Great summary of reflective practice.

Some inspiring examples of posters (actually more like infographics) about Bloom's Taxonomy. This may give you some ideas for your own posters. BTW...the blogger is a graduate student, and in 2013 published over 1,100 blog posts! That sound like a lot, but it is only four a day...doable if you 'don't have any family responsibilities'. I wouldn't recommend it. ;)

"STORIES DISPLAYED ON MAPS GEO-LOCATED INTERACTIVE TIMELINES WITH A SOCIAL TWIST Watch and read thousands of fascinating timelines, or create your own. Complete with text, video and pictures to create a dynamic timeline mashup. Using myHistro, you can combine maps and timelines seamlessly into one great presentation, convert any public timeline into a personal pdf file, or export it into Google Earth format for offline storage. All completed timelines can be embedded into your blog and websites for maximum exposure. "

Gulsum mentioned that she is using an interactive timeline (http://www.tiki-toki.com/) as a web-based material to teach tenses. Very nice idea. This is a new timeline I hadn't seen before, which produces a 'mashup' of maps and a time line -- very neat idea. One idea to use with students is to get them to create a short personal history of their family.

Neat tool to create a 'storyboard' by Amazon. In BETA, so there could be bugs, but it looks like it is free. You do need an Amazon account -- which is also free.

You could have used this to sketch out the flow of the use of the instructional materials for the design and development report. Teaching applications -- would be a great way for students to develop a role play, etc. I think there is a mobile APP for this as well.

Bulent's comment about TEDtalks for education prompted me to share this link, about the evolution of English. It shows you how TEDed has been developed for specific educational purposes. Notice that there is a introductory video, a short quiz, and then a 'think deeper' page with more resources to follow.

Bulent -- thanks for pointing out the educational value of TED talks.

Hmmm...it looks like you started a TOPIC about Diana Niyad. I'm not sure of the context and "Never give up!"

"Some of the following resources (particularly the articles) offer devastating criticism about PowerPoint. Some of the authors believe that PowerPoint is the worst thing ever created and that it's just a high-tech projection tool used as a quick replacement for more thoughtful presentations. Other authors advocate the usage of PowerPoint, focusing on its rich visual nature and its role as an educational and informational tool. Whether you love, hate, or don't care about PowerPoint, this computer software is here to stay. The following resources explore the dos and don'ts of using PowerPoint."

"Ok, I'm a freak. I admit it. I don't use PowerPoint for teaching. Well, hardly ever. Once or twice a semester. Around my institution-and across the country-that puts me in the tiny minority. I know this because my students find it unusual enough to comment on. (Update: Since I wrote this, PowerPoint use in the classroom appears to be on the decline, at least at my institution. Hooray!) Why do I take this heretical position? Part of it is that PowerPoint doesn't mesh well with my personal teaching style. But mostly it's because PowerPoint is just too hard for me. Oh, not making slides. That part's easy. I mean that creating a PowerPoint presentation that effectively supports my goals in the classroom is too hard. It's way too much work. Some people can-I tip my hat to them-but me? I'm just not good enough to do that."

" In it, a Dean at SMU announces his plan to require teachers to "teach naked" by banning computers from his classroom.  (The video above is an interview with Dean Bowen. )  Research cited here includes this nuggett: "59 percent of students in a new survey reported that at least half of their lectures were boring, and that PowerPoint was one of the dullest methods they saw."  No argument here.  Bowen is admirably passionate that classtime be used for more active student learning: questioning, discussing, debating ideas with their professors."

"Actually I've been quietly doing something for years: I've been declining to learn how to use the ubiquitous piece of software. As a presenter, I'm a PowerPoint virgin, though as an audience member I've been gang raped by PowerPoint slides more times than I can count. And what have I got from the experience? It is hard to say because my default reaction has been to blank it. I can't remember one single slide that I've ever been shown. And as I must have been shown hundreds of thousands of them altogether, a hit rate of zero seems rather on the low side. This doesn't mean I've never sat through a good PowerPoint presentation. But when I have, it has been because the person speaking managed to get a message across despite the distracting visual clamour going on behind them."

"So here's a pedagogical aid that certainly has many pluses to it in adding color to lectures with videos, photos, audios, and yes, bullet points that can give a huge lift to dry presentations. Yet the trade-offs in getting students and policymakers to think through issues and come to grips with messy problems are substantial, according to critics."

Turkish distributor.

"For the first time, teachers and students in schools throughout Europe are being systematically surveyed on their use and views on technology for learning. Technology is increasingly used in schools, is a 'must-have' for young people, and its contribution to educational, social and economic goals is recognised in national and European policies, It is therefore important to have a clear understanding of the extent of its provision and use in schools across Europe. That is why the views of head teachers, teachers and students are being collected, through online questionnaires (also a first), for the European Survey of Schools: ICT and Education. ESSIE aims to provide answers to questions such as: * How do young people's experiences of ICT compare in and out of school? Do they vary between countries? * How many classrooms are really online, equipped with interactive whiteboards, and laptops? How many teachers are at ease in them? What do they do, and what are the outcomes for learners? * What are the school and teacher factors associated with different patterns of ICT use? Can explanatory models be identified to inspire policy recommendations to support the development of 21st century teaching and learning methods and curricula?"

"Technology should not just allow us to do things in a more engaging way; it should allow us to do new things that we thought were not possible. It is those new things that are the real value technology provides.  It is not enough to USE technology. You must use it well."

A wide range of statistics about the use, support and effect of instructional technology.

Survey funded by Bill and Melinda

Situation in America. Not sure how applicable it is to Turkey.

The American experience, but it does show some trends.