Etimoloji veya Türkçesi ile kökenbilim, dilbilimin en zevkli, bir o kadar da en riskli konularından
biridir. Kelimelerin, hangi evreleri geçirdikleri; anlam ve şekil olarak nasıl değişimlere uğradıkları; bu
değişim ve gelişim sürecinde hangi dil duraklarında ne kadar bekleyip, Hangi hızla geçtikleri, insanın
havsalasına sığmayacak çarpıcı örneklerle doludur
In this book, beyond the basic concepts and theoretical contents, it is not limited to traditional materials, tools and areas of use, but also includes sections where learners and teachers in the 21st century can enrich their teaching environment with up-to-date technologies.
-FATİH project, EBA, interactive whiteboards,
-Using social media and web tools in education,
-Online learning environments,
-Augmented and virtual reality applications,
-Presentation preparation tools (Powerpoint, Prezi etc.),
-Animation, simulation and the use of video,
-E-evaluation tools (Kahoot, Plickers etc.),
-List of the most up-to-date web tools and websites.
Who is this book for?
-I cannot find an up-to-date book on Instructional Technologies and Materials!
- I do not know how to benefit from applications like Virtual reality, augmented reality, gamification, etc!
-I want to improve my own material!
-I'm having a hard time finding suitable material for my course!
-I cannot support my lesson with current technologies!
-I cannot get the attention and stimulate the interests of my students!
- I want to raise students with high digital competence!
This was prepared with great care and effort for our teachers who have worries for these subjects. Hoping to contribute to our educational world ...
MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE
The goal of this book is to present a systematic approach that is - by its very nature - holistic in terms of various aspects of student motivation. The book aims to be "self-sufficient" in terms of providing motivational concepts and theories to support the motivational design process and a comprehensive explanation of this process. Another goal of the book is to help the readers understand the concept of motivation in a wider context. Any reflection or research on "why" questions includes motivational questions about why people do what they do, and the answers to these questions are not limited to a particular area of people questioning. Academics, philosophers, poets, writers, and others have contributed a lot to understanding these questions. Science turns to demonstrable principles; however, other sources of information can provide valuable contributions to insight, understanding and empathy. Clinicians / practitioners interpret human behavior in the context of their values and experiences. After long experience, I have found that in order to understand the richness of psychological concepts, it is useful to see how they are pronounced by people of different periods, with different perspectives. Thus, there is a small amount of such cultural and intellectual accumulation in the sections where basic psychological concepts are defined; but the main focus is on validated psychological structures that are the most appropriate way to create motivating learning environments and motivated learners.
One of the main objectives of the instructors who give lectures on the Instructional Technologies and Material Design course is to ensure that students are educated at the highest level by using the opportunities offered by technology in education and training activities. In this book called "Instructional Technologies and Material Design", which was prepared to help teachers and teacher candidates in this regard, theoretical information, design plans and various material designs were included under seven titles.
DESIGN PRACTICES BASED ON UNDERSTANDING(UbD)
In the teaching process, two basic false beliefs appear as important obstacles to understanding. One of them is that success in central exams is seen as an indicator of effective teaching and therefore, achieving success in central exams is a goal in teaching. Another false belief is that the purpose of teaching is to gain content. This situation causes teachers to aim to convey the content, make an effort to catch the curriculum and measure the content knowledge. However, permanent learning of the student is possible only by understanding and it is a multi-dimensional concept beyond knowing. Understanding Based Design (UbD) provides meaningful learning by incorporating all dimensions of understanding, aiming to develop students' 21st century skills, supporting their individual differences, revealing their performance, and providing students with the opportunity to transfer information to real life. This book is a guide for teachers, academics and graduate students who want to make an UbD. It is an original book in the field of instructional design in terms of covering the applications within the context of the 5th Grade Social Studies Course alongside the theoretical information about UbD. The book includes the UbD design examples of the 5th Grade Social Studies Lesson units as well as the application results of the designs in İzmir and Kahramanmaraş. In this way, it is thought that the book will guide not only Social Studies teachers, but also educators who want to design UbD and make the teaching process qualified and facilitating.
Dear teacher candidates, it is aimed to raise individuals who will ensure the continuity of societies with educational activities. For this purpose, teachers are expected to achieve their educational and instructional goals at the highest possible level. At this stage, let's consider a class. For example, a classroom with 30 students. In fact, when we say 30 students, we are talking about 30 different worlds that come from 30 different social environments and families with 30 different socio-economic levels, 30 different cultures, 30 different mental development levels, 30 different communication skills. The duty of the teacher is to be the sun on these worlds; enlightening the classroom full of differences with the light of education and training, and managing the class like a conductor. Well, in a classroom where there are so many differences, how and with what abilities can the teacher do what is expected of him alone, simply? In this book, answers were sought for these and many similar questions, it was aimed to make in-depth analysis with case studies, and the level of learning was tried to be determined at the end of each chapter with end-of-chapter evaluation questions.