Web-Based Responsive Mobile Learning (M-Learning) Design

The mobile initiative is changing education and social life worldwide. The question is how to offer the same user-friendly, aesthetically pleasing mobile learning courses on different mobile devices. Developing effective web sites courses and content isn't only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs and keeping users interested and engaged. A good place to start is to organize thoughts and figure out exactly what is wanted to be included in the web sites course. Responsive design gives the ability to create a single m-learning course that automatically adapts to any browser or device. This allows the target audience to benefit from the courses without having to worry about screen size and resolution. In this chapter, m-learning is discussed in a responsive design context that can be used across platforms and offers the design of courses according to m-learning instructional strategies.

Shaping School Culture With Technology

The purpose of this chapter is to discuss the impact of using technology on school culture along with its effects on the organizational climate. The researcher uses a case school and reveals ethnographic research with sample activities. To identify the correlation between being an eTwinning school and its effect on the school culture, data were collected from a focus group consisting of 11 administrators and project coordinators in Turkey whose school is an eTwinning school. Their views about integrating technology to the school culture and their preferences on using Web 2.0 tools as a leader are questioned. The data obtained is analyzed and interpreted by descriptive analysis. According to the results, it appears that being an eTwinning school has a positive impact on the school culture. The schools that use technology most are characterized by innovation, sharing, collaborative work, and positive communication with stakeholders in terms of shaping their culture.

Technology Integration in Educational Administration

This chapter aims to addresses technology integration in terms of educational administration. In this context, firstly it presents the current situation of education by referring to educational policies, development plans, international reports, and contemporary applications of educational policies. It then addresses the definition, application areas, examples, and next generation applications of technology integration. Lastly, it addresses technology integration at national and international levels within the scope of educational policies and development plans, and some recommendations are made to make use of technology integration in development of instructional leadership, technology leadership, innovation management, and professional competencies.

Technology Leadership in Turkish Schools

This chapter aimed to systematically evaluate theses and articles that were published between the years 2000-2019 in Turkey related to school technology leadership in terms of their topics, methods, results, and recommendations. Web of Science, ERIC, SCOPUS, ULAKBIM, and Turkish National Thesis Center were applied. In this context, 42 studies were examined. Findings indicated that technology leadership studies mostly focused on technology leadership competencies, technology leadership behaviors, and technology leadership roles. The descriptive survey design was found to be used frequently in technology leadership studies. According to the perceptions of teachers and principals, it was determined that principals exhibited high levels of technology leadership competencies, behaviors, attitudes, and roles. On the other hand, it was noted that there is a dearth of studies conducted on variables related to technology leadership and the factors that affect the principals being the technology leaders.

Managing the Utilization of Technologies in Adult Education, Training, and Administration

This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.

Sub-Dimensions in the Management of Open and Distance Learning

Management is the execution of processes such as financing of institutions, provision of production tools, marketing of produced goods and services, regulation of business processes, determination of strategies, organization of human resources using the most efficient resources. The management of open and distance learning (ODL) institutions can be examined in various dimensions concerning these processes. This chapter describes the financing, marketing steps, information systems, benchmarking, quality, and accreditation processes of the ODL institutions' management. It is understood that these processes in the management of ODL institutions contain very different components from those in the on-campus educational institutions and have a hierarchical structure within themselves. In this chapter, the management dimension in ODL systems is examined in all aspects, supported by reports from reputable organizations and other studies in the literature.

Social Media Integration in Educational Administration as Information and Smart Systems

The proliferation and access to social media platforms that allow easy access to information systems and services, content creation, and sharing, in a convenient form, has taken education administration and management by storm. Facebook is one of the many online media that can let education administrators and managers interact with each other or their subordinates by sharing information about themselves or any topical community issue via personal profiles or institutional profiles. Furthermore, it is noted that social media applications by their nature have the capabilities of educating, informing, entertaining (leisure), and socializing the audience. The research revealed that there are various groups on Facebook where youthful education administrators can use to post educational information and discuss pertinent issues concerning their institutions. Indeed, social media are being used as channels to foster economic, social, and political development education among Namibian educational administrators.

Re-Establishing the School in the Light of Information Technology

The aim is to open the discussion of the concept of education and school that emerged as a result of the changes in information technologies and to provide insight into the future educational institutions. Firstly, the effects of changes in the world on educational institutions were discussed. The skills needed by the world were introduced and finally the 21st century Web 1.0, 2.0, 3.0, and 4.0 technologies, which are information sharing methods that enable data sharing over the internet. In the conclusion part, a school structure where principles such as personalized ways and methods of access to information, development of creativity, acquisition of necessary methods for reasoning, integration of information with systematic attitude is proposed. For the schools of the future, it has been concluded that the elements of education such as classrooms, technique, methods, tools, and materials, and the role of the teacher should be reconsidered, and the school should be designed in a way that individuals can establish their own knowledge sphere within the boundaries of the school buildings.

Knowledge Management for Education Administrators

Even though the vital role of knowledge and information management in organizations has been recognized, education administrators have started to think about how they can use knowledge systems in creating effective learning environments only in recent years. The effect of the use of data and knowledge in present education systems through knowledge management will enable the transformation of schools. Education leaders should be able to manage information-based knowledge management efforts. For our schools to be able to constantly renovate themselves and, as a consequence of the environmental changes, transfer new knowledge and technologies to students, reconstruction of schools in the direction of knowledge management approach is crucial. This study presents how knowledge management benefits schools when applied in an ecological framework by practicing upon the business theories of information management and knowledge management.

Technology for Classroom Management

Designed practices as well as proactive actions to spontaneous executions addressing any emerging issue during class time and even measures taken belonging to classroom management reflect the philosophies, values, and beliefs of the stakeholders, mostly those of the teachers and the school, thusly making the term a very complicated one. Currently, apace with technologies that ease the job and lives of teachers in the classroom with respect to managing the class, there are programs and devices that directly monitor all sorts of student acts and performance. This chapter aims to resort to technology highlighting the positive links between technology use in the classroom and management practices with a view to sharing some of the existing practices. Educational policies should be scrutinized to provide the optimum—if not the best—conditions for learners of every level with the help of incorporating ‘suitable' educational technologies in light of the contexts where teaching and learning take place.