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Yayın A technology-enhanced student self-efficacy development program(Başakşehir İlçe Milli Eğitim Müdürlüğü, 2024) Bulut, Mehmet Akın; Maraba, Dilara; Kaya, Nurevşah; Gazel, Zeyneb; Katırcı, Ebrar Kevser; Altunel, Elif Tuğba; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüEducational paradigms have rapidly changed depending on novel facilities and needs relevant to technology-enhanced learning environments. In this regard, Self-regulated learning skills (SRL) are one of the significant skills that are argued to be gained in 21st-century for higher education students. This study explores Self-Regulated Learning skills and self-efficacy within the context of educational workshops, which are designed and developed following the Community of Inquiry (CoI) model, conducted at the Center for Innovative Learning and Teaching, Artificial Intelligence (CILT-AI) at a foundation university. Furthermore, it was grounded in Bandura’s social-cognitive theory, which emphasizes the primary role of self-efficacy in academic achievement, the study seeks to distinguish the design elements and practical strategies essential for developing self-efficacy among students. In this study, a design-based research methodology is followed, and it integrates insights from literature review, expert opinions, and student feedback to design and implement effective training programs. The workshops target not only to develop participants’ academic achievement by leading developed SRL and self-efficacy skills but also to contribute to the broader discourse in educational research. By bridging theory and practice, the study provides actionable insights for educators and researchers to foster self-efficacy involved in self-regulated learning in today’s dynamic technology-enhanced educational realm.Yayın An evaluation of canvas LMS through universal design for learning principles and IMS standards(İbn Haldun Üniversitesi, 2023) Bulut, Mehmet Akın; Bulut, Mehmet Akın; Bulut, Mehmet AkınUniversal Design for Learning (UDL) is an educational framework that aims to make learning accessible to all individuals, regardless of their abilities or disabilities. This framework is based on the principle that by designing educational materials and environments with a wide range of learners in mind, more inclusive and effective learning experiences could be created. One key aspect of UDL is the use of technology, particularly e-learning, to create flexible and adaptable learning materials and environments. With e-learning, students can access course materials and participate in online activities and discussions at their own pace and in a way that works best for them. This can include using text-to-speech tools, video captions, and other assistive technologies to make course content more accessible to students with disabilities. UDL also emphasizes the importance of providing multiple ways for students to access and engage with course content, including through different media (such as text, images, video, and audio), as well as multiple methods of expression (such as writing, speaking, drawing, or presenting). This allows students to choose the learning approaches that work best for them and helps to ensure that all students have an equal opportunity to learn and succeed. This paper presents an evaluation of Canvas learning management system taking into account the UDL principles, and IMS Global Standards for e-learning tool implementation.Yayın Integrating cognitive presence strategies: A professional development training for K-12 teachers(Bastas, 2023) Adıgüzel, Tufan; Kaya, Mehmet Haldun; Bulut, Mehmet Akın; Mete, Sinem Emine; Nalkesen-Akın, Yeşim; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.Yayın Teaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment(Springer, 2024) Göçen, Ahmet; Bulut, Mehmet Akın; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüThe teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, con¬tinuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The pa¬per details key themes and categories for successful ethics instruction and offers specific recommendations.Yayın Teaching self-regulation through role modeling in K-12(Frontiers Media S.A., 2023) Adıgüzel, Tufan; Aşık, Gürsu; Bulut, Mehmet Akın; Kaya, Mehmet Haldun; Özel, Serkan; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüFor K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the selfregulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modelingintegrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of selfregulated learning.Yayın Techno-pedagogical communication, ed-tech and media professionals: Crossroads for enhancing instructional quality(Routledge, 2025) Karanfiloğlu, Mehmet; Bulut, Mehmet Akın; İletişim Fakültesi, Yeni Medya ve İletişim Fakültesi; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüIn pursuit of media and pedagogical excellence in the digital domain, this study examines the role of the Design-Based Research (DBR) process in using the Canvas Learning Management System (LMS) to improve techno-pedagogical teacher-student communication. Against the backdrop of rapid digital transformation accelerated by global disruptions, integrating Canvas as a Learning Management System (LMS) is at the forefront of these investigative efforts. Using a mixed methods approach, the research drew on empirical data from structured rubrics (Quality Matters Rubric, Triple E Rubric) to examine higher education courses (n = 5) and thematic analysis from student interviews (n = 16), highlighting noticeable improvements in instructional delivery and student engagement. The results highlight that the DBR process plays a central role in refining educational strategies, with iterative design and evaluations. This investigation into the digital orchestration of teacher-student interactions provides valuable insights into the nuanced dynamics of media and educational technologies. The study concludes that strategic application of the DBR process within Canvas LMS can result in a more tailored, responsive, and quality-focused learning experience. Our study contributes to the ongoing dialogue about effective digital pedagogy and proposes a model of engagement that is resilient and adaptable to media professionals and ever-evolving landscape of higher education.Yayın Teknoloji ve bilim merkezlerinin milli teknoloji hamlesine katkıları ve T3 Vakfı örneği(Başakşehir İlçe Milli Eğitim Müdürlüğü, 2024) Bulut, Mehmet Akın; Birgili, Bengi; Koçoğlu, Merve; Gülünay, Oksana; Baş, Fatma Rüveyda; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık BölümüTürkiye, küresel teknoloji yarışında daha güçlü bir yer edinmek amacıyla yakın dönemde “Milli Teknoloji Hamlesi”ni başlatmıştır. Bu hamle, yerli üretim ve Ar-Ge çalışmalarını artırmayı, bağımsız bir teknoloji altyapısı oluşturmayı hedeflemektedir. Türkiye’nin teknolojik bağımsızlık vizyonu, özellikle savunma sanayi, yerli otomobil üretimi, yapay zeka ve uzay teknolojileri gibi alanlarda somut projelerle desteklenmektedir. Dünya genelindeki bilim ve teknoloji merkezleri, ülkelerin inovasyon stratejileri ve küresel rekabetteki başarıları açısından önemli bir rol oynamaktadır. Önde gelen merkezler, ABD’nin Silikon Vadisi, Almanya’nın mühendislik merkezleri ve Çin’in yüksek teknoloji parkları gibi global ekosistemler, her yıl milyarlarca dolarlık yatırımlar çekmektedir. Bu merkezler, yeni fikirlerin hızla ticarileşmesini ve küresel pazarda yer bulmasını sağlamaktadır. Türkiye’nin bu alandaki en önemli adımlarından biri de T3 Vakfı’dır. Teknoloji ve inovasyon alanında öncülük etmek amacıyla kurulan T3 Vakfı, genç girişimcileri desteklemeyi, teknoloji odaklı projeleri hayata geçirmeyi ve Türkiye’nin global teknoloji gücünü artırmayı amaçlamaktadır. Vakfın düzenlediği etkinlikler, yarışmalar ve eğitim programları, gençlerin teknoloji alanındaki becerilerini geliştirmelerine olanak tanımaktadır. T3 Vakfı, Türkiye’nin yerli teknoloji üretme kapasitesini güçlendiren ve bu alanda küresel düzeyde rekabet edebilecek bir ekosistem oluşturmayı hedeflemektedir. Bu çalışma, Milli Teknoloji Hamlesi, dünyadan bilim-teknoloji merkezleri ve T3 Vakfı çalışmalarını ele almaktadır.
