Browsing by Subject "Technology in education"

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    Design in interior architecture/design and “the real life”
    (Texas A & M - Commerce, 2016) Özdamar, M.
    The Interior Architecture/Design is a process of dreaming and thinking. It is one of the most heart warming, and on the other hand, most uplifting of professions; “we have lots of things in our minds”, and having them on the drawing paper or on screen with the computer environment, which is the way to share it with colleagues and the relevant people around. However, according to me, the profession comes alive when the imagination turns to reality, so, that is why it is called as “the real life”. The active processes and the real cases of the profession should be shared with the students and they should immediately have the ability and knowledge about drawing those decisions and/or modifications, by free-hand during the presentations or during the production periods. By having the questionnaires and surveys with the interior architects/designers, business executives and customers the main question “Is the interior architects/designers feel equal to the task during the realization and production period?” is asked. With the help of the question and questionnaire(s), it will be a chance to discuss about the things those should be looked after and maintain some basic things with the technological changes/innovations. By this way, arranging the courses and/or procedures within the courses according to the daily conditions and requirements within “the real life” is discussed.
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    Digital storytelling in the elt classroom: making use of digital narratives to promote the productive skill of speaking
    (2019-06) Esen, Metin
    This quasi experimental study, done with 124 prep school students at a state university, aimed at examining if digital storytelling activities could boost these learners’ competency in spoken English, and if digital storytelling had any effects on the learner attitude towards speaking. The study also evaluated the participant students and the teachers’ attitude towards digital storytelling as a technique to practice speaking. The findings in the study revealed that digital storytelling actually contributed to learners’ spoken performances, and students seemed to have a more positive attitude towards speaking skill with the intervention. Also, the learners regarded digital storytelling as an effective technique to practice speaking, and the teachers perceived digital storytelling tasks as successful learning material.