Literacy and Technology

Integrating technology into K-12 schooling is not a novelty. Many teachers across the U.S. and Japan have been teaching their students with technology and how to use technology, including software, for a number of years. In the U.S. K-12 schools, there is an increased focus on providing access to the general education curriculum for all students, including special education students and English language learners, and designing instruction based on the principles of the Universal Design for Learning (UDL). Edyburn (2010) proposes that technology is essential for implementing UDL principles in instruction. Instruction based on the UDL principles implies technology considerations with adequately prepared teachers. As technology keeps advancing, the concept of "adequately prepared" teachers is hard to define. Studies reveal that teachers need to assume a dual role when it comes to A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in -how to integrate technology into instruction across curriculum.

In a world that is increasingly mediated by Information Communication Technologies (ICTs), the skills, competencies, and knowledge underpinning new literacies have become ever more important for our young generation. To be regarded as 'fully literate' in today's world, readers must be digitally literate. Drawing upon the theoretical framework of the New Literacies, the present study aims to examine the impact of new literacies instruction on the online reading comprehension performance of Pakistani undergraduate university students. A pre-test posttest control group quasi-experimental design was used to investigate how far an online reading comprehension instructional programme improves the online reading comprehension levels of students. The study was conducted at three public sector universities in Multan, Pakistan. One hundred and fifty undergraduate university students (n=150) participated in the quasi-field experiment. The participants were assigned to both the control and experimental groups using a stratified random sampling technique, with 75 participants (n=75) in each condition. The participants of the experimental group participated in eight weekly sessions integrating new literacies of online reading comprehension. The data was collected through an Online Reading Comprehension Assessment (ORCA-I). The data were analyzed descriptively using the software package SPSS. The findings of this study indicate that a statistically significant increase (p =.000) in posttest ORCA-I scores in the experimental group was likely to be produced by the online reading comprehension instructional programme. It is hoped that the

The purpose of this conceptual thought paper is to argue for critical digital literacies instruction for all students, particularly students from marginalized populations. In this paper, the lived experiences of Black adolescent female avid readers were analyzed because of the complex nature of their discrimination due to their race and gender. Research questions included: What are the technologies and practices used by Black adolescent female avid readers? How and why do they use them? What are the implications for educators? To answer these questions, the voices of Black adolescent female readers from this author's previous study were used to explore the method of critical literacy and the medium of digital literacies from their lived literate experiences. Concurrent instruction or critical digital literacies instruction could improve students' reading experiences and amplify the voices of marginalized groups such as the Black adolescent females with the greater digital wo...

Bu arastirmanin amaci, universiteyi yeni kazanmis ogrencilerin bilgisayar okuryazarlik duzeylerini belirlemektir. Calisma grubunu 157 ogrenci olusturmaktadir. Veri toplama araci olarak arastirmaci tarafindan hazirlanan; 30 soruluk ve Kr-20= 0.81 olan bir basari test kullanilmistir. Verilerin cozumlenmesinde yuzde, frekans, aritmetik ortalama ve standart sapma ve tek yonlu varyans analizi kullanilmis ve 0,05 manidarlik duzeyi esas alinmistir ve su sonuclara varilmistir: Ogrencilerin cok azi kendilerini bilgisayar okuryazari olarak gorebilmekte ve bu ogrencilerin buyuk kismi ya bilgisayar okuryazarlik becerilerine sahip degil, yada alt duzeyde bilgisayar okuryazarlik becerilerine sahiptir. Erkek ogrencilerin okuryazarlik duzeyleri, kiz ogrencilerden yuksektir Ayrica Egitim Fakultesi ogrencilerinin bilgisayar okuryazarlik duzeyleri en yuksek iken, Fen Edebiyat Fakultesi ogrencilerinin bilgisayar okuryazarlik duzeyleri ise en dusuktur.

What Is New About The New Literacies of Online Reading Comprehension? Change defines literacy (Coiro, 2003; Hartman, 2000; Leu, 2000; Rosenblatt, 1938). Our lives change in fundamental ways as we become literate, expanding access to information, communication, and action (Freire, 1976, 1985; LeVine, LeVine, & Schnell, 2001). Since understanding change is at the core of what we do, it is ironic our research community has largely ignored the extensive changes taking place to literacy in a digital, networked, ...

Integrating technology into K-12 schooling is not a novelty. Many teachers across the U.S. and Japan have been teaching their students with technology and how to use technology, including software, for a number of years. In the U.S. K-12 schools, there is an increased focus on providing access to the general education curriculum for all students, including special education students and English language learners, and designing instruction based on the principles of the Universal Design for Learning (UDL). Edyburn (2010) proposes that technology is essential for implementing UDL principles in instruction. Instruction based on the UDL principles implies technology considerations with adequately prepared teachers. As technology keeps advancing, the concept of "adequately prepared" teachers is hard to define. Studies reveal that teachers need to assume a dual role when it comes to A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in -how to integrate technology into instruction across curriculum.

Energia nuclear consiste no uso controlado das reacoes nucleares para a obtencao de energia, tais nucleos, quando sofrem essa modificacao, liberam uma quantidade expressiva de energia. Nos reatores nucleares, essa energia e aproveitada para gerar calor e na sequencia energia eletrica pela movimentacao de turbogeradores. Apesar dos grandes beneficios proporcionados pela energia nuclear para a populacao, ainda e um tema pouco divulgado. O objetivo deste artigo e explicar de forma simples, o principio de funcionamento de uma usina nuclear e como, a partir da energia nuclear, obtem-se energia eletrica. As tecnicas nucleares tradicionais e inovadoras sao utilizadas nos mais diversos campos da atividade humana, tornando possivel a realizacao de tarefas que por meios convencionais, hoje, seriam impossiveis de serem viabilizadas. A energia nuclear e muito utilizada na medicina, na agricultura, no meio ambiente e na industria, principalmente, para a geracao de energia eletrica. O sistema ele...

A presente pesquisa investigou potencialidades de uma abordagem históricosociológica a respeito de Usinas Nucleares no Ensino Médio objetivando proporcionar a Alfabetização Científica e Tecnológica (ACT) e o entendimento das relações complexas entre Ciência, Tecnologia e Sociedade (CTS). Diversas pesquisas evidenciam que a utilização da História e Sociologia da Ciência (HSC) são fatores positivos na aprendizagem científica, principalmente quando busca-se uma compreensão da Ciência e Tecnologia de uma maneira mais crítica em relação a sociedade, como observado na definição de ACT feita por Fourez (1997). A partir de tais bases foi construída e aplicada uma unidade didática de maneira online, devido ao fechamento das escolas por conta da pandemia, levando em consideração princípios da Aprendizagem Significativa e da Teoria da Complexidade. Para a coleta de dados da unidade didática utilizou-se questionários (prévio e posterior) e mapas conceituais. Na análise dos questionários optou-se pela utilização da Análise de Conteúdo, já a análise dos mapas conceituais foi feita seguindo os agrupamentos propostos por Bernardelli (2014). Pode-se caracterizar esta pesquisa como qualitativa de cunho interpretativa, seguindo as seguintes etapas, investigação teórico metodológica para a construção da unidade didática, elaboração do questionário bem como as unidades de contexto e registro, aplicação da unidade didática, tomada e análise dos dados. A partir da análise dos resultados foi possível observar que a unidade teve influências positivas nas noções dos estudantes em relação à complexidade das relações CTS no que se refere as usinas nucleares. Além disso, foi possível inferir indícios de aprendizagem significativa e ACT, uma vez que os estudantes apresentaram diversos elementos que caracterizam tais conceitos.

This quantitative study is a comparative analysis of developmental students' print and online support metacognitive strategy use. More specifically, a study was conducted utilizing the Metacognitive Awareness of Reading Strategies Inventory (MARSI) to measure developmental college students' awareness and perceived use of support reading strategies while comprehending print and online academic texts. The findings show significance in four of nine support metacognitive reading strategy uses.

Although many students spend a considerable amount of time online, teachers cannot assume that students have the skills necessary for online reading and writing. Instruction in locating, navigating, organizing, and producing information in the online world is integral to students’ mastery of digital literacy. The authors detail the use of guided inquiry to explore multimodal text sets in a meaningful and collaborative way as a means of providing this instruction. Synthesis of prior research and analysis of study data resulted in the identification of five key principles necessary for effective instruction with multimodal text sets: attending to motivation and engagement, thoughtfully selecting sources, framing instruction as inquiry, supporting student synthesis, and writing for an authentic audience and purpose. These principles can help transform teachers’ instructional practices to meet the needs of today's learners.

The question posed in this analysis is: What is the relationship between text-centered dialogue and reading comprehension? This article examines one student's behaviors while reading challenging texts. This qualitative case study explored the verbal behaviors of Robert (pseudonym), a seventh-grade student receiving reading intervention. As his text-centered dialogue increased, his comprehension increased as well. Over the course of 11 weeks, Robert (pseudonym) improved his success rate in an online reading intervention program from 3 successful attempts midyear to 31 successful attempts by the end of May. Using a comprehension-as-sense-making theoretical frame, findings suggest that providing at-risk adolescents opportunities to engage in dialogic strategic behaviors could encourage successful problem solving when working with challenging texts, an asset-oriented approach to intervention.

The following research described a correlational study to examine whether there was correlation between reading motivation and reading engagement on students' outcomes on the HMH Reading Inventory® in Title I schools for students reading below grade level in grades three through five. Additionally, the research indicated the importance of utilizing motivation and engagement to increase reading achievement. The purpose of this correlational study was to examine the relationship between reading motivation and reading engagement to reading outcomes in grades three through five for students who are not reading on grade level in Title I elementary schools in the Southeast section of Virginia. There was research available for reading achievement, motivation, and engagement; however, the research did not include reading outcomes related to the HMH Reading Inventory® or Title I schools for students in grades three through five. Therefore, the study examined the correlation of the reading motivation and reading engagement on reading outcomes for students in elementary Title I schools. The data collected for the study derived from surveys and HMH Reading Inventory® from Title I elementary schools in southeastern Virginia from approximately 66 students from grades three through five. The study used of the Pearson r analysis to analyze the data. The study indicated there was a correlation between reading motivation and reading engagement on student outcomes. Some of the recommendations for future research are review students who are proficient, consider a study for grades through five in Title I and non-Title I schools, identify the type of motivation and support needed, study the three types of engagements, and provide professional learning for teachers and reading coaches.

gibi değişkenler bu aktarımın başarısını önemli ölçüde etkilemektedir. Bu makalenin amacı Diyarbakır il sınırları içinde görev yapan coğrafya öğretmenlerinin bilgisayar ve bilgisayarlı teknolojileri, derslerinde kullanma sıklığını ve kullanma becerilerini tespit etmektir. Toplam 50 öğretmen üzerinde uygulanan anketler sonucunda elde edilen veriler değerlendirilmiştir. Sonuçta coğrafya öğretmenlerinin bilgisayar ve bilgisayarlı teknoloji kullanım bilgi düzeyleri yetersiz olarak tespit edilmiş, derste kullanma sıklıkları ise haftada bir olarak belirlenmiştir. Öğretmenlerin bu konuda ki talepleri, hizmet içi eğitimler ile var olan eksikliklerin giderilmesi yönündedir.

This article is based on part of a case study looking into how sixth form students search for goal related information online for an open-ended task. Qualitative data was gathered through think-aloud protocols; analysis was informed by Afflerbach and Cho's (2009) Hypertext reading strategies. From the perspective of multiple documents literacy and the Documents Model of reading comprehension, this case study suggests that language competence and general knowledge play a significant role in the successful construction of meaning from multiple texts in an online environment. Multiple Documents Literacy Multiple Documents Literacy is not new. It has been part of the literacy environment from the beginning (or at least from the moment someone took one textwhether it was a cave painting or cuneiform stoneand compared it to another one). However, a relatively recent shift-from high school students' studying various texts in the non-fiction section of the school library to their studying various texts through the Google search engine of the personal computer or mobile digital devicehas brought this aspect of literacy and reading comprehension to the fore. Despite this, there is still much to do to further our understanding of how these multiple texts are processed by the reader (Anmarkrud, Braten and Stromso 2013). Earlier studies into multiple documents literacy online have noted the similarities that processing such texts has to processing texts in hard copy, while recognising various added elements such as possible cognitive overload, distraction and increased necessity for inference (Coiro and Dobler 2007). Some

Fransa’da yaşayan Türklerin anadillerini ölçünlü olarak kullanabilmeleri, koruyabilmeleri ve gelecek kuşaklara aktarabilmeleri için Türkçe dersleri büyük önem taşır. Bu bağlamda, söz konusu araştırmada, 1978 yılında göçmen çocuklarının Fransız okul sistemine daha kolay uyum sağlamaları amacıyla ELCO (Enseignement des Langues et Cultures d’Origine) ile başlayan Türkçe eğitiminin EILE’ye (Enseignements Internationaux de Langues Etrangères) evrilmesi, her iki dönemdeki derslerin durumu, öğretim programları ayrıntılı bir biçimde irdelenir ve iki dönem arasındaki farklılıklar belirtilir. Ardından Fransa’daki Türkçe derslerinin güncel durumu Eğitim Ataşelikleri bünyesindeki öğrenci ve öğretmen sayıları ile açıklanır. Yaşanan değişikliklere karşın, Fransa’da Eylül 2020’de başlayan EILE kapsamındaki Türkçe derslerinin ilgi ile karşılandığı ve Türkçe derslerine katılan öğrenci sayılarının her yıl artarak devam ettiği sonucuna varılır. Bununla birlikte, EILE derslerinin uygulanmasında öğretmen, öğrenci ve öğretim materyalleri açısından bazı sorunlarla karşılaşıldığı saptanır. Öğretmenlerin Türkiye’de çalıştıkları alanlar nedeniyle Türkçe eğitimi konusunda yeterli eğitimlerinin olmaması, öğrencilerin ve velilerin kimi zaman Türkçe derslerine gereken ilgiyi göstermemeleri, Fransa’da yaşayan çocukların dil seviyelerine yönelik öğretim materyallerinin eksikliği gibi konuların, Türkçe derslerini uygulamada kimi sorunları ortaya çıkardığı belirtilir. Bu nedenle, öğretmenlere yurt dışında yaşayan çocuklara yönelik Türkçe eğitimi konusunda bir eğitim verilmesi, öğrencilerin Türkçe dersleri konusunda isteklendirilmeleri ve Fransa’da yaşayan çocukların dil seviyelerine yönelik kitaplar hazırlanması konularında önerilerde bulunulur.

Turkish lessons are of great importance for Turks living in France to be able to use their mother tongue in a standard way, to preserve it and transfer it to future generations. In this context, in this study, the transition of Turkish education in France from ELCO (Enseignement des Langues et Cultures d'Origine) which started in 1978 to help immigrant children adapt to the French school system more easily to EILE (Enseignements Internationaux de Langues Etrangères), the status of courses in both periods and the cirricula are examined in detail and the differences between the two periods are described. Then, the current situation of Turkish courses in France is explained with the number of students and teachers within the Educational Attaché Offices. Despite the changes, it is concluded the Turkish lessons within the scope of EILE, which started in September 2020 in France, are welcomed with interest and the number of students participating in Turkish lessons has been increasing every year. However, it is determined that there are problems in terms of teachers, students and teaching materials in the implementation of EILE courses. It is stated that issues such as teachers' lack of sufficient training in Turkish education in addition to the specialisations they teach in Turkey, students' lack of motivation in Turkish lessons, and the lack of effective teaching materials based on the language levels of learners living in France sometimes cause some problems in the implementation of Turkish lessons. For this reason, it is suggested that teachers should be given a training on Turkish education for children living abroad, students should be encouraged to take Turkish lessons and materials should be prepared for the language levels of these learners living in France.

New technologies, changing formats and delivery modes are becoming a ubiquitous part of our information landscape. First we had the mobile phone, PDAs and the Blackberry. These early mobile tools have now been replaced with multifunctional devices such as the iPhone which can provide access to applications and information on the Web that is relevant to almost every aspect of our daily lives. Other discrete reading devices such as kindles, iPads, tablets and ebooks represent technology's replacement for print/paper based information sources such as newspapers, brochures, books and catalogues. Such mobile devices provide our students with 24/7 full-text access to information and recreational reading that extends far beyond the physical library collection. These mobile devices are definitely the way of the future, although the print options (old technologies) still exist and will probably continue to do so in the future. As costs diminish and these devices become more robust, they are becoming part of school library collections, just as videos, digital cameras, USB sticks, laptops and video cameras have in the past. However, there are issues associated with these new devices apart from cost, maintenance, robustness, redundancy and how to deal with them as part of an evolving library resource collection. Research since 2003 is telling us that the literacy skills required to successfully navigate and make meaning from text, images and multimedia on screens are different from the traditional literacy skills of reading, writing, viewing, listening, speaking and understanding (Coiro, 2003, 2007, 2009; Castek et al. 2008). Computers are not compensatory, but complementary. Good traditional literacy skills are essential before students can use any technological device effectively and efficiently. Making meaning from information presented on a screen is more difficult and requires new literacy skills that should be a component of the information literacy skills set teacher-librarians embed in their collaboratively designed curriculum programs. This article will present a brief examination of the evolving information landscape, the reading process and current research findings, an exploration of the term digital literacy, the role of the teacher-librarian and the implications for our students if these skills do not become part of the literacy/reading culture in the school. The Evolving Information Landscape Before examining reading and digital literacy it is important to remind ourselves of the information landscape that is rapidly evolving around us. Some facts about the web we all need to be reminded about include the following:

Cont emporary transformations in digital technologies have prompted a reassessment of what literacy means; hence, the definition of what constitutes "text" is rapidly changing (Kress, 2003). Traditionally, text has been perceived as written messages and symbols in the forms of books, magazines, and newspapers. Today, text is recognized as much more than written words or images. Evans (2005) described a text as a unit of communication that may take the form of something written down but also a chunk of discourse, for example speech, a conversation, a radio program, a TV advert, text messaging, a photo in a newspaper, and so on. (p. 8

The article aims to review existing literature on the pedagogical benefits as well as considerations regarding the integration of Information and Communication Technologies (ICTs) into second and foreign language teaching. Greater collaboration and interaction, enhanced motivation and access to a huge repository of web-based materials are among the most popular advantages of ICTs. At the same time, ICT-integration into language teaching can be challenging due to the emergence of “multiliteracies” and the not-so-ICT-competent students in the language classroom. Besides, there are language teachers who fear that their professional identity could be disrupted as they try to adopt new technologies in their teaching. However, the review also points out that technologies do not automatically result in any remarkable pedagogical benefits without teachers’ selective use. It is the teachers who enlarge the potentials of ICTs in promoting meaningful interactions and real intercultural reflect...

The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’...

The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Preselection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data x TABLE OF CONTENTS LIST OF FIGURES .

The COVID-19 pandemic has affected the whole world, has caused serious problems in many areas. Undoubtedly, one of the most important of these areas is education. Education-teaching processes were continued remotely during the pandemic period, which caused the closure of schools almost all over the world. In this study, it is aimed to examine the views of social studies teachers, who have given lectures with the help of distance education during the pandemic period, about distance education. Phenomenology, which is one of the qualitative research designs, was used in the research. The study group of the research consists of 12 social studies teachers who work in a secondary school affiliated to the Ministry of National Education in the city of Bayburt and have given lessons with the help of distance education. A semi-structured interview form was used as a data collection tool to examine teachers’ views on distance education. The collected data were analyzed with thematic analysis m...

In this study; It is aimed to examine the effects of distance education on preschool children. In this study, a case study based on qualitative data made with semi-structured interview technique was conducted by the preschool teachers of children who went to the preschool institution to examine the effect of distance education on children, and analyzed by content analysis method. In the study conducted in the COVID-19 epidemic period in the 2019-2020 spring period, the teachers of the students going to public and private schools were interviewed from afar. When other results obtained from the study are analyzed, 35 pre-school teachers participated in the study and the majority of the study consists of women between the ages of 30 and 35. The majority of the participants are undergraduate graduates, and it is stated that they work in a private school and are also teachers for 6 years or more. In addition, while it was stated that distance education is inefficient compared to face to ...

The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students' online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

Bilgi ve iletişim teknolojileri ile ilgili yasal ve ahlâki sorumlulukları bilir ve bunları öğrencilere kazandırır. A5.12.Teknoloji okur-yazarıdır (teknoloji ile ilgili kavram ve uygulamaların bilgi ve becerisine sahiptir). A5.13.Bilgi ve iletişim teknolojilerindeki gelişmeleri izler. A6.2.Meslekî gelişimini desteklemek ve verimliliğini artırmak için bilgi ve iletişim teknolojilerinden yararlanır. A6.9. Bilgi ve iletişim teknolojilerinden (on-line dergi, paket yazılımlar, e-posta, v.b) bilgiyi paylaşma amacıyla yararlanır. Öğrenciyi Tanıma B2.3.Bilgi ve iletişim teknolojilerini de kullanarak, farklı deneyimlere, özelliklere ve yeteneklere sahip öğrencilere uygun öğrenme ortamları hazırlar. Öğretme ve Öğrenme Süreci C1.9.Ders plânında bilgi ve iletişim teknolojilerinin nasıl kullanılacağına yer verir. C2.3. Materyal hazırlamada bilgisayar ve diğer teknolojik araçlardan yararlanır. C2.9.Teknolojik ortamlardaki (veri tabanları, çevrimiçi kaynaklar vb.) öğretme-öğrenme ile ilgili kaynaklara ulaşır, bunları doğruluk ve uygunlukları açısından değerlendirir. C3.8.Teknoloji kaynaklarının etkili kullanımına model olur ve bunları öğretir. C5.8.Öğrencilerin farklı ihtiyaçlarını dikkate alarak öğrenci merkezli stratejileri destekleyen teknolojiler kullanır. Öğrenmeyi, Gelişimi İzleme ve Değerlendirme D3.2.Bilgi ve iletişim teknolojilerini kullanarak verileri analiz eder. D3.8.Bilgi ve iletişim teknolojilerini de kullanarak değerlendirme sonuçlarını veliler, okul yönetimi ve diğer eğitimcilerle paylaşır.

This study aims to examine distance music education practices in the pandemic period in line with the opinions of preschool teacher candidates. The study, in which the single case study design, one of the qualitative research approaches, was used, was carried out with 22 preschool teacher candidates studying at the Kafkas University, Turkey. The data were collected through a semi-structured interview form created by the researchers in line with expert opinions. The obtained data were collected under different themes and analyzed with content analysis. The results of the study showed that the acquisitions made by the preschool teacher candidates during distance music education were mainly based on a theoretical foundation. It was found that the greatest practical deficiency occurred in learning a musical instrument.The participants mostly expressed their views on saving time and space as the positive aspects of distance education. On the other hand, negative results were also obtained, such as the inadequacy of mutual communication in the distance education process, the lack of infrastructure in practice, and the limited course time. In future studies, it is recommended to implement synchronized applications, especially for instrument training, by supporting online materials.

While communication is one-way in mass media such as newspapers and television, which are traditional media, the media, which has been rebuilt with the incredible speed of technology, now has two-way communication with these immense possibilities of informatics. In the light of these developments, the majority of journalists left traditional methods behind in their news production processes and turned to the internet. Maybe he had to. In addition to creating the news content, the demands of the masses to reach the news, that is, the needs analysis of the masses, were determined in an impromptu manner in this process. The masses were able to reach the news much faster with the developments in the media and the reflection of the agenda concept in the psychology of the masses could be revealed with more concrete outputs.
Journalism has had to capture the spirit of the information age because of its professional mission. The aim of this study is to reveal whether the journalism profession wears information technology literacy on their wrist before many professions, together with the reasons and solution points.
In the study, the concepts of information technology literacy and journalism are discussed, the contribution of journalists to the profession and the public in the provision of information and whether the methods of use provide sustainability in the journalism profession. In the study, the literature review method was used and the journalism practices were examined in the context of information and technology literacy.

During the pandemic process, an education crisis emerged, and the purpose and existence of the school began to be questioned again. For this reason, in this paper, the opinions of school principals regarding the changes in the school process during the COVID-19 pandemic were discussed. The research was designed as the phenomenology design. The participants of the research consist of school principals. The data were collected by semi-structured interview technique. Content analysis was used to analyze the data. According to the findings of the study, it was determined that school principals had difficulties in the fields of strategic, instructional, and social leadership during the pandemic process. The important benefits of the pandemic process for the school were emphasized in the themes of school-related capacity building, social, and goal-oriented achievements. Administrative, social, and developmental priorities themes have emerged regarding the reduction of adaptation problems ...

This study aimed to determine the experiences of classroom teachers about learning losses in Mathematics during the pandemic period. This research, which was designed in the pattern of phenomenology, one of the qualitative research methods, was carried out with ten (10) primary school teachers working in different regions of Turkey in the spring term of the 2020-2021 academic year. As a result of the investigation, it was found that classroom teachers experienced that the presupposed skills of students with learning disabilities in mathematics are insufficient. In the teaching process, learning disabilities have negative effects in terms of learning and teaching, related to lack of knowledge and losses in mathematical learning areas, as well as emotional and social effects such as loss of self-confidence and emotional trauma in students. It has been found out that according to classroom teachers, the mathematics learning losses/deficiencies are explained by the sub-themes of student-environment, student-knowledge, subject and technical condition. Children's future academic achievement may be adversely affected due to losses/deficiencies. In the study, it is suggested to examine effects of learning losses/deficiencies with longitudinal studies.

Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers’ participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the “Attitude Scale on Distance Education” were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards dist...

We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and...

Although the Covid-19 pandemic was primarily a medical emergency, it had far-reaching effects on schools and their students. During the time of the pandemic, the regular schedule of classes had to be put on hold, and students had to adapt to circumstances with which they were not familiar. It is claimed that students suffer adverse consequences as a result of this scenario. Because of this, it's crucial to know how many academic opportunities students lost due to the pandemic. The study moves in this direction by collecting and analyzing teacher perceptions of students' learning losses during the Covid-19 process. The study, conceived as a phenomenology, involved 26 educators from a wide range of institutions, fields, and grade levels. The research utilized a simple and quick sampling strategy. The information was gathered with the help of a semi-structured interview form. Content analysis was performed on the collected data. Academic losses, loss of skill development, psych...

Toplumun ihtiyaçları doğrultusunda gelişen teknolojinin, toplumu oluşturan bireyler tarafından anlaşılması gerekmektedir. Teknoloji okuryazarı olan bir birey, toplumla olan ilişkilerini kolaylıkla anlayabilir. Bu bağlamda, ilerlemenin önemli bir boyutunu oluşturan eğitim alanında, ilköğretimden yükseköğretime kadar her seviyedeki 'teknoloji eğitimi' çağın gereklerine uygun olarak yeniden düzenlenip öğretim programlarında daha ağırlıklı olarak yer almalıdır. Bu teorik çalışmanın amacı, teknoloji okuryazarlık kavramı ile birlikte teknoloji okuryazar bireylerin özelliklerini açıklamak ve bu bireylerin yetiştirilmesine yönelik önerilerde bulunmaktır.

This study aims to examine distance education practices of universities in Turkey during coronavirus (covid-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the ‘Scale of Distance Education Views of University Students’ which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after cou...

Cont emporary transformations in digital technologies have prompted a reassessment of what literacy means; hence, the definition of what constitutes "text" is rapidly changing (Kress, 2003). Traditionally, text has been perceived as written messages and symbols in the forms of books, magazines, and newspapers. Today, text is recognized as much more than written words or images. Evans (2005) described a text as a unit of communication that may take the form of something written down but also a chunk of discourse, for example speech, a conversation, a radio program, a TV advert, text messaging, a photo in a newspaper, and so on. (p. 8

Öz Geçmişten geleceğe uzanan Türkiye-İngiltere ikili ilişkileri çok boyutlu yapıya sahiptir. Türkiye ve İngiltere'nin siyaset, ekonomi, askerlik, eğitim ve bilim ile ilgili alanlarda ilişkileri olan ve geliştirmeyi planlayan iki ülke olması İngiltere'de Türkçe öğretiminin de önemini arttırmaktadır. Türkçenin İngiltere'de öğretimi konusunda Türkiye Cumhuriyeti Devleti de büyük rol üstlenmektedir. Uluslararası ilişkiler çerçevesinde Millî Eğitim Bakanlığı ve Dışişleri Bakanlığının iş birliğinde Bakanlıklararası Ortak Kültür Komisyonu tarafından diğer ülkelerde olduğu gibi İngiltere'de de Türk kültürünü tanıtma, yayma, koruma ve Türk dilini öğretme amacıyla Türkçe dersleri verecek öğretim elemanları görevlendirilmektedir. Bu çalışmada, ikili anlaşmalar çerçevesinde Türkiye'den öğretim elemanı gönderilen iki üniversiteden (University of London ve University of Exeter) biri olan Exeter Üniversitesinde Türkçe öğretimi program, kaynak kitaplar, ölçme ve değerlendirme ve öğretim elemanı gibi çeşitli değişkenler açısından incelenerek, kişisel gözlem ve deneyimlerle değerlendirilmektedir. Exeter Üniversitesi örneği üzerinden İngiltere'de yükseköğretim seviyesinde yapılan Türkçe öğretimi çalışmalarını incelemeyi amaçlayan bu çalışma nitel yönteme uygun olarak gerçekleştirilmiştir. Verilerin toplanmasında ve analizinde doküman incelemesi yapılmıştır. Araştırma kapsamında Exeter Üniversitesinin İngiltere yükseköğretim sistemini doğru biçimde yansıttığı varsayılmış ve çalışma sadece İngiltere'de ve Exeter Üniversitesinde yapılan Türkçe öğretimi çalışmaları ile sınırlı tutulmuştur. Araştırmada İngiltere'de Türkçenin yabancı dil olarak öğretimi alanında son yıllarda bir gerileme görüldüğü, İngiltere'deki Türkçe bölümlerinin kapanması ya 1 Bu çalışma, II. Uluslararası Türkçenin Yabancı Dil Olarak Öğretimi Sempozyumunda sözlü bildiri olarak sunulmuştur.

In an effort to provide intervention for struggling adolescent readers, schools are turning increasingly toward computer-assisted reading intervention programs. This case study analyzes the perceptions, and contradictions, that exist between students, teachers, and administrators of the intervention tools used at one urban middle school. The research questions are (1) what are the cultural perceptions related to tools that exist within administrator, teacher, and student systems in one urban middle school using a computer-assisted reading intervention program and (2) in what ways do these systems' perceptions contradict in relation to these tools? Contradictions emerged within and among the groups in how they perceived tools related to reading comprehension strategies, technology, and instructional curriculum.

An ecological framework, named activities with parents on the computer (APC), was proposed in order to promote the collaboration between school and home as well as new literacies. In this study, we address teachers’ views on APC. Seven teachers who have attended training courses (preor in-service) were inquired via email. Their statements were submitted to a content analysis. Results revealed a plethora of reasons why APC was not being used, including technological, socio-economic, and educational policy reasons. The findings urge us to think of activities with parents on the Internet, in order to favour the usage of mobile devices, especially in disadvantaged milieus. Besides training, teachers’ mindsets should open so as to accept the amplification of their field of action and an interaction and collaboration with other community partners.

In English as a Second Language (ESL) classroom context, the Internet is also part of the learning repertoire as students often refer to online sources to fulfil their academic needs. However, despite the common assumption that the current students are ‘digital natives’, past studies have revealed that Malaysian undergraduates struggled to evaluate the credibility of online information when accessing online reading materials. In fact, it was reported that the execution of information literacy education in Malaysia continues to be a challenge and requires further research. Such revelation points to the current dilemma of the students not possessing the appropriate skills needed as tertiary learners. As such skill is paramount to help them complete their academic reading tasks, the students’ understanding of credible Internet sources is therefore worth investigating. To investigate the undergraduates’ online reading practices in the Malaysian ESL classroom, data was obtained from two ...

This article discusses the development of the concept of literacy in the context of IC technologies and English language teaching stressing the idea that literacy is no longer a stable concept which was always connected with the basic skills of reading and writing. The rapid developments of today have been changing, affecting and modifying this concept in such a way that it is difficult to say what it exactly means. Throughout the article the author traces the political, historical, social and cultural factors that have been influencing the development of this concept, with special focus on ICT's and how the continuous developments occurring to them gave birth to new literacies as a quite new concept that has come to the fore to mean different things to different people. The article proceeds to tackle the question, "who is to be considered literate?" stressing the idea that literate individuals nowadays know many things and master many skills other than the foundational abilities of reading, writing and calculating. It proceeds to compare between the new concept of literacy and the traditional one trying to answer an important question: "why is it essential to assimilate a new concept of literacy?"

This study aims to examine distance education practices of universities in Turkey during coronavirus (covid-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the ‘Scale of Distance Education Views of University Students’ which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after cou...

This study aims to examine distance education practices of universities in Turkey during coronavirus (covid-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the ‘Scale of Distance Education Views of University Students’ which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after cou...

While technology is moving at a pace that is difficult to catch on, governments are focusing on making investments on to include technology in the classrooms to be able to increase the quality of education they offer. However, in order for technology to be able to make an impact on the quality of education; both technology, pedagogy, and content should be taken into consideration. It is discussed in the literature that in-service training offered to teachers may not be enough for successful technology integration. Thus, such training should become an integral part of education offered during teacher education programmes. Within this context, this study investigated the perceived effects of a Computer Assisted Language Learning (CALL) module on 22 teacher candidates in their third year of studies. A qualitative case study was followed and the data included field notes during the term, anonymous course feedback at the end of the term, and technology enhanced lesson plans collected as final exams at the end of the term. Results suggested that teacher candidates' self-confidence and selfefficacy in relation to using technology for teaching languages has increased. Nevertheless, with the exception of a few case, the use of technology reported in the technology enhanced lesson plans seemed to remain at a level that can be considered as add-on rather than integration. One way to overcome this issue might be to decrease the number of theoretical classes and increase the number of classes in which participants have hands-on experiences of using technology. The results also support discussions that training to mold technology, pedagogy, and content for a successful technology integration should start to be offered at undergraduate levels and become part of teacher education programmes. Ali BOSTANCIOĞLU Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/6 each other, and the use of technology to actively engage students in completing dictation activities. All in all, these results suggest that CALL is perceived as a positive module that can help EFL teacher candidates integrate technology in their future positions. There is, however, a need to further develop the module to help future students better learn about how to integrate technology into their teaching in a way that would transform traditional teaching activities and make an impac. Initial steps to reach this aim include; 1) providing more hands on activities on technology tools rather than mainly theoretical lectures and 2) including the use of mobile technologies into the course syllabus. Like every other social sciences study, this study also has a number of limitations. First of all the results obtained from this study are not generalizable. Nevertheless, it is considered that a better understanding of how a CALL course is perceived by students is achived by the thick description provided. It is considered that more studies such as this one are undertaken in order to be able to understand what factors contribute towards better student perceptions and results.