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    Having read this week's reading assignment, a part of which focuses on this particular result, I felt the need to comment on your share Özlem hocam. It is mentioned in Chapter 1: Introduction that "in the 1980s, cognitive scientists like Roger Schank and Seymour Papert made claims that computers would transform the schools and learning. This was a rather radical claim and it helped form a strong consensus among parents, bussiness community, politicians that getting computers into schools was a must. During 1990s, installing computers and the Internet in schools was a major trend. By 2003, 95% of all the schools in the US had their computers and were connected to the Internet. However, the impact of this huge investment was highly disappointing. Studies had shown computer use was not correlated with improved student performance. When the reserachers began to study to find the reason, they found out that the computer use in schools was not based on learning sciences; instead, they were being used as an extension of instructional classroom. By this I mean, bringing technology to the classrooms was not enough without changing the structure of instruction. Educational software has been based on instructionist theories, with the computer performing roles that are traditionally performed by the teacher. Teachers and students were not aware of how to use those computers efficiently. Students read the texts on the computers instead of reading them on books.Learning scientists continue to emphasize the powerful role that computers can play in transforming all learning. But they reject instructionalism and behaviorism. Instead, they present a new vision of computers in schools. They suggest that computer should take on a more facilitating role, helping learners have the kind of experiences that lead to deep learning."
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    It is an important an overwhelming issue about how we integrate technology into education. A well-balanced implementation is required for successful instruction between the use of technology and traditional methods like paper-pencil activities (Hitt, 2011). We should not force technology and traditional instruments like paper-pencil and blackboards fight against themselves. We may play the role of negotiator between the technology and traditional methods.
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    Perhaps, we need to focus more on the pedagogy rather than the technology.
sibeldogan

Engaging students through activities and expertise - 2 views

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    In the video, students are learning and getting expertise concepts by engaging different activities. Through activities students make some research about the topic and teachers help them to get deeper knowledge about topic by asking questions. In the activities, the source of knowledge not only teachers but also students themselves. I mean, students also learn from each other. Moreover, teachers' role is guiding and helping students when they stuck on something.
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    My conclusions from this video are: for students to develop expertise, teachers should scaffold them. Teachers should question the students and make them articulate their ideas. Moreover teachers should teach students as teams formed from expert teachers.
Rukiye Ayan

Colleges with the Happiest Students and Reasons for Students' Happiness in #1 College - 6 views

Here is a list of Princeton Review's based on surevey responses from 130.000 students at colleges and universities across U.S.. http://www.huffingtonpost.com/2014/08/06/happiest-students-2015-prin...

started by Rukiye Ayan on 08 Nov 14 no follow-up yet
elanuryilmaz

Many teenagers 'unhappy by the time they leave school' - BBC News - 1 views

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    Many UK children have become less confident about succeeding in life by the time they leave school, a report says. The study by think-tank Demos says some pupils feel school is just preparing them for exam success. It urges the government to help schools and colleges explore how self-belief, perseverance and resilience can be instilled in pupils.
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    Hi Elanur Hoca, thank you for sharing this news with us. I agree to many things written in this news. 1. I agree that students are unhappy in school. Anybody who have teaching experience must have seen that when the last bell rings and the classes end, the students begin running to escape from school. The body never lies. 2. I agree that "non-academic factors" such as resilience, grit and empathy can have a profound impact on young people" and their ability to succeed. 3. I also agree that person's wellbeing, and overall life outcomes and success in life is affected by much more than academic grades. They are affected by their character attributes, and their social and emotional skills.
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    I think that not only UK chidren but also our children less confident and unhappy in real life. If same research is done in Turkey, I think that similar results can be obtained. Students spend 12 years in school (primary school, secondary and high school). And they learn socialising, success, failure in school. In traditional classrooms, success is gaining high score in exam, ranked in first three in competition and failure is gaining lower scores on exam. When students leave the school, they face with new environment that is not similar to school. I think, therefore, they can not adopt to this new environment they feel unhappy and less confident. For this reason, schools should bring the skills and qualities that are needed for out of the school. Community service course, role playing, field works should be done in the schools to introduce real life experinces to students. In addition, changing the laerning activites, assesment procedures in school also can be helpful for real life experinces.
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    In several videos it was said that we start to prepare our pupils for jobs that are not invented yet. It is because there are lots of information production and exchange throughout world now, which makes lots of jobs become obsolete in short period of times. Our students need to have skills to locate, synthesis, and evaluate information and adapt theirselves to new contexts instead of having static knowledge about specific jobs.
vahidetekeakay

Two Case Studies of Learner Analytics in the University System of Maryland - 2 views

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    This article contrasts and compares analytic approaches to common problems at two comparable institutions. In keeping with this intent, it features complementary sets of issues focusing on recruitment and related issues at UMES and retention at BSU. UMES does extend its efforts into student retention, though the details are not explicated in the article. Additionally, UMES is implementing the retention-focused aspects of Starfish Early Alert as BSU has done. Still, there are differences in approach: UMES relies primarily on the flag-centered model, while BSU relies on the student-centered model for interventions. Both institutions have integrated commercial products for data collection, analysis, and response, but BSU has invested in a locally developed analytic engine, while UMES has repurposed an investment in Microsoft's Performance Point to support collection and analysis. Use of analytics in support of student retention and success is increasingly strategic to UMES and BSU. In an effort to improve access to higher education for minority and economically disadvantaged students, who often have educational deficiencies, both universities have reached out to many at-risk students. The institutions feel an obligation to assure that these students succeed. Analytics provides an important, and previously underutilized, tool set for the institutions to achieve this. These issues are increasingly common in higher education, and the approaches taken should be broadly applicable.
yasinay

Why Social Interaction Is Essential To Learning Math - 3 views

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    I have seen this post when I was searching for how can interaction with peers contribute to learning maths. It is written by ROBERT SUN who is the CEO of Suntex International and inventor of First In Math, an online program designed for deep practice in mathematics. The things that are mentioned felt very similar with our country's situation actually, as learners how do we use concepts of maths (or any other courses) except from school? May be the first reason for our students cannot learn and hate maths is behind this question.
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    "Teachers can encourage their students to express themselves verbally using mathematical terms; even in the early grades, children can be asked to explain what they want or mean using numbers, or relationships between numbers. Anything that encourages them to talk about math and mathematical concepts is beneficial." Social math!. It looks like article emphasizes the importance of language in information exchange. It reminds me Vygotsky's socio-cultural theory in which he also believed that language is important for learning. He also purported that language is culture-dependent so each cultures' learning may be different from each other. In addition, providing opportunity to students to express themselves verbally can give us clues about current mental maps of students as to a specific topic (what is correct, what needs improvement, etc.). In addition, students can transfer their transformed ideas (ideas transformed from scholarly language to level-appropriate language) to their friends which can facilitate their learning.
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    Yasin, I am curious to hear about some of the contemporary approaches towards teaching Math, a subject generally taught with more traditional methods. Regarding mathphobia, we also need to think about the culture that stimulates that.
sermin vardal ocakli

how to motivate teachers? - 0 views

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    We are always trying to find ways to motivate sts, but don't you think that it is high time for sts to start motivating their teachers?
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    I think teacher motivation is so crucial Şermin, thanks for sharing this. We mostly experience this and I believe that teachers and students feed each other in terms of motivation. When the teachers are demotivated, it is hard to motivate students or vice versa.
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    I think you touched such an important but sometimes ignored issue, teachers as learners should also be motivated for sure. thanks for making a recall on this :)
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    Şermin, most of the time I need motivation to motivate the students for learning English:) And also, I question why we ask them to learn something they dislike. I agree with Burcu, when students are demotivated, teachers lose their motivation to teach. But, if they are intrinsically motivated, teaching becomes a joy. For example, I loved teaching to 4th graders. They had such a high level of motivation that I experienced the flow while teaching them:)
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    I also believe that teacher motivation is mutual.The two parties have to affect each other.Unfortunately we as teachers have to be the stimulators in our classes no matter how we feel during the day.One of the solution to keep teachers improve their skills and better their practises can be initiating positive school climate that is keeping teachers morale high by respecting their identity both as a teacher and valuable person in the community. Social parties,cookie-days can be alternative for teachers to have space to socialize, learn from each other and the sense of belongingness would enhance.It worked for some teachers that I worked with earlier.
Pınar Mercan Küçükakın

Childhood damaged by overtesting - 1 views

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    After I read this I become more worried about our students especially in secondary schools. There were SBS (exam for entering high schools) and they were taking 3 different exams at each grade, 6,7,8 but now with the new regulations they will have 36 exams. Apart from that in 10 years the system has changed for 5 times. what can be more devastating their chilhood than that?
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    This change in the system is very major, I agree with you. Once again we as educators are facing implementations without needing any pilot testing or making use of any kind of sound research. I also read that there will be open-ended questions but I am not sure. But if this is the case, we have one other reason to worry about maybe; the quality of these new questions.
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    I am afraid that there is no other country in which incessant testing is applied more Turkey. Every year, something is changed by the Ministry of Education, no need to mention about the examination system. They change the system without even measuring or analyzing the results or outcomes. Deep modifications need to be implemented to improve the infrastructure of the education system. However, in our "unique" political environment How???
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    I agree with you about the testing system in Turkey but it is only the top of the iceberg. For me, childhood ends for children who start the formal education in Turkey. Our system is so demanding and competitive that children cannot endure the difficulties they encounter. First of all, we have very overloaded curricula and students always need to be alert and hardworking to keep up with the required activities. While trying to make use of constructivist understanding curriculum developers missed some points: the opportunities and facilities the schools and students have, the difficulty level of activities, background of the learner and student and parent profile in Turkey, teacher characteristics in our schools and so on. The curricula cannot be implemeted in most of the schools so teachers invented their own methods and techniques which do not match to any of the instructional theories properly. Parents started to find out ways to protect their children and they made lots of mistakes. For example, some parents do projects of their children and smarter children started to sell ready-made projects at schools. Although teachers know the truth, he grade these projects because the system makes it nearly impossible to fail. In short, our system is working but not in the way writen in the curricula. The changes, negativities and difficulties in the system is damaging the childhood and future of the students. Somebody should change it, not the curricula:)
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    World is getting more populated, and each individual wants to have a better life. And a better life is significantly related to education. So, exams still appear to be a "must" in this racing system. Actually, I am a supporter of the exams if we want to have a more "fair race". I remember the terrible old days when successful people couldn't get what they deserved because of the bribery system in Turkey. On the other hand, I agree about the side effects of the overtesting. And as an individual who has been exposed to overtesting, the question I ask to myself is "How has the overtesting affected my mental health?" The truth is I have been stressed, depressed and sad because of the tests :(
Murat Kol

How can the Situated Learning Theory be situated online? - 2 views

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    When situated learning theory (SLT) is investigated, it can be seen that most of the articles or documents mention learning by doing within an actual context. The first thing that comes to mind is the real world environment while someone mentions the SLT. What if we want to form a "legitimate peripheral participation" environment to learn a concept by the boundaries of online platforms? How can we design online platforms by using situated learning theory?
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    "Participation Learning becomes a social process dependent upon transactions with others. Learning is not separated from the world of action but exists in robust, complex, social environments made up of actors, actions, and situations. How to incorporate participation in online learning? *Create discussion boards to enable students to reflect socially *Encourage engagement in discussions and issues presented *Require students to present/defend their arguments in forums, discussion groups, bulletin boards *Encourage students to engage in critical reflection with other *Instructors should continually assess the growth of the student, and let the student know " These are the principles applied in our 542 course. We are experiencing situated cognition in progress.
busra-

An augmented reality sandbox - 0 views

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    This box can be informative and fun AR environment for primary or elementary school students to form topographies and simulate real time water flow in geology and science lessons.
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    I hated geography lesson when I was in high school and while I see those kinds of application, I wish studying at high school now with those technological tools :) I think it can be really beneficial and also gain creativity of students.
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    I thought besides making sand castles on the beach, primary or elementary students can play sand to learn topographies and water flow at the same time. And yeah why not, for high school students it can also be fun and beneficial for improving their creativity :)
ibrahim tanrikulu

What are your motivations of doing masters or PhD? - 3 views

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    I think that sharing our motivations of pursuing masters or PhD would be interesting. The attached video is a fun video of getting a Phd in humanities.
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    I will start first :) The best motivation why I want to hold a Phd is I like learning. So, I think that the more I learn, the more I will teach others.
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    but mine sounds same as yours :) learning more and more in the fields I enjoy and meeting different people and discovering their repertoire and stories are my main motivations.
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    I agree, one must be really really really motivated take such a daunting task. This is hard work, a journey with ups and downs, yet always rewarding during and at the end of the process. My main motivation for doing a PhD was discovering my own "self" and simply "the world". The more I try to uncover some unknowns about the world the more I give meaning to my existence.
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    When I had my undergrduate degree I was planning to work all my life long but I realized that spending a year without learning in an academic environment was a disaster. I come from another city and travel on buses just to learn and make my life, job and environment understandable and meaningful. I am doing this as I can inspire, inform, help teachers and my students with what I gain through PhD as it helps me broaden my vision.
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    I think we all, Phd sts, are crazy people :-)) We have such intrinsic motivation that we can spend hours and hours on reading, writing, searching etc. People around me are always asking me how I can handle all these stuff and I sometimes ask myself the same question...And the only answer I come up with is that we all have the feeling of hunger for knowledge and nothing feeds it.
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    I agree with Şermin that we are really crazy though I am not in PhD level. People around me keep saying that "Are you mad? Why are you doing this?" It depends according to situations but I believe that (as you do) this is a voluntary work. We want to learn something, explore different disciplines and so on. It is a bit a part of self-actualization, I think.
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    While I was working at a primary school, one of my students asked me:" Öğretmenim, neden hala okuyorsunuz? Tatile falan gitseniz daha iyi bence:)" I had two day off for graduate courses, that's why he thought I would go on a holiday:) (Or maybe I looked tired:) People who do not know me very well question my motivation for being a Phd student. But, those who know me well think that I should engage in academic studies. Interestingly, whenever I feel demotivated, they try to motivate me:) I love searching, learning new things and sharing them with people around me. Şermin is right: it is the hunger for knowledge and it is the most effective motive for graduate students:)
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    My motive for doing Master is to feel competent in my expertise field .But the main thing underlying is like everybody else is to learn and look for the best.I have always wondered `What is the best practice in teaching?` `How can I improve my skills both personally and professionally? Quest for the answers are keeping me motivated.
Sinem Hizli Alkan

Is China trying to emulate Finland? - 9 views

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    it seems that we will try to go to some Chinese Universities in ten years time, instead of Europe or States.
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    The scandinavian pioneering role in school reforms has a long tradition. It is not only the comprehensive-school-system which makes Finnland a top-performer. Many countries are trying to emulate Finland and more equal opportunities in education can be a good progress. But why is Finnland a top-performer? In my opinion it could be PISA which is responsible for the comparison of school systems. PISA is criticized by many researchers, so first we have to scrutinize whether Finland can be a prototype.
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    According to the latest scores of PISA, it seems like we all start to search how China and South Corea is doing in their education systems. As for the question why Finland is a top-performer, there are several aspects to explain it. I think, initially, teacher education comes first and equality and equity in education follow this. Therefore they show up as top thanks to PISA. Their school tradition, history of both economics and education, population and mentality of learning could be obstacles to make it as a prototype and compare with some countries.
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    My aim was not to call Finland as a top-performer into question. I want to criticize PISA and their purposes. For example the test-structure are determining the results, so if sth. would be changed, another country will be the top-performer. I found an interesting critique: http://www.univie.ac.at/pisaaccordingtopisa/pisazufolgepisa.pdf But maybe I failed the original topic, because that article doesn't discuss PISA.
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    We had the same conversation here with my colleagues from Belgium and Netherlands the outcomes that PISA is measuring. It is after all measuring certain outcomes that OECD wants to measure. We also have to be careful in taking Finland as a model and such comparative approach just like mentioned in a series of reports that Christian shared.
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    PISA is a big goal for policy makers. They want to success even they don't believe, because it makes country popular as seen above:) We have to focus on real indicators like development... And here is an infographic about Finland's educational system: http://slowrobot.com/i/43651#
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    In my oppinion, we couldnot seek the other countries' educational systems, at the begining of possible educational reform process. Before this, students profile and the reasons behind the problems have to be analysed; such as economic and social problems, teacher's competencies, subject matter, schools' physical equipments, etc. As I mentioned, before analysing other countries systems, we have to analyse our educational systems indetail and clearly. From that point, solutions can be seeked and useful after determination fo the problems..
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    Now I understand your point, Christian. Thanks for sharing that pdf, I think that is related with the article since it discusses the whole structure of PISA which is showed as a scale. And for sure,that might happen that another country would be top according to another kind of testing but still there is a hard fact about Finland and their school culture. I have seen that infographic before but I feel the need to correct some issues there according to my stay in Finland. For instance, it says that there are no seperate classrooms for accelerated learning or special education but there are many of them. As for homeworks, this saying of having rarely homework is not actually reflecting the reality. They do have homeworks but the definiton of it might cause misunderstandings;)
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    Thank you Sinem for correcting the infographic's assumptions. I would like to hear more about your experiences in Finland.
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    In my opinion education policy of the countries do not be planned based on the students' academic achievement. Real achievement of an education system could be observed as individuals' adaptation to life. For example the main vision of the elementary science curriculum defined by Ministry of National Education of Turkey [MONE] (2005) is that regardless of the individual differences of students, they are educated to become scientifically literate, the uniqueness nature of the learner; background and culture of the learners and motivation of the learners were taken into consideration in the development of the curriculum (MONE, 2005), but putting those in the practice is very difficult.
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    Also, as mentioned in the text "… those results come at the cost of one of the highest levels of student anxiety in the world." Anxiety is very important and big research area in educational psychology also the news in the link http://www.chinadaily.com.cn/china/2010-04/10/content_9710997.htm exemplifies its importance in Chinese case.
anonymous

learning from social media - 3 views

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    Here is an interesting example how learning is practiced in social media. If you want to find out more about the theoretical background, google "Professor Sreenivasan".
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    Social media is mainly for entertainment and socializing. Altough it can assist the classroom subjects in different ways, I am not sure if using social networking as the main tool in the classroom is a great idea.
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    Of course social media shouldn't be the main tool. But I think excluding it as it is done in most of the schools is not up-to-date. Social media is part of our modern world and we have to discuss, if it may could be included in our learning environment. So what we are doing now (using diigo or twitter in our course) is the try to learn referring to social media.
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    Some of social media samples can be used during some spesific classes such as History, English, Biology and likewise. But as a Maths teacher, I do not believe that I can use it as a tool to teach a subject. However, I definately aggree that it is obviously a great thing to exchange new ideas, to make brain storms, to create a discussion platform and broaden ideas according to several perspectives.
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    I liked the idea of integrating social media into instruction. But the teacher or instructor should be extra careful and strategic as it may be risky. Such devices or technology are mostly to capture the attention of the students or to keep students engaged in the lesson. I still think that the magic is in the hands of the teacher to keep the students attention and ensure effective learning. It may be too much technological to use facebook or tweeter in each lesson, which constitutes a balance issue. The students need to be close to the books, pencils and notebooks, papers etc. The dose of social media should be arranged carefully and strategically.
ibrahim tanrikulu

Teaching students tram safety - 0 views

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    Children and safety in the traffic is a highly important topic in Australia. Tram is a highly new transport system in Queensland state ss they haven't had a tram before, So, they want to teach students tram safety.
afranur

Dyned - 2 views

shared by afranur on 09 Nov 13 - No Cached
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    Mostly probably all of you are familiar with Dyned. It is an interactive software for learning English and it is a quite good innovation in the field of computer assisted language learning. It is tired to be used in the public schools and Turkish Ministry of Education supports this.
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    I used Dyned in my classes for years or I shoud say I tried to use it:) It is really hard to use technology in public schools and also Dyned is a problematic program in terms of various aspects. However, it was really surprising that all the students were eager to login in the system and use Dyned. I really wonder whether it would make any difference in student achievement if Dyned was used in schools properly.
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    We have a similar program in my workplace, "Azarinteractive". However, students are extra demotivated to use it though they have chance to practice listening and so forth. I think you are lucky Pınar, to have eager students to use such a tool. :)))
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    So perhaps, "motivation" is an important issue to consider with cognitive tutors. Let's cover some of the motivational aspects of cognitive tutors and intelligent tutoring systems in class.
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    I think when sts are first introduced with such programs, they display high motivation. They are eager to find the secrets of the program. However, as time passes and as they get used to the style of the program, their motivation decreases since there are no secrets anymore. Therefore, in my opinion, to keep their motivation at its highest level, each module (if it's modular) should introduce new ways of learning.
sermin vardal ocakli

Design-based research and doctoral students: Guidelines for preparing a dissertation pr... - 1 views

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    Şermin, this is a very good article on the current problems of PhD educations in education and educational technology. I particularly agree with the authors' point of view that we have to engage students in research as soon as they start the program. Current PhD programs are course driven and very limited in giving students research experiences. Not only students but professors of education SHOULD READ THİS PAPER.
Emel Güneş

Dream Course - 15 views

Selçuk I think this is a wonderful idea:) Dream is everything and helps student to set their own goals and expectations from lesson even from life :)

inspiration

mskaraca

Ultimate learning - 8 views

I think this needs more clarification. There is a problem with motivation. It directs/energizes person externally. We manipulate student for our aims. On the other hand, inspiration is giving birt...

learning

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