http://hdl.handle.net/20.500.12323/5335 2026-04-03T22:25:02Z 2026-04-03T22:25:02Z Nezhyva, Olga http://hdl.handle.net/20.500.12323/5340 2022-01-17T05:51:51Z 2021-01-01T00:00:00Z

Title: The Aspects of Smart Education in The World Authors: Nezhyva, Olga Abstract: The author examines smart education and its basic principles in this article. The author also shows that smart education is a learning process in which technology innovations and Internet resources are used globally. After all, it allows students to gain professional competence based on a systematic multivariate vision and study of disciplines, taking into account their multidimensional and continuous content updating. The author shows the concept of smart education. It is the creation of an intellectual environment, the continuous development of competencies of participants in the educational process, including formal and informal learning processes based on innovative technologies. Thus, the introduction of smart technologies in education will lead to the transition from the old system of reproductive knowledge to a new, creative form of learning using innovative methods and will provide the necessary knowledge and skills which will be necessary for the student in the future. The author also notes that education based on three educational activities, namely, arithmetic, reading, and writing, transforms into education which improves the following seven skills: creativity and innovation; communication; cross-cultural understanding; collaboration and leadership; critical thinking and problem solving; ICT literacy; career and life skills. These are seven skills and abilities of smart education in the 21st century. In this case, smart education assumes that the teacher should use technological innovations and Internet resources. Thus, smart education provides new opportunities for teachers to share experiences and ideas, do more research activities, personalize the course of study depending on its tasks and the competence of the listener, and save time.

2021-01-01T00:00:00Z Sezen-Gultekin, Gozde Hamutoglu, Nazire Burcin Topal, Murat http://hdl.handle.net/20.500.12323/5339 2022-01-17T05:49:29Z 2021-01-01T00:00:00Z

Title: Relationship between Teacher Efficacy and Information and Communication Technology Competencies of Pre-Service Teachers Authors: Sezen-Gultekin, Gozde; Hamutoglu, Nazire Burcin; Topal, Murat Abstract: The main purpose of this study was to determine the relationship between teacher efficacy levels, information and communication technology competencies, and demographic variables of pre-service teachers. In addition to the main problem, teacher efficacy levels and the technological competencies were also reviewed in terms of variables such as gender, grade, the status of choosing the teaching profession willingly, and if they were given the opportunity to select the teaching profession again. The study was designed in a correlational screening model, and the sample of the study consisted of pre-service teachers. Ohio State Teacher Efficacy Scale (OSTES) and Information and Communication Technology Competencies Scale (ICTCS) were used as the data collection tools. Multiple linear regression analysis was conducted to reveal how the variables of teacher efficacy, gender, grade level, willingly choosing to become a teacher, and re-choosing to become a teacher if having a chance predict ICTCS. As a result of correlational and regression significance tests, it was determined that only the teacher efficacy variable predicted ICTCS to a large extent in the established regression model. Additionally, it was found that the teacher efficacy and the information communication technology competencies of pre-service teachers showed differences in terms of grade and the status of choosing the teaching profession willingly variables, while they did not differ in terms of gender and if they were given the opportunity to select the teaching profession again. Recent studies show that the most important conditions for attaining these skills are that teachers have general competencies for using information and communication technologies in their lessons. So, this study can contribute to the field by determining the positive relationship between teaching efficacy levels and information and communication technologies competencies of pre-service teachers, as well as presenting the results of some specific variables.

2021-01-01T00:00:00Z Çelik, Sinem http://hdl.handle.net/20.500.12323/5338 2022-01-17T05:46:50Z 2021-01-01T00:00:00Z

Title: An Evaluation of The Secession Demands of The Catalans in The Context of The Self-Determination Concept Authors: Çelik, Sinem Abstract: While self-determination, an essential and controversial concept in the international relations literature, is regarded as a tool for gaining autonomy by various communities in the most general sense, it is interpreted as being an independent state by others. In the recent period, the Catalans have been the community that most strongly expressed their demands for selfdetermination based on secession in the European continent. Their self-determination demands, which had begun along with the demands for autonomy of Catalonia, a region in Spain, turned into a demand for separation in the historical process. This study aims to examine the demands of the Catalans, up to their desire for secession, in the context of the self-determination concept, after revealing the conceptual framework of self-determination. In other words, the study focuses on the controversial aspects of the self-determination concept and aims to address the Catalans’ demands for secession within the framework of the self-determination concept.

2021-01-01T00:00:00Z Zarifi, Abdolvahed Mukundan, Jayakaran http://hdl.handle.net/20.500.12323/5337 2022-01-17T05:44:45Z 2021-01-01T00:00:00Z

Title: Cognitive Load Framework: An Alternative to The Involvement Load Hypothesis Authors: Zarifi, Abdolvahed; Mukundan, Jayakaran Abstract: Achieving an acceptable degree of proficiency in any language is no doubt threatened by the daunting task of mastering a bulk of new vocabulary items. Although incidental reading is often considered an invaluable source of vocabulary learning, it seems to be such a slow and error-prone process that it needs to be supplemented with explicit instruction. In order to design and assess practical activities for vocabulary learning and retention, researchers have presented several techniques and models, from which the Involvement Load Hypothesis appears to be the most popular and of widespread use by ELT practitioners. The current paper presents a detailed criticism of the Hypothesis, arguing that it is unclear in identifying the model components, making the determination and measurement of the involvement load of learning tasks rather tricky. Therefore, the current paper suggests an alternative model, namely the Cognitive Load Framework, which is claimed to be more clearly operationalized, more conveniently practicable, and more easily measurable.

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