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"bilgi Teknolojileri ile Geliştirilmiş İngilizce Okuma Derslerinin Öğrencilerin Öğrenme ve Başarıları Üzerindeki Etkileri"
(Nesibe Aydın Eğitim Kurumları, 2017) Munzur, Zeynep
Teknoloji eğitimin önemli unsurlarından biridir. Günümüzde, sadece üniversite öğrencileri değil, dil öğretimi de teknolojinin sürekli gelişmesi ile karşı karşıya gelmektedir. Her ne kadar bilgi teknolojileri, 21. yüzyıl öğretmenleri ve öğrencileri için etkin bir araç olarak görülse de, pedagoji her zaman ön planda tutulmalıdır. Kurumlar, okullar ve üniversiteler eğer varolan öğretim programı ve öğretim stratejilerini yenilerler ise, o zaman öğrencilerin konuları anlamasındaki gelişim ve başarı düzeylerinde artış gözlemlenebilir. İşte bu yüzden, yeni nesle yönelik etkin bir öğretimin 21. yüzyılda İngilizceyi yabancı dil (EFL) olarak öğrenmedeki beklentilerini karşılayabilmesi gerekmektedir. Bu çalışmada, Kadir Has Üniversitesi Yabancı Diller İngilizce Hazırlık Programı’na devam etmekte olan öğrencilerin teknoloji ile geliştirilmiş okuma derslerine yönelik görüşleri incelenmiştir. Yapılan değerlendirmelere göre; uygun ve yeterli bilgi teknolojileri okuma derslerinin içeriğine uygulandığında, öğrencilerin okuma derslerine yönelik görüşlerinin olumlu yönde değiştiği gözlemlenmiştir. Doğru ders malzemeleri ve sıralama ile sunulan bir ders içeriği ve akışı, kurumda okutulan okuma ders kitabındaki yetersiz olan aktiviteleri daha iletişimsel ve işbirlikci bir öğretim haline dönüştürmüştür. Ayrıca elde edilen sonuçlar; öğrencilerin daha etkin okuyucular haline geldiğini ve gözle görülebilir akademik başarı elde ettiklerini göstermektedir. Bu durum, öğrencilerin okumaya ve öğrenmeye karşı olan tutumlarını da olumlu yönde etkilemiştir. Fakat, teknolojinin gün ve gün hızla gelişmesi karşısında, kurumlar ve öğretmenler için de güncelleme yapmak kaçınılmazdır. Bu ön çalışma ile, bilgi teknolojileri ile geliştirilmiş derslerin önemi ve faydalarının açığa çıkmasına ışık tutması amaçlanmıştır.
How To Transform Language Education for Next Generation Learners: a Path To Follow in Higher Education in the 21st Century
(Nesibe Aydin Education Inst, 2015) Munzur, Zeynep
With the changing face of education technology is a powerful asset for the 21st century teachers and students if pedagogy is considered as the major concern rather than technology itself. Technology seems very attractive to teachers and students but it is good to keep in mind that it is not just games and applications. We must see not only it as fun but also its functional power on learning teaching and assessing. As teachers change the way they teach due to new technologies the traditional pedagogy is replaced by student-centered and project-based learning and teaching. This can provide a deeper understanding and learning and greater student success. Therefore an effective next generation teaching needs to meet the 21st century expectations. Schools and teachers must be well-equipped with new genres and resources so that they can enhance the necessary skills and attitudes of students
Citation - WoS: 1
Impacts of Technology Enhanced Efl Reading Classroom on Student Learning and Achievement
(Nesibe Aydin Education Inst, 2017) Munzur, Zeynep
Technology is considered one of the most important aspects of education. Today not only college education but also language teaching is being challenged by the development of technology. Since technology is regarded as a powerful asset for the 21st century teachers and students pedagogy must be a priority rather than technology itself. As institutions schools and colleges change the way they teach due to new technologies and convert their current curriculum and teaching strategies into newer ones to equip today's learners a deeper understanding of the subjects and greater student success can be evidential. Therefore an effective next generation teaching needs to fulfill the expectations of the 21st century in English as a Foreign Language (EFL). This paper presents students' attitudes to technology enhanced reading classroom and its effects on their academic achievement at Kadir Has University School of Foreign Languages English Preparatory Program. From this analysis if appropriate technology is integrated into reading lessons the students seem to reflect a positive attitude towards reading. It is concluded that with a well-equipped and staged classroom presentation and instruction deficient reading activities in the current text book became more communicative and collaborative by using technology. The results also reveal that students have become more efficient readers and have achieved significant academic progress. The study implies that technology enhanced reading lessons have improved their motivation toward learning. However it should be kept in mind that technology rapidly changes so constant updating is required for such institutions and teachers. This work is primarily conducted and seeks to shed light on the importance and benefits of technology enhanced classrooms.
Citation - WoS: 2
Management of Non-Wood Forest Products in Turkey
(KAHRAMANMARAS SUTCU IMAM UNIV, 2018) Ok, Kenan; Tengiz, Yusuf Ziya
Non-wood forest products are specific goods or services which are considered as out of wood raw materials found in nature. Some of the products are cultivated because of their high demand and produced with agricultural practices. Thyme used in herbal teas and primrose used widely as an ornamental plant are significant examples of plants both collected from nature and have agricultural production in Turkey. However most of the non-wood forest products are still consumed by collecting them from nature. Turkey has a great capacity on non-wood forest products due to the advantage provided by high biodiversity. Additionally people in Turkey has a wide range of experience on the utilization of wild plants and there is a significant diversity of use of non-wood forest products as a result of geographical location and historical heritage. Despite these advantages it is difficult to mention that sustainable management of non-wood forest products is totally guaranteed in Turkey as is the case in many other countries. The capacity of non-wood forest products in Turkey was introduced in this study. Institutional structure responsible for the management of non-wood forest products has been explained. The place of non-wood forest products in country plans and legislations regulating the ways of utilizing them were presented. As a result although richness of non-wood forest products have been discovered and an institutional structure responsible for the diversity of these products have already been established it was found that a way of planning and management structure ensuring the sustainability for the diversity of these species is still contentious while there are deficiencies on the species-specific information and management processes.

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