Work Experience

  • 2006

    Öğretim Görevlisi

    Yakın Doğu Üniversitesi, Eğitim Fakültesi

Education & Training

  • Ph.D. 2015

    Eğitim Yönetimi

    Yakın Doğu Üniversitesi

  • Master2009

    Psikolojik Danışmanlık ve Rehberlik

    Yakın Doğu Üniversitesi

  • Bachelor2004

    İngilizce Öğretmenliği "English Language Teaching"

    Yakın Doğu Üniversitesi

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AN ANALYSIS OF EDUCATION ADMINISTRATORS ON THE IMPORTANCE OF FAMILY IN RELATION TO TECHNOLOGY BASED STUDENT RAGE AND AGGRESSION

Conference Paper 15th International Educational Technology Conference IETC 2015, Volume Proceedings book ISSN: 2146-7366, Issue Proceedings book ISSN: 2146-7366, 2015, Pages 49

Abstract

Knowledge and technology are believed to be the two most important components of an enlightened society. At an era when change and development are a necessity, it is required that society alongside the individual adapt to this change and development. Schools are regarded as the most appropriate institutions to ensure that this happens. It is a social structure, which the student, the teacher, the vice principal, the principal, the secretary and the school service provider make up and is affected by each member. This social structure in the school is formed within the school management and is affected by the internal elements such as the principal, vice principal, the teacher, the student and the school service provider. The parents, the district of the school, the social groups near the school premises, the quality of existing administration and working conditions are external elements, which internally affect the school. Schools have to fulfill their obligations necessary for meeting the requirements of an enlightened society and thus have to be capable of adapting to the changes and readjusting the roles of those contributing in the education process. It is essential that those who actively partake in education incorporate technology in the process since technology has an effect on the development of education. This necessity may also lead to adverse outcome such as rage and aggression stemmed from using technology. It is believed that the correct intervention and prevention by school administration can minimize the negative effects of technology used as vital tools in the education process. Parents play a very crucial role in the education of their children; thus, it is in the best interest of the school to have their support and cooperation. As the importance of education within the family unit has gained significance, there has been a tendency to have the parents become more proactive within the education process. The parents’ role in the overall shaping the child enables the school’s ability to do its job effectively. A successful education’s foundation is based on the cooperation between the education institution and the parents. They should be enabled to work in tandem with each other. The research was conducted over the period of 2013-2014 and 2014-2015 academic years and it was implemented in all of the state and private secondary education institutions within the borders of Nicosia. All employees from senior management to staff partook in the study. In this qualitative study, a semi-structured interview form was prepared. By responding to the questions, the education administrators were able to put forth their views about the rage and aggression caused by the use of technology amongst the students and the effectiveness of the role of parents in determining the students’ behaviors. The interviews were taped with the consent of the interviewee in order to avert any loss of data. The results of the qualitative study determine that parents are very influential in the development of technology related behavior of rage and aggression among students. Involving parents as active and cooperative participants in studies toward solving these behaviors with the school may prove to have fruitful and effective outcomes.


Özet

Bilgi toplumunda önemli olan iki unsurun bilgi ve teknoloji olduğu düşünülmektedir. Çağımızın gerektirdiği gelişim ve değişim, birey yanında toplumun da gelişmesini ve değişime ayak uydurmasına neden olacaktır. Bu durumun sağlanmasının en uygun mekanının okul olduğu düşünülmektedir. Okul, öğrenci, öğretmen, müdür muavini, müdür, sekreter, okul hizmetlilerinden oluşan sosyal bir oluşum olup bu oluşumun özelliklerinden etkilenir. Okul yönetiminde bu oluşumu oluşturan ve okul içerisinde bulunan müdür, müdür muavini, öğretmen, öğrenci ve okul çalışanları etkili olup yönetimi etkileyen iç unsurları oluşturmaktadır. Öğrenci velileri, okulun bulunduğu çevre, çevrede yer alan sosyal gruplar, mevcut idarenin niteliği, çalışma koşulları, okulun içerisinde bulunmadan okulu etkileyen dış unsurlardır. Okullar, bu oluşum sırasında değişime uyum sağlayarak, bilgi toplumunun gerekliliklerini yerine getirebilir özelliklere sahip olmalı ve eğitim sürecindeki paydaşların rolleri yeniden düzenlenmelidir. Teknolojinin eğitim alanında gelişme olabilmesini sağlayacak etkisi bulunmakta, bundan dolayı eğitim alanında aktif olan kişilerin teknolojik gelişmeleri eğitim sürecine dahil etmesi gerekliliği bulunmaktadır. Bu gereklilik, beraberinde olumsuz sonuçları da doğurabilmektedir. Teknoloji kullanımı kaynaklı öfke ve saldırganlık, oluşabilecek olumsuzluklara örnek olabilmektedir. Günümüzdeki eğitim ortamlarında büyük öneme sahip teknolojik araç gereçlerin oluşturabileceği olumsuz sonuçların, okul idaresi tarafından yapılacak doğru müdahaleler ve uygulamalarla mümkün olduğunca minimum seviyeye çekilebileceği düşünülmektedir. Çocukların eğitiminde önemli rol oynayan ailelerle, sıkı bir dayanışma oluşturmak ve onları okulla dayanışma içinde olmaya isteklendirmek, okul açısından önemli bir kazanımdır. Eğitimde aile rolünün öneminin giderek daha çok fark edilmesiyle birlikte, velilerin okulda daha aktif rol almaya isteklendirilmeleri ve yönlendirilmeleri eğilimi giderek artmaktadır. Okulun, eğitim-öğretim işini etkin biçimde yapabilmesi için çocuğun genel görünümünü şekillendiren aile ile birlikte çalışması gerekir. Başarılı bir eğitimin temelleri aile ile okul arasındaki dayanışmaya dayanır. Eğitim konusunda, aile ve okulun bir araya gelmesi sağlanmalıdır. Araştırma evrenini, 2013-2014 ve 2014-2015 eğitim-öğretim yıllarında, KKTC’ nin Lefkoşa ilçesi sınırları içerisinde yer alan, tüm resmi ve özel ortaöğretim okullarında görevli olan yöneticiler yer almaktadır. Bu amaçla, nitel çalışmada, hazırlanan yarı yapılandırılmış görüşme formları, eğitim yöneticilerinin, öğrencilerin teknoloji kaynaklı öfke ve saldırganlıklarına karşı ailenin etkililiğine yönelik görüşlerini ortaya koyabilecek şekilde hazırlanmıştır.Araştırmada, yöneticiler ile yapılan görüşmelerde herhangi bir veriyi kaybetmemek amacıyla, gönüllülük esasına göre ses kayıt cihazı ile görüşmeler kayıt altına alınmıştır. Nitel araştırma yöntemlerinin kullanıldığı araştırmada, elde edilen verilere göre,teknoloji kaynaklı öfke ve saldırganlık davranışların en önemli nedenlerinden birisinin aile olduğu belirlenmiştir. Bu tarz davranışların çözümü için yapılan çalışmalara ailenin de aktif katılımı sağlanarak aile ile okul arasında dayanışma yapılması konu ile ilgili verimli ve etkili sonuçlar doğurabilir.

http://search.proquest.com/openview/2d001ba75a4db11f64145611856438e5/1?pq-origsite=gscholar

General Publication How the use of computer types and frequency affects adolescences towards anger and aggression, 2016

Abstract


Özet

General Publication An Analysis Of Education Administrators On The Importance Of Family In Relation To Technology Based Student Rage and Aggression, 2016

Abstract


Özet

HOW THE USE OF COMPUTER TYPES AND FREQUENCY AFFECTS ADOLESCENCES TOWARDS ANGER AND AGGRESSION

Original Article TOJET: The Turkish Online Journal of Educational Technology, Volume volume 9 Issue 1, Issue volume 9 Issue 1, 2010, Pages 89

Abstract

This study was conducted to research the relationship between use of computer types and frequency and anger and aggression in adolescents. The study was conducted among years 9, 10 and 11 students (secondary level) in 2008-2009 academic year. The general research tool for this study used was “Relationship research” model. The focal schools of this research were randomly selected from the Nicosia district in North Cyprus. There were a total of 214 participating students and the data collection tools were: Aggression Scale, Anger Scale and a Personal Information form. In addition, the data collected through these scales and questionnaires were analyzed by using statistical calculations of frequency, mean, standard deviation, Anova and T-test techniques at p< 0,5 level. The results of the study show that there was no significant difference between adolescences who play and those who do not play computer games. It was also found that there was no significance in the relationship of playing computer games in other places between adolescences towards anger and aggression. Together with this, the average amount of computer games played within a week among adolescences has no significant impact on the levels of their anger and aggression. Also, there was no significance observed of playing weekly computer games at an internet café and the use of computer types and frequency in relation to their anger and aggression. Moreover, there was no significant difference between adolescents’ levels of anger and aggression towards computer games of sports and competitive games, war and strategic games and general logic computer games.


Özet

This study was conducted to research the relationship between use of computer types and frequency and anger and aggression in adolescents. The study was conducted among years 9, 10 and 11 students (secondary level) in 2008-2009 academic year. The general research tool for this study used was “Relationship research” model. The focal schools of this research were randomly selected from the Nicosia district in North Cyprus. There were a total of 214 participating students and the data collection tools were: Aggression Scale, Anger Scale and a Personal Information form. In addition, the data collected through these scales and questionnaires were analyzed by using statistical calculations of frequency, mean, standard deviation, Anova and T-test techniques at p< 0,5 level. The results of the study show that there was no significant difference between adolescences who play and those who do not play computer games. It was also found that there was no significance in the relationship of playing computer games in other places between adolescences towards anger and aggression. Together with this, the average amount of computer games played within a week among adolescences has no significant impact on the levels of their anger and aggression. Also, there was no significance observed of playing weekly computer games at an internet café and the use of computer types and frequency in relation to their anger and aggression. Moreover, there was no significant difference between adolescents’ levels of anger and aggression towards computer games of sports and competitive games, war and strategic games and general logic computer games.

IMPACT ASSESSMENT OF TECHNOLOGY USE TOWARDS THE AGGRESSİON AND ANGER IN ADOLESCENTS

Original Article ISTEC International Science and Technology Conference, Volume 2146-7382, Issue Proceeding book, 2015, Pages 809

Abstract

Individuals' communication values through using technology have changed substantially. While communication has simplified through technology, this convenience has brought in a lot of negativity. Today's technological tools as mobile phone, internet, computer and telephone has been involved in human life at very early ages, and this has affected people without them knowing. They considered such use of technological communication tools so naturally and, it has caused them to perceive as a part of their life and culture. It is considered that the technology's negative effects on individuals' behaviour like anger and aggression causes the emergence of other problems. For this purpose, " Assessment of Technology's Effects on Adolescent Aggression and Anger" is intended for this study, which was applied to determine the opinions of students. The population involved total 215 students studying during 2013-2014 and 2014-2015 academic year in a public school Lefkoşa Türk Lisesi and a private school Near East College in TRNC, Nicosia. The survey was carried out in order to create a situation assessment about whether the use of technology on adolescents is effective on behaviour like anger and aggression. This research is a "Relational Scan" model that is located within the general screening models. It also is a descriptive study. Whether the factors affecting the use of technology, which was attempted to determine with quantitative research models used change according to the demographic characteristics of students were examined in this study. With this aspect, this research can also be called Comparative Case Study. For quantitative data obtained from the analysis of data collected by survey and scale, SPSS 16 software was used and correlation, T_ test and F test statistics were used. In the analysis, the significance level was taken as p <0.5. According to the obtained data, students' use of technological tools affects anger and aggression. There is a significant difference between students' gender and their use of technological tools. Also the use of technological tools is higher among the female students than male students.


Özet

Individuals' communication values through using technology have changed substantially. While communication has simplified through technology, this convenience has brought in a lot of negativity. Today's technological tools as mobile phone, internet, computer and telephone has been involved in human life at very early ages, and this has affected people without them knowing. They considered such use of technological communication tools so naturally and, it has caused them to perceive as a part of their life and culture. It is considered that the technology's negative effects on individuals' behaviour like anger and aggression causes the emergence of other problems. For this purpose, " Assessment of Technology's Effects on Adolescent Aggression and Anger" is intended for this study, which was applied to determine the opinions of students. The population involved total 215 students studying during 2013-2014 and 2014-2015 academic year in a public school Lefkoşa Türk Lisesi and a private school Near East College in TRNC, Nicosia. The survey was carried out in order to create a situation assessment about whether the use of technology on adolescents is effective on behaviour like anger and aggression. This research is a "Relational Scan" model that is located within the general screening models. It also is a descriptive study. Whether the factors affecting the use of technology, which was attempted to determine with quantitative research models used change according to the demographic characteristics of students were examined in this study. With this aspect, this research can also be called Comparative Case Study. For quantitative data obtained from the analysis of data collected by survey and scale, SPSS 16 software was used and correlation, T_ test and F test statistics were used. In the analysis, the significance level was taken as p <0.5. According to the obtained data, students' use of technological tools affects anger and aggression. There is a significant difference between students' gender and their use of technological tools. Also the use of technological tools is higher among the female students than male students.

An Analysis Of Education Administrators On The Importance Of Family In Relation To Technology Based Student Rage and Aggression

Original Article TOJET The Turkish Online Journal of Educational Technology, Volume Special Issue ISSN: 2146 - 7242, Issue Special Issue ISSN: 2146 - 7242, 2015, Pages 36

Abstract

Knowledge and technology are believed to be the two most important components of an enlightened society. At an era when change and development are a necessity, it is required that society alongside the individual adapt to this change and development. Schools are regarded as the most appropriate institutions to ensure that this happens. It is a social structure, which the student, the teacher, the vice principal, the principal, the secretary and the school service provider make up and is affected by each member. This social structure in the school is formed within the school management and is affected by the internal elements such as the principal, vice principal, the teacher, the student and the school service provider. The parents, the district of the school, the social groups near the school premises, the quality of existing administration and working conditions are external elements, which internally affect the school. Schools have to fulfill their obligations necessary for meeting the requirements of an enlightened society and thus have to be capable of adapting to the changes and readjusting the roles of those contributing in the education process. It is essential that those who actively partake in education incorporate technology in the process since technology has an effect on the development of education. This necessity may also lead to adverse outcome such as rage and aggression stemmed from using technology. It is believed that the correct intervention and prevention by school administration can minimize the negative effects of technology used as vital tools in the education process. Parents play a very crucial role in the education of their children; thus, it is in the best interest of the school to have their support and cooperation. As the importance of education within the family unit has gained significance, there has been a tendency to have the parents become more proactive within the education process. The parents’ role in the overall shaping the child enables the school’s ability to do its job effectively. A successful education’s foundation is based on the cooperation between the education institution and the parents. They should be enabled to work in tandem with each other. The research was conducted over the period of 2013-2014 and 2014-2015 academic years and it was implemented in all of the state and private secondary education institutions within the borders of Nicosia. All employees from senior management to staff partook in the study. In this qualitative study, a semistructured interview form was prepared. By responding to the questions, the education administrators were able to put forth their views about the rage and aggression caused by the use of technology amongst the students and the effectiveness of the role of parents in determining the students’ behaviors. The interviews were taped with the consent of the interviewee in order to avert any loss of data. The results of the qualitative study determine that parents are very influential in the development of technology related behavior of rage and aggression among students. Involving parents as active and cooperative participants in studies toward solving these behaviors with the school may prove to have fruitful and effective outcomes.


Özet

Bilgi toplumunda önemli olan iki unsurun bilgi ve teknoloji olduğu düşünülmektedir. Çağımızın gerektirdiği gelişim ve değişim, birey yanında toplumun da gelişmesini ve değişime ayak uydurmasına neden olacaktır. Bu durumun sağlanmasının en uygun mekanının okul olduğu düşünülmektedir. Okul, öğrenci, öğretmen, müdür muavini, müdür, sekreter, okul hizmetlilerinden oluşan sosyal bir oluşum olup bu oluşumun özelliklerinden etkilenir. Okul yönetiminde bu oluşumu oluşturan ve okul içerisinde bulunan müdür, müdür muavini, öğretmen, öğrenci ve okul çalışanları etkili olup yönetimi etkileyen iç unsurları oluşturmaktadır. Öğrenci velileri, okulun bulunduğu çevre, çevrede yer alan sosyal gruplar, mevcut idarenin niteliği, çalışma koşulları, okulun içerisinde bulunmadan okulu etkileyen dış unsurlardır. Okullar, bu oluşum sırasında değişime uyum sağlayarak, bilgi toplumunun gerekliliklerini yerine getirebilir özelliklere sahip olmalı ve eğitim sürecindeki paydaşların rolleri yeniden düzenlenmelidir. Teknolojinin eğitim alanında gelişme olabilmesini sağlayacak etkisi bulunmakta, bundan dolayı eğitim alanında aktif olan kişilerin teknolojik gelişmeleri eğitim sürecine dahil etmesi gerekliliği bulunmaktadır. Bu gereklilik, beraberinde olumsuz sonuçları da doğurabilmektedir. Teknoloji kullanımı kaynaklı öfke ve saldırganlık, oluşabilecek olumsuzluklara örnek olabilmektedir. Günümüzdeki eğitim ortamlarında büyük öneme sahip teknolojik araç gereçlerin oluşturabileceği olumsuz sonuçların, okul idaresi tarafından yapılacak doğru müdahaleler ve uygulamalarla mümkün olduğunca minimum seviyeye çekilebileceği düşünülmektedir. Çocukların eğitiminde önemli rol oynayan ailelerle, sıkı bir dayanışma oluşturmak ve onları okulla dayanışma içinde olmaya isteklendirmek, okul açısından önemli bir kazanımdır. Eğitimde aile rolünün öneminin giderek daha çok fark edilmesiyle birlikte, velilerin okulda daha aktif rol almaya isteklendirilmeleri ve yönlendirilmeleri eğilimi giderek artmaktadır. Okulun, eğitim-öğretim işini etkin biçimde yapabilmesi için çocuğun genel görünümünü şekillendiren aile ile birlikte çalışması gerekir. Başarılı bir eğitimin temelleri aile ile okul arasındaki dayanışmaya dayanır. Eğitim konusunda, aile ve okulun bir araya gelmesi sağlanmalıdır. Araştırma evrenini, 2013-2014 ve 2014-2015 eğitim-öğretim yıllarında, KKTC’ nin Lefkoşa ilçesi sınırları içerisinde yer alan, tüm resmi ve özel ortaöğretim okullarında görevli olan yöneticiler yer almaktadır. Bu amaçla, nitel çalışmada, hazırlanan yarı yapılandırılmış görüşme formları, eğitim yöneticilerinin, öğrencilerin teknoloji kaynaklı öfke ve saldırganlıklarına karşı ailenin etkililiğine yönelik görüşlerini ortaya koyabilecek şekilde hazırlanmıştır.Araştırmada, yöneticiler ile yapılan görüşmelerde herhangi bir veriyi kaybetmemek amacıyla, gönüllülük esasına göre ses kayıt cihazı ile görüşmeler kayıt altına alınmıştır. Nitel araştırma yöntemlerinin kullanıldığı araştırmada, elde edilen verilere göre,teknoloji kaynaklı öfke ve saldırganlık davranışların en önemli nedenlerinden birisinin aile olduğu belirlenmiştir. Bu tarz davranışların çözümü için yapılan çalışmalara ailenin de aktif katılımı sağlanarak aile ile okul arasında dayanışma yapılması konu ile ilgili verimli ve etkili sonuçlar doğurabilir.

Currrent Teaching

Teaching History

  • 2016 BAHAR

    ORGANIZATIONAL BEHAVIOR

    işaretli alanlar geçerlidir

  • 2016 GÜZ

    RESEARCH METHODOLOGY

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  • 2016 BAHAR

    TIME MANAGEMENT

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  • 2015 GÜZ

    ENGLISH I

  • 2015 GÜZ

    FOREIGN LANGUAGE  I

  • 2015 GÜZ

    CLASSROOM MANAGEMENT

  • 2014 BAHAR

    ENGLISH II

  • 2014 YAZ

    ENGLISH II

  • 2014 BAHAR

    ENGLISH II

  • 2015 BAHAR

    ENGLISH II

  • 2014 BAHAR

    EDUCATION MANAGEMENT

    -

  • 2015 GÜZ

    EDUCATION MANAGEMENT

    -

  • 2016 BAHAR

    INSTITUTIONAL COMMUNICATION MANAGEMENT

    -

  • 2016 GÜZ

    RESEARCH METHODOLOGY

    ..

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