Shining Stars of Education

Report of the ICT Seagulls Project

It was the first class of Introduction to Education 101, instructor of which is Hayal Köksal. Thanks to her guidance, we had a chance to take part in ICT Seagulls. The first thing we did was to form a group including five people whose names are Dilara Tunalı, Fatma Ersoy, Müge Uysal, Talha Sağlam and Selin Toker (However, at the end of this demanding as well as enjoyable process, three of us could survive.) By brainstorming, we named ourselves as '' Shining Stars of Education''. Starting to our journey with the slogan ''Here come the innovative teachers of the future!'', we decided on the insufficient material usage problem in education because it is an extensive issue and a significant obstacle against a better education. In this paper, we are going to explain three main stage of the project: plan, do-check, and act.

Firstly, in 17th of October we realized our first meeting which covers analyzing the problem and creating a roadmap. In the next meeting, we distributed the tasks to our group members. Later, we searched sources from the library about our problem. After library search, we found the root causes of the problem which are based on curriculum, school, teachers and finance. Hence, we created our fishbone diagram. By giving points, we chose curriculum among the main causes because curriculum includes too many units, which causes teachers to become inactive in the class in order to catch up with the schedule. Inactivity of the teachers also negatively affects students because they get bored of monotonous classes. This situation is like a vicious circle. At the end, the success of a student will probably decrease. This is why we determined the curriculum as the most effective cause of the problem.

Secondly, in the stage of apply and control, we performed two task: survey and interview. By carrying out the survey, we aimed to get information about the usage of the materials in the neighbouring school which is a secondary school. We asked nine questions to twenty students. As a result, we concluded that only course books are not sufficient and effective and variant material usage is crucial for a better education. In addition to the survey, we interviewed with an English teacher named Celal Doğan to get opinion of a person who is experienced in the education world. To briefly explain his suggestions to the problem, extra material usage can change according to the student level. Also he expressed that smart board is very helpful in the permanence of information because of the visual and auditory features. The last but not the least, he complained about the disconnection in the curriculum. In brief, in do and check part of the project, both the opinions of the students and teacher have confirmed that curriculum is the basic cause of the problem.

Finally, we have reached the stage of finding solutions to our problem. By reviewing and analyzing gathered data, we aimed to create adjustments to current system. At first, we have concluded that teachers are not aware of crucial teaching techniques such as creative drama etc. Therefore, in special days like 24 November, there would be an activity teaching both the teacher and the students these techniques. We think that teacher should not be seen as a superior one by students but should be seen as a guide to help students explore. Furthermore, we believe that one never stops learning, even a teacher. Therefore, the aim of this activity is to make the teacher and the students aware of this barrier between them and break it. In addition to this, the students we applied our surveys said that they could only find the chance of practicing their knowledge laboratories in selective courses. As a consequence, we have concluded that extra practice classes will help this need of students. For example, after learning the theoretical rules in social sciences class, visiting a museum in practice class would be beneficial.

To sum up, we have completed our project and checked it through the details. We have tried hard not to do mistakes we were exposed to in the past and to find solutions to it. After translating our project into Turkish, we've taped it. Thanks to this project, we learned not only to handle sudden faults/hitches but to use tecnology effectively as well. Furthermore, this project gives us a chance to know one another well, to learn how to collaborate and to become very first friends of this semester.

Shining Stars of Education

Members:

Dilara TUNALI

Fatma ERSOY

Ş. Müge UYSAL

PROJE TAKVİMİMİZ (OUR PROJECT CALENDAR)

17 Ekim 2014 (October 17, 2014)

Tanışma (Greeting)
Problemin detayları konuşuldu. (The details of the problem were talked.)

24 Ekim 2014 (October 24, 2014)

Beyin fırtınası yapıldı. (Brainstorming)
Anket hazırlandı. (Survey was prepared.)
Görev dağılımı yapıldı. (Tasks were distributed to members.)

31 Ekim 2014 (October 31, 2014)

Kütüphane araştırması yapıldı. (Library research)
Problemin ana nedenleri tartışıldı. (Main reasons of our problem were discussed.)

7 Kasım 2014 (November 7, 2014)

Balık kılçığı diyagramı hazırlandı. (Fishbone diagram was made.)
Ana nedenlerden biri puanlanarak seçildi. (We chose one of the main reasons by grading.)

11 Kasım 2014 (November 11, 2014)

Logomuz hazılandı. ( Our logo was drawn.)
Matris diyagramı hazırlandı. (Matris diagram was prepared.)
Slaytın ilk kısımları hazırlandı. (The beginning parts of our slide were prepared.)

21 Kasım 2014 (November 21, 2014)

Anket soruları uygulandı ve analiz edildi. (The survey was carried out and the results were analyzed.)
Bilgiler toplandı ve düzenlendi. (The data were collected and organized.)

2 Aralık 2014 (December 2, 2014)

Anket sonuçları slayta eklendi. (The results of the survey were added to the slide.)
Sonuçlar grafiklerle gösterildi ve slayta aktarıldı. (The graphics were drawn and added to slide.)

Shining Stars of Education

5 Ocak 2015 Pazartesi

The video of our project

Project Report Word File

English slide of our project

Projemizin Türkçe Slaytı

7 Aralık 2014 Pazar