The purpose of this research is to put the instructional leadership competencies of school administrators in the context of teacher perspectives in the process of technology integration in education. It is also aimed to examine the competences in the context of various variables in this context. The research is limited to the opinions of the teachers in the official education institutions of Başakşehir district of Istanbul province. Two scales were used as "Teaching Leadership Behavior Scale" developed by Özge Hacifazlıoğlu, Şirin Karadeniz and Gülay Dalgıç, "Perceived Proficiency Perceptions of Technology Leaders in Technology" and Mehmet Şişman. Qualitative and quantitative analysis techniques were utilized in the analysis of the data. Within the scope of the study, missing data analysis was performed to determine whether there were any missing data in the collected data from 232 teachers. As a result of analysis, 64 teachers' data were extracted from the analysis. For the analysis of the data, SPSS 20.0 software was used. The level of significance during the analyzes was accepted as 0.05. Parametric tests were preferred in the analysis of data in the study. This assumption was tested because parametric tests were assumed to be normality assumptions. The skewness and kurtosis values of the point distributions were examined when testing the normality assumption. It is accepted that when the values of the skewness and kurtosis are between -1 and +1, the scores do not deviate from the normal distribution excessively, and thus the normality assumption is satisfied. One-factor analysis of variance was not conducted to determine whether the school's leadership of instructional and technological leadership differed from school to

Eğitimde teknoloji entegrasyonu sürecinde okul yöneticilerinin öğretimsel liderlik yeterliliklerine yönelik öğretmen görüşleri (İstanbul ili Başakşehir İlçesi örneği)

To train qualified teachers, it is important to use methods that employ theory and practice together in teacher training. For microteaching to be more effective, supporting it with online environments is essential. This study aims to find out the effects of social network-supported microteaching (SNSM) on self-efficacy and teaching skills of pre-service teachers. The study was conducted using mixed research model. The participants of the research are 17 pre-service teachers from the Department of Computer Education and Instructional Technology. The SNSM process took place in two stages. Firstly, Pre-service teachers were asked to respond to Teacher Self-efficacy Scale prior to SNSM. Then, the open-ended interview questionnaire and opinions of the pre-service teachers were received and the data on the effect of SNSM on teaching skills were collected. Consequently, quantitative results indicated that SNSM increased teacher self-efficacy levels in terms of student engagement, classroom management and teaching methods. Qualitative data also support the results of quantitative data.

/pdf/the-effect-of-social-network-supported-microlearning-on-2l7tml7djf.pdf

The Effect of Social Network-Supported Microlearning on Teachers' Self-Efficacy and Teaching Skills.

Bu arastirmanin amaci ortaokul ogretmenlerinin bilisim teknolojilerini kullanim duzeyleri ve teknolojiyi derslerine entegre edebilme duzeylerini belirlemektir. Arastirmada betimsel tarama modeli kullanilmistir. Arastirmanin calisma grubunu Tokat ilindeki Milli Egitim Bakanligina bagli resmi ortaokullarda calisan 214 brans ogretmeni olusturmaktadir. Arastirmada Ogretmenlerin Egitim Teknolojileri Kullanim Duzeyleri (0.975) ve Ogretmenlerin BIT Entegrasyon Yaklasimlari (0.80) olcegi kullanilmistir. Veriler t, Anova testi, Korelasyon testi ve post-hoc (Tukey HSD ve Dunnett C testi) analizleri kullanilarak analiz edilmistir. Arastirma sonucunda ogretmenlerin teknolojiyi kullanim ve derslerine entegre edebilme duzeylerinin ortalamanin ustunde oldugu belirlenmistir. Erkek ogretmenlerin kadin ogretmenlere gore bilisim teknolojilerini kullanim ve derslerine entegre edebilme duzeylerinin daha yuksek oldugu belirlenmistir. Mesleki kidemi yirmi bir yil ve uzerinde olan ogretmenlerin kidemi az olanlara gore bilisim teknolojilerini kullanimlari ve derslerine entegre edebilme duzeylerinin daha dusuk oldugu tespit edilmistir. Kidem arttikca bilisim teknolojisini kullanim duzeyinin dustugu ve derslerine entegre edebilme duzeyinin cok degismedigi belirlenmistir. Ortaokul ogretmenlerinin bilisim teknolojilerini kullanim duzeyleri arttikca BIT derslerine entegre edebilme duzeylerinin arttigi gozlenmistir.

/pdf/ortaokul-ogretmenlerinin-bilisim-teknolojilerini-kullanim-ve-7ytnnjetka.pdf

Ortaokul Öğretmenlerinin Bilişim Teknolojilerini Kullanım ve Derslerine Entegre Edebilme Düzeylerinin Belirlenmesi

2017 Vol:4 / Issue:10 pp.229-243 Economics and Administration, Tourism and Tourism Management, History, Culture, Religion, Psychology, Sociology, Fine Arts, Engineering, Architecture, Language, Literature, Educational Sciences, Pedagogy & Other Disciplines Article Arrival Date (Makale Geliş Tarihi) 11/08/2017 The Published Rel. Date (Makale Yayın Kabul Tarihi) 30/08/2017 The Published Date (Yayınlanma Tarihi 06.09.2017)

/pdf/investigation-of-in-service-and-pre-service-music-teachers-4kpjgsrwku.pdf

Investigation of In-Service and Pre-Service Music Teachers' Habits and Purposes of Using Social Media.

In today’s learning society, use of media and technology affects students in all educational levels. There are a number of studies conducted among university students in this context. However, adolescents, who are sensitively exposed to the negative effects of the excessive use of media and technology, have been neglected. The aim of this study is to investigate the association among adolescents’ use of media and technology, their academic procrastination behavior, and academic achievement. This study also examines the possible mediating effect of academic procrastination behavior on the relationship between adolescents’ media and technology use and academic achievement. This quantitative study included data from 1278 middle and high school students. We collected data via a questionnaire comprising of the demographic information form, media and technology usage and attitude scale, and academic procrastination behavior scale as well as students’ grade point averages to measure students’ academic achievement. The results revealed that as media and technology usage increased, students’ academic achievement decreased. In addition, academic procrastination behavior had a mediating effect on this relationship. In other words, adolescents' media and technology use cause academic procrastination behaviour to adversely affect their academic achievement. The implications for future research and the limitations of the study were also discussed 

/pdf/use-of-media-and-technology-academic-procrastination-and-2bi4pz8x.pdf

Use of media and technology, academic procrastination, and academic achievement in adolescence

Sosyal ag destekli bilisim teknolojileri egitiminin ortaokul ogrencilerinin akademik basarilarina etkisini degerlendirmeyi amaclayan bu calismada, on test-son test kontrol gruplu deneysel desen kullanilmistir. Arastirmanin calisma grubu, 32 ogrenci deney ve 32 ogrenci kontrol grubu olmak uzere toplam 64 ogrenciden olusmaktadir. Veri toplama araci olarak, on (KR-20=0.74) ve son (KR-20=0.75) basari testleri gelistirilmistir. Deney grubuna, bilisim teknolojileri egitimi yuz yuze ve sosyal ag destekli ogrenme ortami ile butunlestirilerek verilmistir. Kontrol grubuna ise, sadece yuz yuze bilisim teknolojileri dersi verilmistir. Sonuc olarak, sosyal ag destekli bilisim teknolojileri egitiminin, deney grubu ogrencilerinin akademik basarilarinda olumlu yonde anlamli bir fark yarattigi gorulmustur.

/pdf/sosyal-ag-destekli-bilisim-teknolojileri-egitiminin-374va5wft6.pdf

Sosyal ağ destekli̇ bi̇li̇şi̇m teknoloji̇leri̇ eği̇ti̇mi̇ni̇n öğrenci̇leri̇n akademi̇k başarilarina etki̇si̇

/pdf/ozofagus-atrezisinin-torakoskopik-onarimi-2azlukqo.pdf

Özge Kelleci Öztürk

Papers

Sosyal ağ destekli̇ bi̇li̇şi̇m teknoloji̇leri̇ eği̇ti̇mi̇ni̇n öğrenci̇leri̇n akademi̇k başarilarina etki̇si̇

Özofagus Atrezisinin Torakoskopik Onarımı