�ݺ�ߣshows by User: saidtuzel

�ݺ�ߣshows by User: saidtuzel / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: saidtuzel / Fri, 26 May 2017 19:35:06 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: saidtuzel ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School /slideshow/ica-2017-presentation-media-literacyeducation-in-poverty-neighborhoods-school/76390803 poverty-170526193506
Media Literacy in High-Poverty Neighborhoods: Six Case Studies Offering a Global Perspective / ICA 67th Annual Conference 25-29 May 2017, San Diego, USA Comparing the Media Literacy Education in Low and High Income Neighborhoods' Schools in Turkey / Presented by Sait Tuzel Poverty continues to constrain the life chances of many learners across the world. While significant sociological and geographical work has explored patterns of educational and other disadvantage that are associated with low incomes there are limited studies focussing on the role of media literacy in such contexts. Media literacy education is considered by many to be a successful practice to not only foster students’ voice, identity and creativity, but also to teach critical thinking and civic engagement with and via media messages. While there is undoubtedly some difference in how the term media literacy is interpreted across the world and its role in the curriculum, in this panel we bring together six case studies focussed on the intersection of media literacy and educational inequality.]]>
Media Literacy in High-Poverty Neighborhoods: Six Case Studies Offering a Global Perspective / ICA 67th Annual Conference 25-29 May 2017, San Diego, USA Comparing the Media Literacy Education in Low and High Income Neighborhoods' Schools in Turkey / Presented by Sait Tuzel Poverty continues to constrain the life chances of many learners across the world. While significant sociological and geographical work has explored patterns of educational and other disadvantage that are associated with low incomes there are limited studies focussing on the role of media literacy in such contexts. Media literacy education is considered by many to be a successful practice to not only foster students’ voice, identity and creativity, but also to teach critical thinking and civic engagement with and via media messages. While there is undoubtedly some difference in how the term media literacy is interpreted across the world and its role in the curriculum, in this panel we bring together six case studies focussed on the intersection of media literacy and educational inequality.]]> Fri, 26 May 2017 19:35:06 GMT /slideshow/ica-2017-presentation-media-literacyeducation-in-poverty-neighborhoods-school/76390803 saidtuzel@slideshare.net(saidtuzel) ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School saidtuzel Media Literacy in High-Poverty Neighborhoods: Six Case Studies Offering a Global Perspective / ICA 67th Annual Conference 25-29 May 2017, San Diego, USA Comparing the Media Literacy Education in Low and High Income Neighborhoods' Schools in Turkey / Presented by Sait Tuzel Poverty continues to constrain the life chances of many learners across the world. While significant sociological and geographical work has explored patterns of educational and other disadvantage that are associated with low incomes there are limited studies focussing on the role of media literacy in such contexts. Media literacy education is considered by many to be a successful practice to not only foster students’ voice, identity and creativity, but also to teach critical thinking and civic engagement with and via media messages. While there is undoubtedly some difference in how the term media literacy is interpreted across the world and its role in the curriculum, in this panel we bring together six case studies focussed on the intersection of media literacy and educational inequality. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/poverty-170526193506-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Media Literacy in High-Poverty Neighborhoods: Six Case Studies Offering a Global Perspective / ICA 67th Annual Conference 25-29 May 2017, San Diego, USA Comparing the Media Literacy Education in Low and High Income Neighborhoods' Schools in Turkey / Presented by Sait Tuzel Poverty continues to constrain the life chances of many learners across the world. While significant sociological and geographical work has explored patterns of educational and other disadvantage that are associated with low incomes there are limited studies focussing on the role of media literacy in such contexts. Media literacy education is considered by many to be a successful practice to not only foster students’ voice, identity and creativity, but also to teach critical thinking and civic engagement with and via media messages. While there is undoubtedly some difference in how the term media literacy is interpreted across the world and its role in the curriculum, in this panel we bring together six case studies focussed on the intersection of media literacy and educational inequality.

ICA 2017 Presentation: Media LiteracyEducation in Poverty Neighborhoods' School from Media Education Lab

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0 The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools /slideshow/the-use-of-media-literacy-instructional-strategies-for-promoting-intercultural-communication-in-us-and-turkish-middle-schools-49917483/49917483 iaicsmedialiteracy-140801162327-phpapp01-150628012724-lva1-app6892
Sait Tuzel and Renee Hobbs demonstrates how online social networking was used to promote dialogue between Turkish and American middle-school students. This project was a global collaboration designed to advance knowledge and demystify cultural stereotypes. ]]>
Sait Tuzel and Renee Hobbs demonstrates how online social networking was used to promote dialogue between Turkish and American middle-school students. This project was a global collaboration designed to advance knowledge and demystify cultural stereotypes. ]]> Sun, 28 Jun 2015 01:27:24 GMT /slideshow/the-use-of-media-literacy-instructional-strategies-for-promoting-intercultural-communication-in-us-and-turkish-middle-schools-49917483/49917483 saidtuzel@slideshare.net(saidtuzel) The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools saidtuzel Sait Tuzel and Renee Hobbs demonstrates how online social networking was used to promote dialogue between Turkish and American middle-school students. This project was a global collaboration designed to advance knowledge and demystify cultural stereotypes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iaicsmedialiteracy-140801162327-phpapp01-150628012724-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Sait Tuzel and Renee Hobbs demonstrates how online social networking was used to promote dialogue between Turkish and American middle-school students. This project was a global collaboration designed to advance knowledge and demystify cultural stereotypes.

The Use of Media Literacy Instructional Strategies for Promoting Intercultural Communication in U.S. and Turkish Middle Schools from Media Education Lab

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0 Teacher Motivations for �Digital and Media Literacy in Turkey /saidtuzel/teacher-motivations-for-digital-and-media-literacy-in-turkey-49917049 hobbsandtuzelnamle2015rh1-150628004545-lva1-app6891
Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48- item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.]]>
Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48- item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.]]> Sun, 28 Jun 2015 00:45:45 GMT /saidtuzel/teacher-motivations-for-digital-and-media-literacy-in-turkey-49917049 saidtuzel@slideshare.net(saidtuzel) Teacher Motivations for �Digital and Media Literacy in Turkey saidtuzel Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48- item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hobbsandtuzelnamle2015rh1-150628004545-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the best ways to support students’ critical thinking, creativity, communication and collaboration skills by connecting the classroom to contemporary society, mass media and popular culture. Teachers who advance digital and media literacy may have a complex set of attitudes and habits of mind that influence their motivations to use digital media for learning. We conducted survey research with a sample of 2,820 Turkish educators to examine teachers’ motivations for digital learning, using a 48- item Likert scale instrument that assesses teachers’ perception of the value and relevance of six conceptual themes including attitudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation profiles reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey. The most common profiles include the identity positions of “Techie,” “Demystifier” and “Tastemaker.” Statistically significant associations were found between teachers’ subject-area specialization and their digital learning motivation profiles. Professional development programs should assess teachers’ digital learning motivation profiles and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.

Teacher Motivations for Digital and Media Literacy in Turkey from Media Education Lab

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0 MotivationMotivations of Turkish Teachers for Digital & Media Literacy Education /slideshow/motivationmotivations-of-turkish-teachers-for-digital-media-literacy-education/46184191 motivation-150323133444-conversion-gate01
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.]]>
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.]]> Mon, 23 Mar 2015 13:34:43 GMT /slideshow/motivationmotivations-of-turkish-teachers-for-digital-media-literacy-education/46184191 saidtuzel@slideshare.net(saidtuzel) MotivationMotivations of Turkish Teachers for Digital & Media Literacy Education saidtuzel A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/motivation-150323133444-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /><br> A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.

MotivationMotivations of Turkish Teachers for Digital & Media Literacy Education from Media Education Lab

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0 https://cdn.slidesharecdn.com/profile-photo-saidtuzel-48x48.jpg?cb=1678341054 Dr. Sait Tuzel is an Associate Professor at the University of Canakkale Onsekiz Mart. He has a Master`s and Doctor`s degree in Language Arts Instruction. He is a visiting Scholar at the Harrington School of Communication and Media at University of Rhode Island, and staff at the Media Education Lab during the academic year of 2013-2015. Dr. Tuzel has been working with media literacy and multimodal literacy education in primary school and he was a consultant for Media Literacy Education Curriculum and Language Arts Curriculum in Turkey. In this time, he developed research on cultural stereotypes and its eliminated with online media. Also he focus on Turkish Teachers’ media and digital lite... https://cdn.slidesharecdn.com/ss_thumbnails/poverty-170526193506-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ica-2017-presentation-media-literacyeducation-in-poverty-neighborhoods-school/76390803 ICA 2017 Presentation:... https://cdn.slidesharecdn.com/ss_thumbnails/iaicsmedialiteracy-140801162327-phpapp01-150628012724-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/the-use-of-media-literacy-instructional-strategies-for-promoting-intercultural-communication-in-us-and-turkish-middle-schools-49917483/49917483 The Use of Media Liter... https://cdn.slidesharecdn.com/ss_thumbnails/hobbsandtuzelnamle2015rh1-150628004545-lva1-app6891-thumbnail.jpg?width=320&height=320&fit=bounds saidtuzel/teacher-motivations-for-digital-and-media-literacy-in-turkey-49917049 Teacher Motivations fo...