9_Ayçam Özlü

 This week, I focused on designing a survey activity aimed at evaluating students' knowledge of daily routines. The survey includes reflection questions. The survey I created consists of three parts. The first part of the survey is about knowledge about daily routines. These items aim to personalize the activity and prepare students for meaningful expression in the classroom. Additionally, I included a question like “ Activities that we do regularly every day are called daily routines. ” to help students make connections between their daily routines and the concept of language learning. The second part of the survey is more morning routines focused. Here, students reflect on their knowledge about morning routines. For example, a question like “What do you do in the morning?” helps students relate abstract values to real-life actions. Another question such as “ Elif went to school without having breakfast because ....... ” encourages them to analyze values in a social...

Throughout this week, I’ve reflected deeply on my experience with AI-based feedback, and I can say I have mixed feelings. While the feedback was often detailed, informative, and clear—particularly in highlighting areas like lesson flow, assessment strategies, and use of Bloom’s Taxonomy—it sometimes lacked fairness and nuance in its evaluation. For example, after receiving initial feedback, I revised my lesson plan to include clearer content structure, more open-ended questions, better visual materials, and specific app explanations. Despite these efforts, the revised version received a lower grade than the original, which left me confused and frustrated. It felt like the AI did not recognize the improvements I had made. One strength of the AI tool was pointing out overlooked details, such as forgetting to name or explain an educational app. It also helped me see where my explanations were vague, leading me to expand those parts. However, although it identified problems effectively,...

Until this week; through presentations, lectures and Coursera lessons we covered how to integrate technology into our teaching and learning experience. Week 2 In the second week, which is the first week we started the course, we learned the topic of instructional theories. Under this title, we learned main topics such as what learning is, the history of educational technologies, 21st century skills, digital literacy and generations of the web. Week 3 This week, in addition to continuing to the instructional technologies and the  history of educational technologies, we learned benefits of productivity software,  the ICT competency framework and technology integration strategies.  Like last week, we continued to make the teaching process more effective, interesting and efficient and to learn how technology is evolving in education. In addition, we learned how to share content with students, how to use technology effectively as a teacher, and how to not just “add” techn...

When choosing the topic on which I would prepare a Canva presentation, I took care to choose a topic that was appropriate for the age group and to match the achievements of the student profile I selected.  I used the GSE Toolkit and curriculum books to make sure the topic was appropriate for the target students' level.  With this activity, I aimed to achieve the goal of learning daily activities.  How does the content of my Canva presentation match these learning goals because the Canva presentation has a content that teaches the routines and activities that every person follows in their daily lives.  This activity effectively supports learning because it introduces students to the routines done during the day with simple language and easy examples. I integrated the content knowledge, which is daily routines, into my lesson plan through Canva through a presentation that explains and introduces the subject to the class.  While preparing this presentation of the s...

COURSERA LEARNING EXPERIENCES Getting started To understand what Web 2.0 is, it is useful to know the early days of the web, that is, the Web 1.0 times when a lot of information and accessibility was needed to deal with the web. When Web 1.0 was used, it was a one-way tool, meaning it only reached the readers from the content producers and also used very little multimedia. That's why it was also called read-only Web. When web 1.0 was used, it was a one-way tool, meaning it only reached the readers from the content producers and also used very little multimedia. That's why it was also called read-only. But fortunately, with the advent of the internet, this situation changed with the transition to Web 2.0. With the development of technology, a new generation of web-based tools have emerged, which we call Web 2.0 tools. In this way, anyone with access to the internet can become a content producer. This week, in addition to learning what Web 2.0 is, we also learned why we need Web ...

 Hello, this is Ayçam Özlü. I am 19 years old and I have been playing volleyball for 12 years now. Although I played in the professional league before, I left the league because I broke my finger. Now I only play in our school's women's volleyball team. We are having a fun season because if we continue to win our matches, we will represent our school in the university league matches in Izmir. In my spare time, I like to read, exercise and spend time with my cats Bambi and Tuna. I am an English Language Teaching student who is irregular. There are two languages that I am currently learning and also three that I would like to learn in the future. As a teaching student, my expectations from the instructional technologies course are to be able to transfer the educational tools, methods and techniques used in the classroom environment to the digital field and to gain and develop various technological skills. We continue to improve education by adapting it to the technological and di...