In the Covid19 Process K12 Education Report in Turkey

Machine Translated by Google Academician, School Administrator, Teacher and Expert with their opinions Editor: Devrim Akgündüz Machine Translated by Google Istanbul Aydÿn University STEM Education Application and Research Center & Faculty of Education K-12 EDUCATION FORUM With the Opinions of Academicians, School Administrators, Teachers and Experts DURING COVID-19 K-12 EDUCATION REPORT Editor: Devrim Akgündüz 2021 Machine Translated by Google With the Opinions of Academicians, School Administrators, Teachers and Experts K-12 EDUCATION REPORT DURING COVID-19 Editor Revolution Akgündüz Cover design Istanbul Aydin University Visual Design Unit Publication Year 2021 Address Besyol Mah. ÿnönü Cad. No:38 Kucukcekmece / ISTANBUL Tel/Fax: 444 1 428- 425 57 59 E-ISBN 9786257783323 ©2021, ISTANBUL AYDIN UNIVERSITY All rights reserved. All or part of this work, in accordance with FSEK No. 5846 amended by Law No. 4110, 52. Unless written permission is obtained in accordance with the article, it cannot be used by any form and method, by being processed, reproduced, distributed copies, sold, rented, loaned, represented, presented, transmitted by wire/wireless or other technical, numerical and/or electronic methods. Machine Translated by Google In Memory of Aylin Sözer, In Memory of Doÿan Cüceloÿlu, Machine Translated by Google INGREDIENTS FOREWORD .................................................. .................................................................. .............................................6 1. K-12 Education Forum Editorial Review.................................... ............................10 1.1. Editorial Evaluation of Opinions Representing Education Faculties....... 10 1.2. Editorial Evaluation of Preschool .................................................. ...............13 1.3. Editorial Evaluation in the Field of Basic Education (Primary and Village Schools) ..................15 1.4. Editorial Evaluation in the Field of Science and BÿLSEM.................................... 18 1.5. Editorial Evaluation in the Field of Mathematics ................................................. ....................19 1.6. Editorial Evaluation in the Field of Special Education ............................................. ....................21 1.7. Editorial Evaluation of the Opinions of NonGovernmental Organizations Related to Education..22 1.8. Editorial Evaluation in the Field of Guidance and Psychological Counseling ................. 25 1.9. Editorial Evaluation in the Field of Foreign Language Education ............................................. ........27 1.10. Editorial Evaluation in the Field of Educational Technologies ............................................. .....28 1.11. Editorial Evaluation in the Field of Educational Administration ............................................. ...........30 1.12. Editorial Evaluation in the Field of Vocational Education and Lifelong Learning................32 1.13. Editorial Evaluation of International Programs and High School Education...................34 1.14. Editorial Evaluation on Reflections from the Media to Education...................37 1.15. Editorial Evaluation of the Need for In-Service Training ....................................38 1.16. Editorial Review on Curriculum Reduction................................................40 1.17. Bureaucratic Practices and Suggestions from Teachers.................................................. ........42 1.18. Interesting Experiences in Distance Education ............................................. ....................44 2. Forum Opinions of Academicians, School Administrators, Teachers and Experts ............... .........46 2.1. Opinions Representing Education Faculties.................................................. ..........46 2.2. Opinions on Pre-School Education ............................................. .............................54 2.3. Opinions in the Field of Basic Education (Primary and Village Schools) .................................. .......59 2.4. Opinions on Science Education and BÿLSEMs.................................... ...............66 2.5. Opinions on Mathematics Education .................................................. ..............................68 2.6. Opinions on Special Education .................................................. ..............................................74 2.7. Opinions of Non-Governmental Organizations Related to Education ............................................. ............76 2.8. Opinions on Guidance and Psychological Counseling ............................................. ......86 2.9. Opinions on Foreign Language Education ............................................. ..............................92 Machine Translated by Google 2.10. Opinions on Educational Technologies ............................................. ................................97 2.11. Opinions on Educational Administration .................................................. .................................99 2.12. Opinions on Vocational Education and Non-Formal Education ............................................. .........107 2.13. Views on International Programs and High School Education...................................108 2.14. Reflections from the Media to Education ................................................. .........................113 2.15. Opinions on the Need for In-Service Training .................................................. ......................115 2.16. Views on Curriculum Reduction .................................................. ....................117 2.17. Bureaucratic Practices and Views on Being a Teacher ................................................121 2.18. Other Comments and Wishes .................................................. ..............................................127 3. Questions and Opinions of Forum Participants ....................................... ...............134 3.1. K-12 Education Forum-1 Q/A Records .................................. ......................................134 3.2. K-12 Education Forum-2 Q/A Records .................................. ........................................175 ANNEXES.......... .................................................................. .................................................................. .......................... K-12 EDUCATIONAL FORUM-1 SPEAKERS.................................... .........188 K-12 EDUCATIONAL FORUM-2 SPEAKERS..... .........................189 K-12 EDUCATION FORUM 1-2 VIDEO RECORDINGS ................................................. ..........190 IMAGES FROM K-12 EDUCATION FORUM-1 ......................... .............191 IMAGES FROM K-12 EDUCATION FORUM-2 .......... ................................................192 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY PREFACE K12 Education Forum; It was held in two sessions with the cooperation of Istanbul Aydÿn University STEM Education Application and Research Center, Faculty of Education, Researching School and Education and Education, in order to evaluate the educational activities of the Ministry of National Education during the Covid 19 epidemic period, from the perspective of academics, teachers, administrators and experts. . We plan to hold the forums periodically at the end of each semester. We broadcast on our social media channels Twitter, Instagram and Facebook with the username @EGTforum. Opinions were shared on Twitter with the hashtag #EGTforum and continue to be shared. Both opinions and questions were shared on the Q/A (question-answer section) within Zoom, and the answers were given verbally or in writing. This forum will grow with your opinions and suggestions; It will become a common platform for academics, teachers, school administrators, experts, students and parents. We had undertaken to compile all the opinions we obtained here and share them with the Ministry of National Education. It will be a great honor for us to contribute to the education policies of the Ministry of National Education during and after the pandemic with this report we have prepared in this context. The first forum held on February 1, 2021 was attended by 3 moderators and 12 academicians and experts who are experts in their fields. The forum was held in two sessions, and in the first session, the questions prepared by the moderators were asked to the academicians and experts according to their field of expertise. After the first session was over, the questions asked via Q/A and Twitter were compiled and one more question was asked to the speakers by the moderators. 3 moderators and 12 teachers and school administrators from pre-school to high school attended the second forum held on February 22, 2021. The forum was held in two sessions, and in the first session, questions prepared by the moderators were asked to teachers and school administrators according to their fields. After the first session was over, the questions asked via Q/A and Twitter were compiled and general questions were asked to the speakers by the moderators. This report book is not a scientific compilation, it is a book prepared in line with the opinions of the speakers and participants on the education given during the pandemic, and includes observations, determinations and suggestions. Based on the data obtained in the forums, under 18 headings in the first section 6 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 editorial evaluations were made. These editorial evaluations are based on the opinions of the speakers participating in the forum, the statements of the participants from all fields, and using them as sources, adding and reinterpreting the editor's own personal observations and inferences. •The answers given to the questions asked by the moderators to the speakers in both forums and the opinions presented were combined in the second part and presented under 18 headings. •Questions asked via Zoom program Q/A (Question/Answer) in both forums, answers to questions and participant opinions are presented separately in the third section. • Introductory materials about the forums, images from the forum and video addresses for those who want to watch it again are presented in the fourth section as an appendix. We dedicated the first education forum to our esteemed academic member Ay lin Sözer, whom we lost in December 2020, and the second forum to our esteemed scientist Doÿan Cüceloÿlu , who we lost in February 2021. May their souls rest in peace and their place in heaven. The founder of "Researching School" , who was the moderator in both forums , Prof. Dr. We would like to thank Mustafa Yavuz and the founder/editor of "Education and Education" and Instructor Ece Karaboncuk for their efforts. Supporting the background in the realization of the forums, reading the report and editing the Q/A records, Ar. See. We would like to thank Zeynep Türk . To the academicians, experts, teachers and school administrators who participated in both forums and expressed their views; conveying their views and questions to both forums via Q/A; We would like to thank the participants who shared their views on social media. We would like to thank Istanbul Aydÿn University, the Dean of the Faculty of Education and its staff for mobilizing their resources for the realization of the forums. Hope to meet you at Nice #EGTforums , best regards. Assoc. Dr. Revolution Akgündüz Director of STEM Education Application and Research Center Founder of EGT Forum #EGTforum / @EGTforum 7 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY CONTRIBUTED MODERATORS AND SPEAKERS K-12 Education Forum-1 Position Speakers Prof. Dr. Mustafa Yavuz (Mod.) Researching School Instructor See. Ece Karaboncuk (Mod.) Education and Training prof. Dr. Hamide Ertepinar Prof. Istanbul Aydin University Dr. Ayhan Yilmaz Prof. Dr. Elif Hacettepe University Yeÿim Üstün Prof. Dr. Belma Istanbul Aydin University Tugrul Prof. Dr. Cem Balçÿkanli Istanbul Aydin University Prof. Dr. Ragip Ozyurek Prof. Gazi University Dr. Erdinç Çakÿroÿlu Prof. Dr. Istanbul Aydin University ÿbrahim Halil Diken Prof. Dr. Middle East Technical University Mustafa Yildiz Prof. Dr. Emin Karip Anatolian University Arzu Atasoy Burcu Meltem Arÿk Gazi University TEDMEM Teacher Academy Foundation Education Reform Initiative K-12 Education Forum-2 Position Speakers Prof. Dr. Mustafa Yavuz (Mod.) Researching School Instructor See. Ece Karaboncuk (Mod.) Education and Training Arzu Arslan Zeytinburnu Martyr ÿbrahim Yÿlmaz Kindergarten Aylin Silig Eskiÿehir Tepebaÿÿ TOKÿ Martyr ÿkram Cirit And. L. Duygu Gürman Beykoz Kavacik Stock Exchange Secondary School Gökhan Atik Hülya Private Yesilkoy Armenian Primary School Narsap ÿbrahim Kadÿköy Public Education Center Evren Özer Kadir Bayÿu Kadÿköy Alev Alatlÿ Science and Art Center Müge Selçuk Nevzat Nesibe Aydÿn Konya Schools Can Özdem Ünal Sevil Beykoz Pakkan Schools Karadeniz ÿeyma Diyarbakir Yenisehir Guzel Primary School Bayrak Bartÿn Ulus Martyr Sinan Fasting Multi-Program And. L. Bil Aydÿn Schools Sanliurfa Haliliye Ifkiran Kindergarten 8 Machine Translated by Google Episode 1 K-12 EDUCATION FORUM EDITORIAL REVIEW Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 1. K-12 Education Forum Editorial Review 1.1. Editorial Evaluation of Opinions Representing Education Faculties During the Covid-19 epidemic that started at the end of 2019, very important developments have been made in the field of education all over the world. While many countries are late in taking measures regarding education, it is seen that some countries have made some breakthroughs very quickly. In the process that started on March 16, 2020 in Turkey, schools were closed for face-to-face education and distance education was started with 3 television channels. In the first months of this process, it is seen that online environments other than TV were not used sufficiently, but EBA support was provided as of the 2020-2021 academic year and private lessons were started to be given to each class with Zoom. In this process, it is an important finding that the teachers switched to this emergency training very quickly and put in a great effort. Apart from these, it is stated that teachers take care of parents and students through communication tools such as Whatsapp groups and telephone in the remaining time from online classes. These include guidance services. One of the prominent problems in this process is inaccessibility. It is seen that many students cannot access the Internet, students living in the same house have problems with computers and the Internet, and that teachers do not receive sufficient distance education guidance in emergency distance education. A paradigm shift in education is inevitable. Distance education is also required after the epidemic and a transition to blended education is required by making use of distance education. Teachers who have digital skills and can design lessons with digital tools should be trained during and after the Covid-19 epidemic. In the light of these facts, it is necessary to revise the teacher training system and to increase the equipment of the graduates of education faculties. When I do this; teacher ready 10 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 It is important to prioritize issues such as presence, technological literacy of the teacher, use of web 2.0 tools and alternative assessment and evaluation. It is necessary to carry out studies on measurement-evaluation and exam security in distance education. Making a process-oriented assessment, especially using alternative assessment techniques, is important for the development of both teachers and students. In this process, what students learn should not be evaluated with result-oriented assessment methods such as multiple cho One of our important stakeholders in education is families. It is essential for families to take responsibility for education and for students to learn better in distance education and beyond. With the participation of the family, it is easier to do homework and projects at home, apart from the live class. Flipped learning model, which is one of the innovative learning models and blended learning sub-models, can be done with assignments and projects given before the lesson. In order for this to be done effectively, the participation of families, communication, and feedback in groups such as Whatsapp should be fed. Proper family participation can only be possible with educational programs to be made for families. Guiding families, supporting them in homework and communication will ensure that distance education processes can be carried out in a healthy way. It is valuable for families to inform teachers about the home environment and the situation of students and to give feedback. With the joint work of teachers and families, distance education or possible online learning studies after the pandemic will be easier to progress. This is important for students to be monitored and to continue their development. The ability of students to take responsibility for self-learning depends on the development of these skills. With the pandemic, studies should be carried out in order to develop these skills in terms of both teachers and students. Activities and programs should be created to support this in education faculties. 11th Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY The needs of socially and economically disadvantaged students should be met in this process. Attention should be paid to the social and emotional development of students as well as their cognitive development. Our teachers showed a great performance in order to support their psychological well-being and academic development by reaching students who could not attend live classes due to the lack of digital infrastructure. Teachers should be supported in this regard and necessary steps should be taken to facilitate their work. A different understanding can be reached in education with support teachers during and after the distance education process. In this way, the Ministry of National Education can benefit from the trained education workforce, and the child can be supported at home when necessary. When face-to-face education starts, more serious studies should be carried out in order to individualize education. Instead of an environment in which children are anxious, an environment should be provided in which they are able to trust, develop self-efficacy and self-perception at their own pace. Technological possibilities can be used for this. In this process, teachers have an important role to play. Teachers, who have a profession that is in direct contact with students and can establish emotional bonds with them, should develop their emotional bonds with children. In order to motivate students, it is valuable to greet them, send greetings to their families, ask how they are doing, and tell them to take care of themselves. At this point, the well-being of teachers and school administrators is extremely important. Everyone has great responsibilities for their well-being. It is necessary to strengthen the psychological resistance of our teachers and to support them continuously. In this process, education faculties and academics cooperated with the central and provincial organizations of the Ministry of National Education, giving seminars and conferences, and mentoring teachers. It is necessary that this cooperation increasingly continues. 12 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 1.2. Editorial Review About Preschool There are approximately four million children in early childhood in Turkey. It is reported that 72% of these benefit from early childhood. The 2023 Education Vision prioritizes disadvantaged students, especially those who have problems in accessing school in early childhood. In the first period of the pandemic, the access problem of children who had access to school became more difficult, and this difficulty caused the disruption of pre-school education. For the early childhood students who were completely at home in the first period of the pandemic, solutions could not be produced other than the efforts of the teachers. The illiteracy of preschool children, their inability to access online content and courses on their own, and the need for active participation of families can be seen as a major handicap during the pandemic period. In the early stages of the pandemic, EBA TV was broadcast for primary, secondary and high schools, but such a broadcast could not be made for pre-school. This is due to the lack of preparation for such a situation. However, in the later stages of the pandemic, the 51-minute EBA TV Kindergarten generation broadcast started to be broadcast with three teachers, with the contributions of experts and academics, so that preschool students could benefit from education. Repeating this broadcast in the morning in the evening is considered as a very positive method to reduce the losses of early childhood students. Apart from EBA Kindergarten, it has not been possible for every child to meet with preschool teachers through platforms such as Zoom at some times of the week. Although the children of families with a high socio-economic level could carry out various activities with their teachers in the virtual environment with the efforts of the families, the children of families with lower socio-economic status could not benefit from this due to the impossibilities. For example, in ÿanlÿurfa 13 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It is reported that 55% of children have never entered EBA. This problem has been tried to be overcome with EBA kindergarten. Under normal circumstances, the curriculum applied to pre-school students includes game-based activities. These activities are carried out in the presence of the teacher. In EBA Kindergarten, families should take this responsibility and participate in these activities with their children. Although there are guidelines for families, this imposes responsibilities on families. However, considering that many parents do not have the experience to take this responsibility, it is necessary to provide trainings that can guide children in such cases. Pre-school education should not be limited to school only, it should be done everywhere. Out-of-school learning and studies at school should be supported. The responsibilities that families handed over to teachers caused confusion and confusion when they were returned to families in the early stages of the pandemic. Because the information available about what teachers do at school was extremely limited. In this process, families also gained experience and had the opportunity to observe the development of their children's learning. This can be shown as one of the limited positive effects of the epidemic period. The language problem in the regions where immigrant children live, the family structure with many children, the effort of 8-9 siblings to try to study in the same environment in a small room are reported as one of the major handicaps in the pandemic conditions where distance education is carried out. Village conditions also caused students to not be able to benefit from online education. Even though some devoted efforts were made to provide tablets to the children, the access to education of children living in the same house and receiving education at the same time in the multi-child structure was extremely limited. It is thought that this problem has been solved with the opening of village schools. Teachers in regions with low socio-economic structure distribute letters, books and activity papers for students who cannot access online education. 14 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 They put a lot of effort into making the activities with the materials at home. In addition, it is a positive example that volunteer public personnel contribute to the process by reading stories. Sharing the video footage of the teachers and communicating with the parents in Whatsapp groups are also important steps in making the process easier. For such cases, it is recommended to create systems where technology can be used effectively. 1.3. Editorial Evaluation in the Field of Basic Education (Primary and Village Schools) One of the schools most affected during the epidemic was primary schools. It is reported that the process related to literacy is particularly painful and that many students cannot switch to reading and writing in normal times. This period will take its place in the pages of history as a period in which literacy is taught through distance education. This unusual situation brought along a very tiring experience for both teachers and students. It shows that the activities held during the periods when the schools are open, the language developed with the families, and the basic skills taught to children facilitate the distance education process. While reading and writing could be learned at the end of the first semester or at the beginning of the second semester under normal conditions, this did not happen at the usual time during the epidemic. According to the information reported by the forum speakers, while the children of families with high socio-economic status are the ones who suffer the least in literacy education, a 15% loss in the middle economic level and close to 50% in the children of families with the lowest socioeconomic status. indicates the loss. The socio-economic level has been one of the biggest actors at all levels in the pandemic conditions. Another problem experienced is that in the early stages of the pandemic, great losses are experienced during the transition to distance education completely. 15 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY The transition to distance education when literacy skills were just beginning to form, caused these students to still be at their first grade level when they entered the second grade. While the deficiencies of approximately 400 thousand students studying in the 3rd and 4th grades of primary school in Turkish and mathematics lessons were supported by the Education Program in Primary Schools (IYEP), various disruptions were observed in the distance education period. Along with the literacy problems, it is suggested that a large group of people in primary school have serious deficiencies and that compensation should be made for this group in the future. It will be more beneficial if this compensation is carried out in a long period of time, not in a short time. With the compensation program to be made, it should be ensured that those who are more affected by this process benefit, not everyone. In addition to individual activities, it is recommended by teachers to include small group activities, to make fun activities with gamification activities, and to benefit from technological opportunities. Closing all schools in the early stages of the pandemic is not considered the right decision. It should have been foreseen that making regional arrangements would yield more positive results. As a matter of fact, the opening of village schools in the following periods was considered a very positive decision. Since the disadvantaged regions are the regions most affected by the pandemic, the opening of village schools has ensured that the disadvantages of these regions, such as computer and internet infrastructure, are balanced. During the pandemic period, some of the teachers working in the village carried out exemplary practices. Some of these are the live lessons that are tried to be done routinely, activities that are held in large areas with small groups, taking homework to the houses in the village and taking care of the families, guiding the families, going to different hamlets and villages to meet with the students and give them supplementary lessons, and the activities prepared for the students. distribution, What- 16 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 It can be counted as providing support by reaching students from sapp groups. These self-sacrificing efforts were made to balance the disadvantages and prevent students from going backwards, to motivate students, and to show that families were not left alone, rather than enabling students to move forward. The low level of education of the parents in environments such as the village environment does not make it possible for them to take responsibility like the families in the city. Although these exemplary practices by some of the teachers are considered important, the state needs to work harder to ensure a continuous and social balance and to eliminate the disadvantages, whether there are pandemic conditions or not. One of the most important things to do in primary school was guidance activities. By guiding both families and students, it may be possible to keep their motivation high and to prevent being away from school. In the upcoming period, it is absolutely necessary for families to take responsibility in crisis environments, to guide students, etc. training should be given. Cognitive losses can be eliminated more easily in groups other than first-year primary school students and disadvantaged students. Additional studies are needed for the mentioned groups. In addition, it is suggested that social and emotional losses should be given more importance rather than cognitive losses during the pandemic process. Another audience that needs to be supported is teachers. In addition to all primary school teachers, it is recommended that especially primary school first grade teachers and teachers in regions with low socio-economic level should be supported, their efforts should be rewarded and motivated. Anxieties and panics experienced by teachers should be prevented, and a total mobilization should be implemented in the upcoming period. The same is true for school administrators. 17 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 1.4. Editorial Evaluation in the Field of Science and BÿLSEM Due to the epidemic, significant progress has been made in the transition to distance education in schools, but the problem of applied courses emerges as a problem in every discipline. While science education, which has practical parts as well as theoretical parts, can be done practically when face-to-face education is opened in the third and fourth grades of primary school, it can be done almost entirely in the form of live lessons with distance education in secondary school five, six and seventh grades. Under normal circumstances, science education, which should be done face-to-face in environments such as science laboratory, chemistry laboratory, physics laboratory and biology laboratory, varies from school to school, but it is tried to be continued in a more theoretical way. This needs to be addressed seriously in face-to-face education and should be worked on to do it practically. Since science education is an applied course, it is very difficult to say that laboratory applications, which cannot be done very effectively in face-to-face education under normal conditions, are carried out successfully in distance education. It is not important for students to work in the laboratory environment, to experiment, to break or spill the experimental materials while doing the experiment. The important thing is that students can achieve the gains more easily. Therefore, it is not a correct practice to teach the lesson with theoretical explanations and only by making use of animations and simulations, rather than experimenting in a face-to-face learning environment. First of all, it would be more beneficial to carry out the experiments physically and then to benefit from animations and simulations. In times of epidemics, when distance education will be used, animations and simulations can be used rather than transferring information. In addition, in distance education, course designs should be made for home experiment opportunities for science achievements, assignments should be made and followed up to meet these needs of students. Science and Art Center in Turkey, where gifted and talented students are developed. 18 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 (BILSEM) are available. The work of 182 science and art centers in 81 provinces was interrupted during the epidemic period. In addition to increasing the number of BÿLSEMs, it is also necessary to improve their quality and make them offer distance education in times such as epidemic periods. In BÿLSEMs, where there are 63 thousand students and 2233 teachers, it is reported that 67% of the teachers have a master's degree and a small part of them have a doctorate degree. It is stated that very few of the teachers have graduated from the special education department and there is a need for teachers who will provide more professional support in this context. It should be ensured that the quality of teachers in BÿLSEMs should be improved and they should be brought to a level where they can effectively benefit from digital opportunities. It is clear that sufficient support is not provided for the development of students who can find tomorrow's corona vaccine, in the pandemic period. In the distance education process, these centers should be developed by preparing various projects for students who need differentiation in the upcoming period. By raising awareness of other teachers, it should be ensured that they cooperate with BÿLSEM teachers in the selection and support of gifted students. While students in BÿLSEMs in regions with high socio-economic status could be reached more easily, it was more difficult to reach students in regions with lower socio-economic status. For example, tablets etc. in Kadÿköy. While it was possible to teach students more easily with distance education using devices, this was not possible in rural areas. 1.5. Editorial Review in Mathematics Mathematics is described as a lesson that requires a lot of patience and is more difficult to learn by students. When there is a deficiency, closing the deficiencies is also very tiring. Even in a face-to-face environment 19 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY The results of the nationwide exams reveal that students have not learned enough. In the current pandemic period, it is reported that mathematics education causes more deficiencies than face-to-face education and cannot be learned enough. It is stated that while it could not be adapted due to inexperience at the beginning, the difficulties at the beginning began to be overcome in the following periods, and the adaptation process developed positively. Even if the deficiencies are closed, many problems such as technical problems, internet connection, infrastructure problems, lack of computers, teachers' hardware deficiencies in the online learning environment, students not turning on the camera and not interacting, not participating in the lesson, not responding, teachers' preference for the lecture method have come to the fore. Students who do not have internet are deprived of lessons and some teachers do not make an effort in this regard, which hinders mathematics education. In addition, while it is very important to establish eye contact in mathematics lessons, it is a negative situation that students do not engage in this communication. In the first periods of the pandemic, the lessons were carried out completely oneway in the television environment, while the EBA platform began to be used in the following periods. While it may be possible for those with healthy internet access to attend the courses on EBA, the fact that those who do not have internet access or who are weak cannot use the EBA platform and have to watch it on television cause a lesson that requires interaction, such as mathematics education, to lose its functionality. Another problem is that students spend hours in front of a screen. Ideal times are exceeded in distance education. In this regard, it is expected that standards will be set or international standards will be complied with. One of the most important problems is the question of "how the measurement and evaluation will be done". The students' faces are not seen, some students' internet 20 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 It is not possible to make a healthy assessment in an environment where there is no A comprehensive research should be conducted on what and how much children learn and how much gains are achieved. It is reported that when mathematics teachers use distance education efficiently, their students do not lose their learning and even their participation increases and they start to use mathematical concepts better. 1.6. Editorial Evaluation in the Field of Special Education During the pandemic period and in the distance education process, there has been and continues to be a serious lack of children with special needs. There is a group that constitutes 12.29% of Turkey's population and in which inadequacy turns into an obstacle. In this issue, which concerns a large part of the country, more attention should be paid to students who need special education. Students who need special education should also work with specially trained teachers and specially trained speech therapists. In this context, although well-intentioned activities have been carried out, the studies have not reached a sufficient point. These disadvantaged groups have been affected more than other children during the pandemic process. This situation has also increased the anxiety of families of children in need of special education. One of the important points is the problem of accessibility of content. The fact that the contents cannot touch small age groups and hearing-sight-related groups is seen as a shortcoming, as there are only academic developments. Families need psychological support in this regard. Apart from education, it is seen that there is no access to situations that require a special environment such as physiotherapy. Later, positive developments were experienced in situations such as physiotherapy and rehabilitation, which were allowed to be done face-to-face. It is necessary to implement a systematic structure in distance education such as formal education. 21 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 2/3 of the students who need special education study in integrated classes. During the pandemic period, the responsibilities fell on families. The competencies of the teachers and the lack of workforce are also among the problems. While 22000 special education teachers are needed, there is a great burden on the teachers who are in the system. In this period, which was caught unprepared, National The Ministry of Education has studies in the dimension of special education. The development of applications such as "I'm Private in Special Education", "Treasure in Me", EBA TV applications, special education meetings, the work and cooperation of nongovernmental organizations such as Tohum Autism are very important. 1.7. Opinions of Non-Governmental Organizations Related to Education Editorial Review The pandemic process is not a fully prepared and expected process. Both teachers and students, in short, schools and school-related elements, were not prepared. The studies were about trying to solve the confusion quickly and spreading some problems over time. In this context, there was a great confusion about digital skills in the first place. In fact, online learning environments could not be used in the first months of the pandemic. Experience gaps with digital literacy and media literacy needed to be improved. For example, installing EBA TV alone was not a sufficient solution. The standardization of television broadcasts, broadcasting in a pedagogical manner, and media literacy skills had to be developed so that students could get used to this broadcast and follow their lessons. In this period, teachers first made great efforts to maintain their bonds with their students. According to the reported information, it is stated that teachers miss their children and colleagues, but they do not miss school. This situation calls into question the function of the school and the purpose of the school. The professional development of teachers in service is very important. These trainings cover 22 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 In this context, awareness trainings and attitude changes come to the fore. First of all, raising awareness of certain things and then aiming at attitude change, prospective trainings should be designed. Thanks to the availability of distance education during the pandemic process, the costs have decreased significantly and it has become easier for non-governmental organizations or universities to reach schools and teachers. Thanks to distance education, teacher training has become more efficient with synchronous or asynchronous applications and feedback. But it needs to be very well designed. Within the scope of the professional development of teachers, there is a need for training that will allow the development of their digital skills, especially in the pandemic and afterwards. Failure to develop the skills of the teachers may cause them to construct their lessons on teaching as in the face-to-face environment and to use tools such as Web 2.0 tools in the online environment that are non-pedagogical and not integrated into the structure of the lesson. It is not a correct practice for the teacher to carry out a one-way lesson by making live lessons. There is a need for constructs in which students are active and can learn by themselves. Lesson designs need to be done very effectively. The teacher should act as a mentor, act as a facilitator, benefit from gamification, and allow students to design and interpret. In this context, teachers need technological formation and these trainings should be updated and continued every year. Living in regions with low socio-economic status during the pandemic process; There is a risk that students with disabilities, refugees, whose mother tongue is not Turkish, and whose parents are less competent to support their distance education, will have lower performance or access to education. In addition, children living in crowded houses had a hard time in this process. Children whose families had to work and children of families who could not work during this period also went through a difficult time. Another issue was that some children who went to school when schools were open started working to contribute to the family during the pandemic process. For the groups specified in this scope 23 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY very serious measures and support packages need to be put forward. It can be mentioned about the problems experienced in the context of gender during the pandemic process. As stated in the Equality Analysis Report published by the Ministry of National Education in 2020, it is a major problem that female students from low-income families are more involved in housework than male students. Opening schools has many advantages. One of these is the presence of children in a safe environment and protection against neglect and abuse. One of the issues that should be investigated during the pandemic period is whether there are any measures taken during this period. In this context, not only the Ministry of National Education, but also all relevant ministries should carry out a more effective work in the next process. In studies related to education, many problems can be experienced due to bureaucracy and quick solutions cannot be produced. Non-governmental organizations, on the other hand, can move much faster and carry out studies for teachers and students. Some of these are Teacher Academy Foundation (ÖRAV), Village Schools Exchange Network (KODA), Education Reform Initiative (ERG) Teacher Network. Studies carried out on common platforms also set an example for the Ministry of National Education. The Ministry should consider this situation, reduce bureaucracy and produce quick solutions. Central decisions implemented in education can be less effective from time to time and cannot produce effective solutions. Regional solutions may be more successful in crisis environments such as pandemics and in Turkey where there are regional differences. In this context, necessary steps can be taken to share authority and responsibility. One of the important problems is that adults produce solutions to the problems experienced by children in a subjective way without listening to them. The problems that adults observe about schools may differ among students. Various solutions can be put forward for the participation of students in decisions. 24 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 A long-term compensation program should be applied to the problems experienced in education and cognitive gain deficiencies. Especially the teaching of abstract concepts should be studied. Short-term programs are not helpful. On the other hand, it is not possible to eliminate the deficiencies without allocating realistic budgets for education and working with qualified human resources. The healthy progress of the process depends on the transparent sharing of data. In this context, it is necessary to open the data to the public and researchers, and to find solutions to the problems on a scientific basis. Many of the data revealed include personal judgments rather than scientific ones. 1.8. Editorial Evaluation in the Field of Guidance and Psychological Counseling It would be more appropriate to talk about the social and emotional problems experienced by students rather than the cognitive gains and learning loss discussed during the pandemic period. Because learning losses can be compensated, but social and emotional problems are the ones that need to be dealt with in the first place. Counselors work in schools to guide students and provide them with psychological support. In the process that started with the pandemic, the transition to completely distance education brought with it social and emotional confusion and concerns. As with all segments, B and C plans regarding guidance and psychological counseling were either not considered or considered incompletely. At some levels it was almost entirely distance learning. While there are those who argue that guidance or school psychological counseling in distance education cannot be done due to inexperience, some of the researchers and experts working in this context have started studies on this issue by expressing their opinion that school psychological counseling can also be provided in the distance education process. However, it is not enough for researchers to argue that this can be done, because teachers and counselors working in this field are also prepared for such a situation in education faculties. 25 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY reported that they did not receive any training. On the other hand, in the 2023 Vision Report of the Ministry of National Education, it is expressed by the forum speakers that there are statements about holding distance meetings with parents. It is very positive to know that there are schools and guidance teachers who put this into practice during the pandemic process. Many families faced unemployment or economic problems during the pandemic process. This situation increased the violence problems in the home and caused the students to be negatively affected. On the other hand, staying in front of the screen for long periods of time has brought the problem of internet addiction. The inability of the students to socialize, to have no physical contact with their friends and not to communicate is another problem. It can be stated positively that partial guidance activities related to psychological resilience are carried out by the Ministry of National Education. In general, the pandemic process has revealed the following: Psychological counselors need to improve themselves on issues such as psychological resilience, well-being, recovery power, epidemics, internet addiction, and cyberbullying, and the Ministry of National Education should lead and follow the issue. Thanks to the use of technological opportunities, scales and inventories can now be applied in the internet environment and career guidance can be made remotely. In this way, many families can be reached more easily. It is thought that school counselors can help to overcome this situation by communicating and guiding the decreasing level of resilience of parents and students who are constantly together in the home environment. There is a need to meet with parents more than ever and make positive contributions to their motivation. A more motivated parent can mean a more balanced student. The following determination made by the speaker in this field is very important: "The expectation of educators or teachers is that the decline in academic data, which we call learning loss, 26 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 to be remedied as soon as possible. But the expectation and anxiety of children will be spending time with their friends at school, having fun, social sharing, and making use of the time they missed. As this expectation is different, the strategies will also change.” With the end of the pandemic process, behavioral disorders due to excessive pressure and anxiety may occur in children who will return to school. Children will need more adult support in terms of establishing and maintaining friendships, communicating, and problem solving in the school environment. Another issue is the problems that teachers will experience. Children with special learning difficulties are always an important issue and it is not easy to identify those in this group. Children who have learning difficulties with the problems brought by the pandemic period can be compared with children who have learning difficulties under normal conditions. This situation may cause difficulties for teachers. Therefore, it is necessary to create a school strategy by focusing on psychological well-being and resilience. Needs and problems need to be examined in depth. In-class and extracurricular activities should be carried out for the sake of psychological resilience by dealing with anxiety problems caused by the pandemic. Students in risk groups should be identified, mapped, separated from each other, and supported by the planning of guidance counselors. 1.9. Editorial Evaluation in the Field of Foreign Language Education The transition to distance education is not a new approach in terms of language education. Because, it is known that in the last century, foreign language education was tried to be done by radio broadcast, newspaper, letter. Later on, foreign language education, which was made with the support of television programs and books, was very popular at the time. During the pandemic period, the education provided must comply with the standards of distance education. 27 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It can be considered that the reason for this is that the curriculum and teaching materials are not prepared accordingly. It is a fact that it is necessary to make effective use of technology in foreign language education. Thanks to the digital environment, it is now possible to learn languages and chat from instructors in other countries of the world. Using technology in a foreign language Web 2.0 tools, gamification tools and digital visual materials, podcasts, etc. materials can be done more effectively. Hybrid systems can be included in foreign language education in the school environment instead of using face-to-face education completely. Visual and auditory materials enable students to develop their language skills more The fact that the fiction about foreign language education is not directed towards distance education or hybrid environments, problems in communication, technical malfunctions can cause teachers and students to describe these environments as negative in foreign language education. In this period when effective use of technology is a necessity, training foreign language teachers in education faculties ready for this and changing the curriculum will eliminate these problems. In addition, it is necessary to develop foreign language teachers, as every teacher, in terms of technological approaches in education. It is important that we give more space to visual and auditory applications outside the classroom, and that we make students speak with native speakers thanks to technology. It can be used more often by teachers, as it is a great advantage to have videos about foreign language education on Youtube. 1.10. Editorial Evaluation in the Field of Educational Technologies While it has been determined that it is a problem that the pandemic period in Turkey is entered without adequate preparation regarding educational technologies, and that adequate and effective education cannot be provided in the first period of the pandemic through the EBA, which was put into service before, it is determined that it is a problem that rapid steps are taken to reach students with EBATV, which was established as soon as the pandemic started. Educational technologies only device 28 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 The preparation of teachers was not found sufficient before and during the pandemic in order to carry it beyond the use of education and to base it on pedagogical foundations. Distance education, which is compulsory, has been seen as a reflection of face-to-face education on the online environment and the rules of distance education have not been fully fulfilled. On the other hand, internet and computer facilities are obligatory conditions in distance education. In this context, although it is important and positive to offer 8GB internet service through operators, its insufficiency and inability to use it effectively under various conditions appear as a problem. Distance education should not be perceived as a live lesson. A setup should be put forward on the EBA in which every teacher will work with their students in a maximum interactive way. Two of the greatest possibilities brought by technology are individualized learning and self-learning. The development of these skills should be ensured, and the structure of the courses should be adapted to this. While doing this, lessons can be structured not only as a live lesson, but also as a short 10-15 minute live lesson, a project task, a collaborative time-independent homework, a quiz, a 10-15 minute live lesson or a pre-made video. lyre An interactive environment should be provided to students and Web 2.0 tools should be used to enrich teaching. In this way, students can be prevented from being in front of the screen more. Incorporating asynchronous applications can provide more benefits than live lectures. Another benefit of this is that some parts of some knowledge lessons can be done online, so that the increased time can be used more effectively and for other applications at school; e.g. art, sports, design, project, coding, fun science etc. Can be used for lessons. In the coming period, it should be aimed to provide a standardized education in which online assessments and evaluations are made, and online learning environments are used instead of face-to-face education at the levels from preschool to the end of high school. Instead of using completely face-to-face education or completely distance education environment, blended learning period should start in schools. The combination of face-to-face learning environment and online learning environmen 29 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It is imperative to switch to a learning period in which strong practices are used in both environments. Conducting studies on the development of professional professional development of teachers regarding technological approaches in education (for example, distance education, blended learning, hybrid learning, web 2.0 tools, technological assessment tools, feedback, working and collaboration in the cloud, technological pedagogical content knowledge, etc.). required. All students without exception (including those in the same house) should be provided with high-speed internet and computers (tablets, laptops) as per the social state principle. Technical and pedagogical measures should be taken and developed for a more stable and effective use of EBA. 8GB of free internet is not enough to enter EBA. It should be noted that in environments where video is used effectively, this quota can be filled in one day. Not just for EBA; Free quotas should also be defined for Zoom, Skype, MS Teams, Google Meet and learning management systems to be determined. 1.11. Editorial Evaluation in the Field of Educational Administration The meaning attributed to school in Turkey is expanding day by day. The weakening of social circles, a shrinkage towards the nuclear family, the loss of the old structure of neighborhoods and streets, the fact that children spend more time in virtual environments by breaking away from the streets, have started to completely load the out-of-school education that children and young people receive in family, streets and neighborhoods. School is considered as an environment in which subjects such as morality are taught in addition to cognitive education. However, the role of the school in this context is not sufficient, because the design of the schools was not made within this scope. The method to solve this problem is to prepare the teachers trained in education faculties for this sociological situation and to equip them with new skills. Developing these aspects of the teachers working in the school, thus enriching the school environment by making it suitable for this, or re- 30 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 It should be considered that it should be taken from school and given to the family and society. It is seen that the level of education in the family and society is not sufficient and even lags behind other countries. PISA evaluation results reveal this situation. The family's ability to support the student depends on making the home environment suitable for this. For example, increasing the number of books at home and reading more books will create an opportunity for students to develop more peacefully and in a balanced way in the home environment. This situation is also a result of the PISA exam, which allows for an increase in academic success in general. School administrations have a serious responsibility to ensure this. Projects can be developed to guide and encourage parents. On the other hand, our country receives quite a lot of immigration. The low social and economic status of the children of immigrant families, their disadvantages in terms of language and their inability to interact socially are among the issues that need to be addressed in the name of education. In order for the children of immigrant families to integrate into the society, special attention should be paid to language education. One of the ways to do this is to connect them with native children in a conversational setting. Distance education has become a very lost period for immigrant children during the pandemic period. One of the most intense working groups during the pandemic process is preschool teachers. In the period when the preschool was closed, the responsibility of teaching was given to the families. This unexpected situation caused turmoil in the home environment. After the teachers got used to this process, effective steps were taken and improvements were experienced in the process. Another problem concerned the education of preschool children in a setting such as a prison. Educational management skills were needed for the education of children in a completely isolated environment. Because the education authority does not have a sufficient plan on this issue. Various solutions have been put forward by acting individually with educational management skills. It has been reported that one of them is to provide education to children through radio broadcasting. also 31 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Preparing different educational portfolios and materials and bringing them together with children is one of the methods tried. The pandemic process has been a process in which the value of the teacher and the focus of education on the teacher are better understood. Developing and giving importance to the opportunities of the teacher, and considering the professional development of the teachers as the first priority, will provide opportunities for important outputs in the name of education. While private schools can reach their own students more easily, reaching students who do not have the means, especially in public schools, emerged as the most important problem in this period. In accordance with the social state principle, reaching students with social and economic disadvantages should be prioritized in the upcoming period. Educational leadership in face-to-face learning environment or school environment differs in distance education or hybrid environment. The educational environment and needs are changing. For this, school leaders who can adapt to this situation need to be trained. This special situation can be supported by training at master's and doctorate levels. Educational administrators also need to have a good grasp of technological approaches in education and support teachers in their schools. In addition, education administrators need to be developed in terms of communicating with students and leading teachers in this environment. 1.12. Editorial Evaluation in the Field of Vocational Education and Lifelong Learning Contrary to formal education in non-formal education, face-to-face education has been one of the areas that has been continued for the longest time. While there was a closure during the periods when the pandemic was intense, it was faced with the problem of complete cessation of activities. The reason for this is that there is no distance education integration in non-formal education. The fact that non-formal education can be done face-to-face can be considered as luck on the one hand, and negative education on the other hand. While activities can be continued in face-to-face education, the personnel working in pandemic times 32 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Being exposed to risks arising from In times of pandemic, there are also serious differences between the city center and the countryside. While 25000 trainees received training at the Kadÿköy Public Education Center in normal times, it decreased to 1/5 during the pandemic period. This situation is evaluated negatively by public education centers. Because public education centers are important institutions for people to socialize and realize themselves. There are about 4000 programs in public education centers. Having too many programs is a major obstacle to converting these programs into distance education. However, by evaluating the possibilities provided by technology, hybrid systems can be put into use in times of pandemic or crisis, even if not completely remotely. Thus, it can be ensured that the disease does not spread and that teachers and trainees are protected. It is seen that those who attend the courses in public education centers gain knowledge that they could not do in their lives, that they wanted to realize and that they wanted to learn after a certain period of time. Some of the exemplary applications can be said to be shared by the trainees at home in embroidery lessons and sharing them with the public by preparing online exhibitions. Again, the fact that the folk dance performance was made digitally and shared with thousands of people showed that such advantages should be continued to be used. It is a positive development that public education centers take part in the elective courses of some universities. Digital literacy courses should be carried out with hybrid systems, enabling people to develop their digital skills and adapting to the new era. In vocational high schools, which are production-oriented schools, negative situations have been experienced from time to time due to the pandemic. The most important of these negativities was stated as the inability to implement, but the implementation of the implementations thanks to the decision change made later eliminated this negativity. 33 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Vocational high schools have produced masks and disinfectants with their own means by revealing the production aspect during the pandemic process. Mask sewing was carried out in public education centers with the support of vocational high schools. In this context, this decision of the Ministry of National Education was received very positively. However, in the studies carried out in the workshop environment, it is obvious that working without vaccination of teachers and students poses certain risks. It is very important to practice in vocational high schools. Placement of students in internships was interrupted during this period. It is recommended to include hybrid systems in students' internships and practices by using the advantages of digital technology and Industry 4.0. For example, virtual and augmented reality applications can be used as a prominent method. 1.13. Editorial Review on International Programs and High School Education International programs are used in some high schools in Turkey. Shortly called IB (The International Baccalaureate), the programs cover children and youth from the age of three to 18 years as the international baccalaureate program. The implementation of this program in a school means that a serious accreditation process takes place in that school. It is reported that during the pandemic process, asynchronous classes were mostly started in schools that implement an international program and have a Primary Years Program (PYP), and education continues with assignments and projects. In addition, it is stated that the methods of making use of the digital environment are researched, schools conduct live lessons, face-to-face applications in schools are transferred to the online environment, and the standards of the program are tried to be provided in the online environment, although it varies from school to school. Collaboration, teamwork and co-designing activities are at the forefront in PYP schools. 34 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 comes out. It is stated that when the applications are made online, this changes and education continues with more individual studies, one-on-one trainings are provided and the teacher is more active. This situation created a negative situation for schools. The children who designed together took the passive position and participated in the training in the position of following their teachers. In this context, it has been determined that Web 2.0 tools, one of the technological approaches in education, have started to be used in education, small group rooms, which are a feature of the Zoom program, are used and the studies continue in this direction, and this situation has been positively received. It has been reported that teachers cannot see the faces of the students during the distance education period. The fact that students do not turn on the camera or sometimes cannot, ensures that the education continues with audio or written communication. At the same time, more than one student studying or working in the same place at the same place can also cause this. The fact that the internet does not work in every room may cause the individuals taking lessons to be in the same environment, the sounds can be mixed, and therefore, the students do not even want to turn their vo Social-emotional deficiencies also appear in high school education. Children and young people need social and emotional support as well as cognitive work. In crisis environments such as pandemics, chaos has inevitably been experienced from time to time. The way to overcome this is to establish and support the triple bond between teacher, student and family. The effective use of technology in crisis environments plays an important role in partially balancing the problems experienced in education. Therefore, having a good command of technology enables the complex situations to be solved more easily. In high school education, meetings should be held at certain times and students should be supported by guidance teachers during meeting hours, apart from mass online training. The format in face-to-face meetings differs in the online environment. Because the needs are changing and there is a difficult process for the solutions that need to be put forward. 35 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It has become clear that systematic solutions could not be produced because the Ministry of National Education and schools did not have A, B, C plans or risk plans for them before the pandemic, or because they were insufficient or insufficient. It is thought that teachers and school administrations will provide instant solutions and plans to be made in the future will provide a great relief. One of the biggest difficulties is stated as the interruption of peer communication, and families' inexperience and lack of knowledge in coping with this situation appear as a major disadvantage. The lack of experience of high school teachers in distance education and their lack of method are seen as a challenging situation. It is seen as a serious problem for high school teachers that they give lectures on the screen for hours on end. Reducing class hours will alleviate this situation. It is suggested as a facilitating factor that the lessons be done asynchronously with assignments and projects. These can be delivered preferably through learning management systems, or via Whatsapp groups to ensure fast communication. Having environments where students can meet outside the classroom is important for their well-being. In this period, communication emerges as a very important skill. Meetings of students can be for both learning and different topics. In this period, the setting of professional development hours emerges as an experience created by teachers spontaneously. These hours can provide an environment where teachers enrich their lessons by sharing their experiences with each other. Exam anxiety is one of the negative emotions experienced by all students. Even the use of the word exam, especially in high school environments, causes enough anxiety, this concern is told to teachers. It is known that students' school understanding is exam-oriented and it is necessary to save students from this focus. 36 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 1.14. Editorial Review on Reflections from the Media to Education The views of educators reflected in the media should be expressed loudly. It would be more accurate to call the education carried out during the pandemic period as emergency distance education activities instead of distance education. In the last year, there have been very positive developments in terms of teachers and students in terms of doing this properly in the form of distance education. This development should be followed carefully. While we thought that education cannot be done remotely in the first semester, we learned that distance education can be used as an important part of education in the second semester. This level of awareness is very positive. While it is seen that some of the teachers put forth great efforts, it is seen that some of them cannot show the necessary performance in this process. We have teachers who make great efforts and accelerate the learning journey by collaborating with their colleagues on the learning journey. What to do here; Teachers who are waiting in the field, who are standing, who prefer to stop, should be warned, their awareness should be increased and they should be motivated. A total education mobilization can be developed by making the measurement and evaluation in distance education conditions correctly and by making people who are not aware of this yet realize it. While the behavior of parents towards children and teachers was criticized in the first period, the importance of parent participation and the role of parents in education began to be understood after a while. The distance education process can only be possible with the active participation of the parents in the education, the cooperation of the teachers with the parents, and the fulfillment of the responsibilities of the parents. In this context, parents also need guidance and education. Unless parents are trained, parent involvement and cooperation with the teacher will be limited. Teachers, seeing this situation during the pandemic process, gained awareness on the way to guide parents. 37 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It is seen that children become lonely in the home environment and experience social and psychological problems. In addition to achieving academic achievements, students should be supported in terms of social and emotional learning. The way to do this is to act in cooperation with the parents and to fill this gap of the student. Private schools took active roles in this process and worked to make parents aware of this issue and fulfilled balancing tasks in this challenging process. They have developed tools to reinforce social and emotional learning. In this context, it can be said that teachers working in both private and public schools have come a long way. Education in the media needs to be addressed more, given more importance and discussed more. Education in the media was covered in a limited and non-pedagogical way. Those who spoke in the media were mostly people from outside the world of education. Therefore, program proposals and preparations can be made by the Ministry of National Education and these programs can be carried out on national channels. On the other hand, these activities can be sustained in social media. The Ministry of National Education has important duties in order to discuss education everywhere. 1.15. Editorial Evaluation of the Need for In-Service Training Thanks to the use of the online learning environment in professional development, thousands of people can attend the courses that 30-40 people can attend under normal conditions by registering. Therefore, it is important to make effective use of the online learning environment in the professional development of teachers. This will pave the way for teachers to learn at their own pace, just as students learn at their own pace. Thus, asynchronous and self-paced progress will be achieved, and successful applications will be realized with weekly tasks. Two of the most important points to note here are; these trainings 38 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 It is very important that it is fed with notifications and not only in a way that the trainer gives lectures as in face-to-face education, but by using technological approaches in education. On the other hand, situations such as pandemics should be taken into account in the preparation of professional development programs and the development of teachers in using such environments should be ensured. In a world where borders have disappeared thanks to technology and the internet, teachers can attend courses (for example, a course at Harvard University) in Turkey or in different countries of the world, whenever they want, in their home environment, and form a colleague network. It is important to support this and this support can be possible by improving the foreign language skills of teachers. This has many advantages. For example, the time and expenses to be devoted to travel are reduced or reduced to almost zero. Family problems (such as leaving the child) will also be minimized. Participation in more training and more professional development will be possible. Providing professional development in the following subjects comes to the fore. 1 - Guidance during the pandemic period 2 - Foreign language skills 3 - Technological learning models (blended learning, flipped learning) 4 - Technological pedagogical content knowledge 5 - Enriching teaching with Web 2.0 tools 6 - Technological evaluation methods and feedback, 7 - Effective use of meeting and live lesson tools, 8 - Collaborate in the cloud, 9 - Effective use of learning management systems, 10 - Virtual and augmented reality, etc.) 39 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 11 - Digital communication skills 12 - Feedback in digital environment 13 - Family involvement 14 - Self-learning 15 - Social and emotional learning 16 - Training students with special needs in the digital environment 17 - Distance education in non-formal education 18 - Material design at home 19 - Project-based learning in digital environment 20 - Digital course design 21 - Preparing a digital lesson video 22 - Animation and simulation preparation 23 - Virtual lab applications 24 - Educational use of social media 25 - Screen addiction and coping methods 1.16. Editorial Review on Curriculum Reduction Although the subject of curriculum is a subject that has been discussed for years, important studies have been carried out on this subject in the past years. In this context, arrangements can be made for more effective use of the online learning environment, which can be used especially in distance education or online learning environments. In this context, the gains that can be used both in normal times and in crisis environments should be carefully selected, critical gains should be included; The gains that can be used according to the region, geography and need should be designed flexibly. If the curriculum can be diluted, course hours may be reduced or knowledge lessons may be lost. 40 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Courses other than those may also be included. For example, courses such as art, sports, design, coding, fun science, foreign language can be given more space. In this context, cooperation with municipalities can be made and the opportunities of schools can be expanded. Reducing the burden of the curriculum will also prevent students from being overwhelmed by this burden. It is possible to apply the blended learning model in schools with the opportunities brought by technology, and to conduct knowledge lessons more effectively by defining the course load in online environments. In this way, it will be possible to direct students to lessons that will help them relax and increase their creativity and skills. It should not be forgotten that students struggle with knowledge lessons, but they cannot be interested in arts and sports, and such activities are put in the background in schools. While more efforts are made in this regard in private schools, this situation is often ignored in public schools. Another issue is that teachers do not have enough knowledge of the curriculum and do not read the curriculum. Having a command of the curriculum means being knowledgeable about what should be done, what should be included in the lessons, and what should be done and how. A very good guiding curriculum is needed before teachers can design very well courses. Afterwards, the expectation is that teachers create course designs with this guiding curriculum, decide on methods and techniques in giving the content, and make use of technology. If the teacher does not know how to do this, the function of the curriculum will disappear. Individual differences and special situations should be included in the curriculum. A structure should be provided that will allow students to learn at their own pace. In the distance education process, many studies have been carried out in order to implement the curriculum in schools with physical and technological facilities at various levels. However, there has been an inequality of opportunity for the implementation of the curriculum in village schools or in rural areas. This situation can only bring technology, internet to every school and every household. 41 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY and can be offset by taking away computer facilities. In the pandemic conditions, it is not possible to apply the curriculum correctly in an environment where technology cannot be used. A flexible curriculum suitable for regions has to be applied. The effectiveness of schools in the implementation of the curriculum should also be increased. Schools should be given opportunities and flexibility in terms of flexible curricula, individualization of education and offering different opportunities. 1.17. Bureaucratic Practices and Suggestions from Teachers • It is seen that paperwork and stationery works are decreasing in online education. It is stated that only a limited number of reports requested for live lecture recording continue and are gradually decreasing. It is seen that the online application of the questionnaires is positive, and thus, students obtain e-mail addresses and there are improvements in communication. It saves resources by producing too much material from less material. •In the coming period, more space can be given to electronic interactive books that teachers and students can use in the digital environment. • It is thought that a form of teaching has been made between being a teacher and teaching during the pandemic process. In this context, it is stated that teachers are on the way to become teachers. • Studies can be carried out to ensure that the experiments done in science lessons can be done at home and with materials at home. • It is recommended that the EBA kindergarten project, which is positive for early childhood, should be developed and continued as it is stated to be a serious supporter during home education. •Professional development programs are offered to all teachers by dividing them into sub-fields such as the pedagogy of distance education and measurement and evaluation in distance education. 42 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 The arrangement of the rams is essential for the development of teachers. • Since classes cannot be held remotely in non-formal education, it is important to implement EBA-like structures for non-formal education as well. • Great strides have been made in EBA TV primary, secondary and high school programs for English lessons. In this context, it is recommended that the supporting studies from Youtube and other channels continue increasingly. •There are serious deficiencies in guidance in distance education. In this context, guidance teachers need to receive online counseling training. • It is stated that teachers have made progress in using time effectively and efficiently in this process, they can spare time for themselves, for example, they have time to read books. Therefore, it is learned to benefit from technological opportunities in order to create time for teachers to spare for themselves. In EBA, more attention should be paid to the studies aimed at children with special needs (not only those with Down syndrome, autism, but also all groups, such as the visually, hearing impaired, etc.). Studies on inclusive education should be accelerated. It is of great importance that elders do not make decisions on behalf of students, that these decisions are taken by asking students' opinions and that this democratic culture is developed. •Trying to make the most of distance education is one of the best things to do. In such a process, it is necessary to at least turn this process into an advantage and benefit from the advantages of this technology. The answer to the following question is important: If this pandemic had occurred 30-40 years ago, what would have happened in the name of education? 43 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 1.18. Interesting Experiences in Distance Education •Teachers to give independent lessons on time. For example, having a lesson at 2 am. •Learn by meeting with teachers and parents outside the school and in the park. talk about the genie's condition. •Students miss their teachers. For example, a student states to his teacher who misses him that he does not miss him because he dreams of him. •The family tries to solve problems by collaborating with their child in group work in online lessons. •Students who do not answer the question of how are you doing in face-to-face education start to respond in online education and teachers ask about their situation. To offer their best wishes at the end of the lesson. •Motivating students with feedbacks from Whatsapp and wondering about other studies they will do. • The emergence of strong ties with teachers in adult education. meaning and expression. • A student enters the online course with the name of his teacher. •In online education, students can log in from several different devices at the same time. to do. •Participation of the students in a fun online evaluation game. •For the student who does not attend the class, the course teacher calls the guidance counselor, the counselor calls the parent, and the parent's call to the student at that moment (slippers are coming) is heard by everyone on the open screen. 44 Machine Translated by Google part 2 FORUM OF ACADEMICIANS, SCHOOL ADMINISTRATORS, TEACHERS AND EXPERTS OPINIONS Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 2. Forum Opinions of Academicians, School Administrators, Teachers and Experts 2.1. Opinions Representing Education Faculties Lecturer Ece Karaboncuk: We met for the joint work of Istanbul Aydÿn University STEM Education Application and Research Center and Faculty of Education. The K-12 Education Forum is a very valuable topic. Everything increases as you share, and the outputs to be obtained from here will find a valuable place. It was a great idea, thank you very much to those who contributed. My first question is Prof. Dr. To Hamide Ertepÿnar, I am very curious how you interpret K-12 education during this epidemic period. You have watched many of the teachers you have trained at work or have received comments from them. On the other hand, how do you think education faculties contribute to this process? prof. Dr. Hamide Ertepÿnar: Dear participants, I respectfully greet you. Coivd-19 The developments in the field of education, which started in December 2019, affected millions of students at all levels in the world. Even developed countries have had a hard time managing the education process. Schools were closed on March 16, 2021, and after a very short time, distance education started with digital platforms. There was a very rapid transition to 3 television channels and EBA. Our teachers moved on to this urgent training very quickly and gave their hearts. I followed this process closely and saw that we, the education community, are making these transitions very quickly and wholeheartedly. Our teachers took care of the parents and students through Whatsapp groups, telephones and other communication tools in the remaining time from the online classes. Guidance services gave guidance. All this is very important in our educational community. Although there is face-to-face education for a very short time, we are currently continuing with distance education. We continue with dedication. Of course, the positive aspects of these applications were counted, but there are processes that fail in the emergency distance education process. The first of these is what we can call inaccessibility. There were students who did not have access to the Internet. The second is urgent. 46 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 the inability of our distance education teachers to receive sufficient distance education guidance. What education paradigm will we continue after the epidemic, what lessons will we learn after this epidemic; We are faced with questions. We know one thing, distance education is a necessity and the transition to blended education using distance education is inevitable. I would like to talk about the contributions of education faculties in this process. Our pre-service teachers transferred their knowledge to them, especially during the implementation process. We need to train teachers with digital skills during the Covid-19 pandemic and future crises. In the light of these facts, the teacher training system needs to be revised. There is a need for teachers who can design instruction with digital tools. All teacher candidates of these education faculties should have this equipment. We faculty members of education faculty have a lot of work to do. I would like to end with a word from our dear teacher Aylin. “There is nothing better in life than touching the life of a student.” prof. Dr. Mustafa Yavuz: I want to ask my teacher Elif Yeÿim. It's nice, actually, even though it was an epidemic, we were a little surprised, we didn't know what to do, but then we started partially face to face, starting from synchronous or asynchronous preschool, everything seemed to be going well. But it seems like we got a little stuck in the measurement and evaluation issue. In other words, the end of the year is coming, we will give a report card, we will measure and evaluate, but in this process, including universities, perhaps this was one of the processes where our memorization was broken the most, actually, what were we supposed to do? prof. Dr. Elif Yeÿim Üstün: Thank you very much, my teacher Mustafa. I respectfully greet everyone. As you said yes, we tried to adapt quickly in this process, but what we call measurement and evaluation in the distance education process, we already had difficulties in adapting to distance education, we all had a period of confusion about how to do it remotely. The reason is actually face-to-face, I think we haven't been able to fully realize it. Why? Because, not using our result-oriented assessment and alternative evaluation methods frequently, resorting to traditional methods is the main reason for this. 47 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Reason. But distance education has made it necessary for us to use alternative assessment and evaluation methods, for those who can. Because we had to evaluate whether we met the learning needs of the child with certain data using different methods and tools. Of course, this was not a problem for the teachers who were accustomed to process evaluation, we were already doing this, I can say this for myself. Indeed, maybe 10-15 years ago, these performance assignments were in question, they entered our literature, but we always had a dilemma about how to do these performance assignments properly, how to apply them, how to give feedback from the teacher and how to guide them. Here we realized that the pandemic reminded us of this. Professor Mustafa Yÿldÿz emphasized this, Arzu Atasoy emphasized this, our most important stakeholders are families with children. A process of family participation programs is evaluation. Different assignments and projects we gave in this process evaluation, we now call flipped learning, learning at home was actually processes we did long ago. We have the chance to deliver them via the internet or in other ways. We have the chance to transfer them in different formats via Whatsapp, e-mail. Teachers should have focused on this process evaluation. Here, our most important stakeholder is family and family participation. But how the family would guide the child and how it would help him was not very much in our family participation programs in this process. Particularly in the K12 process, it was present in pre-school and early childhood, but especially from the primary school period, the family was there with the child, but generally, he could not get enough guidance at schools about family participation and what the family would do about it. Therefore, when it comes to performance homework, the family chose and chose ways to fulfill the child's homework and send him to school. In fact, learning did not take place there, or the teacher could not follow and guide the child's learning process enough in this sense. In other words, three people should be partners with the teacher, the parents and the student. Arzu Atasoy emphasized this, it is very important. Because this is a process that we will carry out together. Here, of course, teacher readiness, the technological literacy of the teacher, Web 2.0 is of course a tool, but using this also means what you learned that day, so 48 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 he had to manage with the recovery tools or what could be alternatives. But our teachers did not have the necessary preparation for this. Students' own learning responsibility and opportunities to develop their own learning skills, unfortunately, the society, culture and school have not been able to run them sufficiently until now. Now we will understand this very well, the most important teacher of this pandemic is that everyone should take responsibility for their own learning, take responsibility for learning like everyone else, from teachers to adults to young children, and the opportunities on how to develop this skill were the problems we had with students. How will families participate in the process and how they will help their children. It is very important and valuable not to help the child, but only to be a guide, to watch, to know, and to share the observations and feedbacks about this with the school and the teacher. Because that's how we see the whole. The teacher sees one part and the family sees the other part. When we combine the two, the needs and needs of the child emerge more clearly. If we can realize this tripartite collaboration, I think we can go a long way in measurement and evaluation. Of course, teachers who were able to do these things, who were resourceful and had the relevant competencies, did this job. They communicated correctly with the parents, helped the student and evaluated the process, and their feedback will definitely be suitable for this. I think that, a lot has been mentioned before, what should be done about children with social disadvantages and children who are in this sense, their learning needs are very, very important, but we need to look at the child holistically, and this is very, very important. I want to emphasize that, not just cognitive learning, but learning about all the child's learning needs, namely motor skills and social skills. We absolutely have to put in front of us an assessment and evaluation process related to all learning needs, because they all affect each other, this is very important. They can be support teachers. National Education can make good use of human resources in this regard. There are thousands of teachers waiting outside. By inviting these teachers to the field and using this human resource efficiently, we can apply the method of reaching the children in need with these support teachers by knocking on the door of their house if necessary. In schools, while the teacher is teaching in the classroom, maybe with a group. 49 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY individual work can be done. It should not be forgotten that yes, we say that the child needs to learn, but nothing is more important than the child. We should not offer any learning environment that will cause the child to experience negative experiences that will cause anxiety and anxiety. Otherwise, we prevent the child's self-efficacy, self-perception and self-actualization. This is how we cause the greatest harm to children. Assoc. Dr. Devrim Akgündüz: I will move from one distinguished dean to another esteemed dean. prof. Dr. Ayhan Yÿlmaz is also from Hacettepe University Faculty of Education. Sir, you seem to be the most prominent education faculty in international rating agencies. You have been doing great work for years. I think you have produced good teachers. I would like to ask a question within the scope of teachers. Do you think that the teachers you have trained have adapted to the new normal? There is a distance education process, some requirements have changed, we suddenly switched to distance education, but we will return to face-to-face education. Do the teachers you have trained work more harmoniously in this new normal, or is it necessary to contribute a little more to their development? Actually, I have one more question, you are a science educator. In terms of science education, it is necessary to make a comment here. Science education is mostly thought of as face-to-face education, education in the laboratory; Many activities are held in the classroom. I wonder if there was a serious gap in science education when we switched to distance education? prof. Dr. Ayhan Yÿlmaz: Distinguished academics, esteemed teachers and esteemed guests, first of all, I would like to thank you for being invited to the K12 education forum as a speaker. I wish you good health and good days. Before I answer the questions of my teacher Devrim, Dr. from Hacettepe University. Yalçÿn Ergin, my teacher, orthodontist, I wanted to start with his words. I want to read my teacher's statement: “Schools are like many old friends. To be able to go back, to once again have a toast with thin cheese in that canteen, to discover the world in the lesson of a teacher I admire, to play together in the garden once again, to turn red while making the person next to you laugh, to be able to come back from the holiday. 50 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 What wouldn't a person give to measure their height, switch to other music, and even be vaccinated, even if compromises break out? I have always loved my schools and felt their love.” I am very impressed by the words of my esteemed teacher, and I would like to continue my speech by thanking my 1 million 61 thousand 468 teachers working in primary and secondary education in our country for their personal efforts during this process. First of all, I would like to describe the teacher very briefly. We have all seen that the only stakeholder in the education system who has direct contact with students is the teacher. There can be no education without a teacher. First, I think we need to be really aware of the basic concepts of teaching. The teaching profession is an emotionally charged profession, a profession that takes heart with words, a profession that is in contact with students and parents. During the epidemic, I also asked how my students were and their families before starting the lesson every week in all my classes at the university. While I was finishing the lesson, I left the screen by motivating my students, saying hi to their families and telling them to take care of themselves. I think we need to do more of these behaviors during this period. At this point, the well-being of the teacher is extre The well-being of school administrators is extremely important. The well-being of students and families is extremely important. We then need to nurture the wellbeing of teachers well. At this point, I believe that the psychological resistance of our teachers should be strengthened and they should be supported continuously. Meanwhile, of course, we have some shortcomings in secondary and higher education. We also have faults. We also make mistakes. But I think intent is very important. Constructive criticism is very important. Managers, teachers and professors at the university, everyone started to work hard. We have our problems and we have our successes. Well, during the teacher training process, were our students able to adapt to this new normal? Yes, we give them a lot of work to ensure they do. We see that both our teachers in the field and our students are working hard to improve their digital knowledge and technopedagogical competencies, and they continue to do so. They are very tired, but I believe that our teachers and students have come a long way in their digital knowledge and technopedagogi 51 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY I absolutely believe. Again, our teachers showed a great performance in order to support their psychological well-being and academic development by reaching students who could not attend live classes due to the lack of digital infrastructure. These efforts and efforts will definitely make history, and these achievements will definitely be talked about years later. Again, in terms of inequality in access to education, university students also face this problem. At the K12 level, we are talking about these problems right now. Inequality in access to education has unfortunately exposed the gap in digital inequality. We had students who could not access distance education due to these conditions. At this point, a lot of work is being done to teach our students the knowledge, either as faculty, as instructors, or as K12-level teachers. I think I answered your first question in this way, Devrim teacher. Now, I'm a chemistry educator myself, as a science educator we really have problems in this part. I want to explain what kind of problems we have: Due to the epidemic, the necessary momentum has been gained in digital teaching in schools and universities, but let me put the final point by saying that unfortunately, parts such as science laboratory, chemistry laboratory, physics laboratory and biology laboratory are missing in the applied courses of digital education students. Then let's make our explanations about it in the second round. prof. Dr. Mustafa Yavuz: I would like to ask my deans of two education faculties. First of all, I would like to ask my teacher Ayhan. Did some of our participants, education faculties, fully commit themselves in this process? I'm asking you by reading this with the subtext "didn't sting". Have we been able to carry out this process effectively? prof. Dr. Ayhan Yÿlmaz: In this process, as Hacettepe University Faculty of Education, we definitely took the responsibility. The number of courses we opened last term is close to a thousand. In the period when we were first caught in the epidemic, the lessons were held synchronously and asynchronously. The number of courses we offer in the 2020-2021 Fall semester is close to 800 and all courses are synchronous. Our university also supports us a lot. First 52 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 We no longer experience 90% of the troubles we experienced in the past. Our teachers and students do not experience many problems/problems regarding distance education. As the Faculty of Education, MEB is our most important stakeholder. In this period, in line with the request of the Ministry of National Education, as Hacettepe University Faculty of Education, online trainings were provided to the guidance teachers and academic support was given. Again, in line with the demands of Erzincan, Nevÿehir and Mersin Provincial Directorate of National Education, our faculty lecturers gave academic seminars to our teachers. We, as Hacettepe University site, have worked hard to the extent that our resources allow, and we continue to do so. prof. Dr. Elif Yeÿim Üstün: Of course, we also took responsibility, but of course, the opposite perception may be different. The process will show this. Namely, of course, we made changes and adaptations in the teacher training processes quickly, but the work we have done with the stakeholders in the main area, I can say on behalf of IAU, we have never turned down all schools and institutions that demanded education from us and we contributed. My teacher Belma directly contributed to the pre-school period, my teacher Ragÿp supported the process with all his teachers in guidance. We had a Teacher Academy Protocol with the Istanbul Provincial Directorate of National Education, and we continued this with distance education. There is a Project for Teaching in Front of the Camera, and we said that we can do this in our education faculty, but of course I empathize with everyone who listens to us and knows us, no matter what we do, it is not enough. We need to make some serious revisions in our education programs, train our teachers in schools and train teacher candidates in the field who are suitable for school needs. Assoc. Dr. Devrim Akgündüz: I want to ask my teacher Hamide. He is the chairman of the EP DAD Quality Board. It is one of the most important institutions in the evaluation of Education Faculties. According to EPDAD's quality assurance system, is the quality of education faculties increasing in training the teachers needed by MEB? What are the precautions and suggestions taken by EPDAD in this regard, what is desired to be developed? 53 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY prof. Dr. Hamide Ertepÿnar: As you know, EPDAD is an institution that evaluates the programs of education faculties. We are among the first to be evaluated faculties. As someone who has experienced this process, the aim of EPDAD when evaluating faculties is to train good teachers for the system. It is evaluated under seven main headings, but although they all seem like separate topics, the aim is to train good teachers. When we first studied these titles we were inexperienced and didn't understand what it was. But over time, during the time I worked in the institution and the association, and during the evaluation of the programs in our own faculty, I saw that we hold a mirror to ourselves. Of course, we are happy about our strengths, but the main thing is to see our weaknesses and try to improve them. EPDAD also makes an interim evaluation. Here, too, he looks at what we have fixed and how much. All of these are extremely important. I can see what we were doing before and how we fixed it now. Most importantly, it is about the experience of our teacher candidates in schools. We realized the importance of our teaching practice students who go to schools under the name of internship, and it is now done strictly and correctly in this process. When all this comes together, I believe that such accreditations are very important for education faculties. It is important to train correct and well-equipped teachers and teachers equipped with digital skills. EP DAD now makes the evaluations virtual, maybe the criteria for this will be added to the quality file in the future. 2.2. Opinions about Preschool Education Instructor Ece Karaboncuk: We will talk about preschool. Dear Prof. Dr. I would like to ask a question to Belma Tuÿrul. We know you as kid and play friendly. Recently, we saw TRT EBA both as a coordinator and on the screen. I would like you to evaluate this process with this hat. How were children affected in this process in early childhood education? What policies were produced and what resources were offered? 54 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 prof. Dr. Belma Tuÿrul: We have around 4 million children in early childhood education in Turkey, and 72 percent of them benefited from early childhood education. Each period has its own characteristics, but if you think that early childhood is a construction period as it is the basis of all habits, it has a special importance. This importance also increases our responsibility. It is not completely mandatory in our country. In the 2023 education vision, policies were already on the agenda, especially for children and families who cannot access school and live in disadvantaged conditions, among the goals of early childhood. In this pandemic period, the extraordinary conditions that we did not expect, which have already emerged, caused these works to accelerate. One of these is the work on accessing resources outside of school for children who have difficulties in accessing school. EBA kindergarten is a publication with morning and evening repetitions. We are doing this work with our teachers who are close to 31. It is not a situation that will be the equivalent of face-to-face education in any way. Children of this age need movement and contact. We know that they learn through communication and interaction. A lot of thought has been given to how these can be met. There are only cameras in front of us on the screen. We entered with the slogan of the world's largest free kindergarten and we are wherever the child is. EBA TV was already in service, but there was no kindergarten section. During the 51-minute program, three teachers appear on the screen, considering that the attention of children can be distracted quickly. Normally, play-based active units are built following the MEB's early childhood education curriculum, but updated with needs. We also have a family program at the end of the program, as we care about families being active in this process. There, too, families are offered what they can do with their children. This program started in October. 224 activities were shared with the children, and they ask a question to improve their research skills and direct them to the research process. There are pages with more than 40 thousand followers that will keep children interested in learning. There are guidelines for families out there. Just a few of the dozens of things to do. During this period, children who received early childhood education were the children who went to sch 55 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY school perception was very important. In the following years, they continued face-to-face training for two or five days. Adults were tried to be kept away from digital materials compared to children. Instructor See. Ece Karaboncuk: There was a question about the school-family cooperation, asking the outputs of the preschool. This question was saying that his relationship with families and children deteriorated a lot during this period. Regarding this issue, Prof. Dr. I will ask for the opinion of Belma Tuÿrul. Families stayed with their children, sir, so what happened? prof. Dr. Belma Tuÿrul: A lot has happened, but of course there is no single answer to this question because family dynamics are very different. There were families with many children, the characteristics were different in families with different dynamics. During this period, families also saw a face of their children that they did not see. Normally, children went to school in the morning and there was a delegated parenting. Even the attitudes of parents, who do not know what their children are doing at school, to teaching and school were affected by observing their children. We encountered such statements, "how do you handle so many children", what does it mean? To manage, to direct, to be inspired and to learn from them, there is an interaction there. In this sense, the parents saw what was happening at school and what was not. There is plenty of time left for their children to explore their learning paths and interests. Of course, not everyone has the same skills in managing their interaction with the child, but I think that progress has been made in this sense. Children don't just learn at school, I think supporting school with out-ofschool learning is a very powerful strategy. During this period, parents, like everyone else, had the opportunity to develop themselves through social media. There may have been traumatic situations at home, but these trainings were also an opportunity to draw attention to them. We have come across open access where we can access many resources on awareness and awakening and what can be done with it. I hope that the time parents spend with their children has been positive in terms of the benefit of the children and the meaning of their relationships. I think that sharing good examples will motivate us in terms of society. 56 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Instructor Ece Karaboncuk: My question will be to my teacher ÿeyma Bayrak. I think you must know ÿeyma Bayrak. Actually, I would like to say a word or two about him, because I think that the best thing would be to hear it from his own voice. But for now, I hear his precious voice from the villages. Maybe he can be called a spark from the village and what he did. I would like him to talk a little bit about himself. You know, the K-12 Forum is generally done to multiply the good things and put new things on top of the missing ones. I would like to look at it from this perspective and ask my teacher ÿeyma how do you evaluate the past period. ÿeyma Bayrak: We made the opening by commemorating my two very precious teachers. My teacher Aylin was my thesis advisor and she had so much effort on us. God rest the soul. Our teacher Doÿan already had a great place in the heart and brain of every teacher. I wish they were in heaven. I am a village teacher. I'm about my fourth year. I am working my 13th year together in my profession. After long working years, my assignment to the village came, now I have a village teacher job in ÿanlÿurfa, which I enjoy very much, and I am teaching a kindergarten in a small school with 97 students 65 km away from the center of ÿanlÿurfa. My biggest goal is to set an example for those who are appointed after me and to reflect in the light of what I have learned from those before me. How was the first term? Let's tell him. As village school teachers, we did not enjoy the closure of schools. The number of cases is less here, we tried to go through this process by protecting ourselves as much as possible, but especially since children do not have any social point other than school and teachers, they only see us and we really serve as a lamp for them on behalf of all teachers. After the news that all schools were closed, my heart was bleeding. Yes, there are cases, there is corona, but children come first. Their entry to EBA is very problematic, yes. It is not very possible to enter EBA, we saw this in the papers published last week. About 55% of the children in ÿanlÿurfa have never entered EBA since last March. One of our biggest advantages as kindergarten is EBA kindergarten this year. 57 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY The school was broadcast on TV. I recommend it to my parents with peace of mind for about 50 minutes. I enable them to establish that contact that I could not establish with the children, whom I could not possibly do, with the teachers at the EBA kindergarten. But the language problem of ÿanlÿurfa, the family structure with many children, the effort of 8-9 siblings to study in the same environment in a small room, did not come to us in this remote and digitalized world. In other words, it was the biggest problem of many teachers in ÿanlÿurfa. Yes, we tried to equip every place with as much technological infrastructure as possible, but this has never been an acceptable point for ÿanlÿurfa, especially for the conditions in the village. For the future, I also taught in Istanbul, the biggest loss of the children there is fighting technology, so we are not at a point to fight technology right now in ÿanlÿurfa. Because there is no technological infrastructure. Let's try to give a tablet to someone, we are talking about houses with 8-9 siblings and at least 6 siblings. It has been difficult and difficult for them to reach education for the time being. Yes, we tried to close that gap a little bit with the opening of schools, especially the opening of village schools, and we made a very fast entry. I hope it continues like this from now on. At least with the children, we continue this process by trying to close the gap quickly and before the gap with their friends in the city widens. This has been a process that has passed since March for us. ÿeyma Bayrak: I'm not sure if the curriculum should be changed, but I don't know if we can get a very productive result unless the content and methods are arranged according to the regions. My friends in Istanbul or my friends at schools where the conditions are suitable went through this process by doing pilates and even yoga in front of a screen with technological opportunities, I did not fly a pigeon in a village school. I went back 20-30 years, leaving letters on the doors, trying to distribute their books without contacting them, making them paint from household materials, coffee grounds, sugar beet while doing activities. What can be done after the lack of technology infrastructure, what can be done in Urfa, Antep, Adana, Erzurum under those conditions? The curriculum may change as much as it wants, but I do not believe that we can go very far without content appropriate for the region. 58 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Just as the generator doesn't work when the electricity goes out, even a plaza is useless, so it is not possible to progress in village schools unless there is a technological infrastructure. 2.3. Opinions in the Field of Basic Education (Primary and Village Schools) prof. Dr. Mustafa Yavuz: I want to ask my teacher Mustafa Yÿldÿz. There were many aspects of the process that we talked about, but the most important one was the literacy aspect. How was the first literacy process affected by this epidemic? What can be done in this process for children with special needs? What could we do more, what did we miss? prof. Dr. Mustafa Yÿldÿz: During the epidemic, we experienced firsts in terms of first reading and writing teaching, as in many other subjects. We had the first experience of teaching literacy from a distance. The best thing done this year was the opening of schools at the beginning of the year. The feedbacks we received from the teachers show that the activities held during the school opening period, the language developed with the families, and the basic skills acquired with the children facilitate the distance education process. Our parents are the most important stakeholder group of the epidemic period. After the teachers, the hero of this process, along with the children, became the parents. In the interviews we held with them, the teachers specifically stated that the support they received from their parents was very beneficial for them. Our teachers showed great effort, but we saw that the final success was achieved with the support of the parents. I think the situation that needs attention here is “disadvantaged groups”. I would like to share some estimated data to reveal the size of the disadvantaged group. Under normal conditions before the pandemic, the majority of our students learned to read and write when the first semester was over. I do not think that there is a problem in learning to read and write at the upper socioeconomic level during the pandemic process. However, the data we get from the middle socioeconomic level is estimated to be at least 15% of our students. 59 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY It shows that he has not learned to read and write. When we look at other groups such as lower socioeconomic groups and immigrants, we see that nearly 50% of our students cannot learn to read and write. If we do not limit the literacy problems to the first grade, we can see the picture a little more clearly. We have a group that we sent as half-literate last year and started the second grade this year. I worked with them at the beginning of the year. The data we collected in October showed that these children, despite being in the second grade, had the reading performance they should have in April and May in the first grade. During this period, they stayed away from school again and their literacy skills are far behind the class leve In addition to these, approximately 350-400 thousand students in the 3rd and 4th grades of primary school were supported by the IYEP program due to their deficiencies in Turkish and mathematics. When we add this group to the others, we reach a very large number of students who need to be supported in terms of literacy skills in primary school. If schools are opened, our classroom teachers can manage this process, but we need to ease them in terms of curriculum. Before the forum, I met with 15 different teachers. Especially teachers working in disadvantaged areas need time. When this process is over, we have to implement a national make-up training. Instructor See. Ece Karaboncuk: Hatice Nur Karaca commented, “I am a first grade teacher who teaches reading and writing. The 6-week schooling process worked very well for me. It made it easier to read and write. I have difficulty in concentrating my younger students on the lesson in front of the screen. prof. Dr. Mustafa Yÿldÿz was asked, what does he recommend on this subject? We can also listen to the literacy topic in three minutes. prof. Dr. Mustafa Yÿldÿz: There are 4 groups of students before us in terms of literacy profile. There are those who learn to read and write, those who learn to read but are weaker in writing than those who can read, those who are both weak and those who have not learned both. Therefore, in the second term, different studies for such different groups await us. It took longer than we anticipated and a tremendous amount of planning. 60 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 we need. The period when schools were open at the beginning of the year was a great chance for our classroom teachers. The six weeks in the first semester were very important and laid the groundwork for what's next. Due to the nature of the younger age group, the attention span in front of the screen is shorter than the others. Even the age difference of a few months between students is very effective in shortening the attention span. Our classroom teachers can plan extra lessons for small groups, activate them during the lesson, take small breaks in the lesson and do small activities to attract their attention. There is a lot to talk about about reading and writing. I would like to conclude my speech by mentioning a well-known view in the reading literature genre. The developmental difference between students with low reading ability and students with high reading skills is likened to “the rich getting richer and the poor getting poorer”. In order to minimize the losses to be experienced in the following years, I think that the most basic area that needs to be developed academically in primary school is "literacy skills". This requires special attention, effort and planning. prof. Dr. Mustafa Yavuz: ÿeyma teacher, both the child in the city and the preschool student in the city have another problem. Small families at home may not have siblings sometimes. They are also very lonely. Being a child in ÿanlÿurfa, living with many people in one house during the epidemic is actually a great advantage. So the advantage of one is the disadvantage of the other. So, if I were a five-year-old, I would like to be alone in a house with many children. So I would like to stay closed. At least, if I had such a choice, his other child has another loneliness. But somehow, with the opening of village schools, EBA TV tries to overcome this process by establishing correct communication. I'll get back to you as questions come in. From there, I thank you very much. I want to move on to my teacher Nevzat Can. The immediate neighbor is ÿanlÿurfa, Diyarbakÿr. Nevzat, I am wondering this. We have done a program with you before, you have really important works, you have works that inspire us all. What experiences have you had so far during this epidemic process? According to these experiences, how will you continue on your way from now on? 61 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Nevzat Can: In other words, this pandemic process was a situation that we did not expect, a situation in which we were all suddenly caught. I work in a village school. I have been working in villages for 15 years. It's my 15th year in the profession. I have never had the opportunity to work in the centre. My work in the village is as follows: I work in a transport-centered school. I have 36 students. Students come to us from one village and five hamlets. I have mentioned this before in village schools, that is, there were many villages where the epidemic did not enter. The Ministry could have brought them a little more forward. They were already in a disadvantaged area. From my point of view, I tried to make up for this deficiency, I tried to make live lessons. When he did the live lesson, only one-third of the 36 students were able to attend the lesson. I tried to solve this as follows: Since the students were sparse, I grouped the students in the villages and worked with the students staying in the same courtyard. For example, once a week, I took their homework to the village, that is, in order not to take them forward, but at least to prevent them from going backwards, I worked to provide motivation. There was a village and five hamlets. I was driving about 100 km a day. I had a group of seven here. I was working in different villages and hamlets once or twice a week, working from eight in the morning to seven in the evening. With this pandemic, I have actually seen and experienced that the live lesson can be turned into an opportunity for village schools. For example, in addition to these studies, I also did a tablet campaign. Of course, this got a little bigger for my own students. I provided nearly 140 tablets. We supported these to village schools, as well as to students who did not have a tablet, and we were able to provide tablets to other students. Now, for example, it could be continued with diluted education. Village schools could be continued without closing. I have now turned the disadvantage into an advantage for me. Now the schools are open, I'm going to school, I give live lessons for almost two hours every evening in order to overcome these learning losses. So what I mean by this live lesson is not for teaching purposes, I do what the parents did not do. Because I've been a village teacher for 15 years, you can't include parents in the village. So they have their own problems and livelihoods. Because of these, there are 5-6 parents out of 36 students whose support I can get. I thought I should bear the burden of others. I wanted to turn 62 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 I do study studies for about ten hours, I give homework to students, I make them do those homeworks, we try to do them together if there are any issues. Of course, we cannot approach 100% in these 36 students, but I approach with the logic that a student is also a student. At the moment, we are studying in the evenings with about 15-20 students. Apart from that, I carry out international projects in the village. These raise awareness for students. I am doing work that they will never encounter in their lives. If there are teachers who are not acquainted with eTwinning from here, I would definitely recommend them to do so. I want to say this because I see it very useful. All of our teachers have already increased their skills in this process, but the teachers who are interested in eTwinning have a slightly higher level of this competence and are more exposed. I want this issue to be given importance, and our ministry already supports them on its agenda. If I wanted to summarize what can be done, I think that diluted education could be continued in village schools, and there would be no problems except in quarantined villages. In other words, I think that there should be no students that we cannot reach. Even if there were weekly assignments, we had to be able to take them to and from the students. The student would at least remember that he was a student, and it could be done. Counselors could be in the field. I see these among the things that can be done under the coordination of the Ministry. Also, this is very important for EBA, I have said a lot on social media, for example, transport operators, not the ministry, give 8GB for EBA, but this 8GB does not work for Zoom. It can only be used in EBA. This is at least Zoom, Skype mobile tools can be supported, this gap can also be closed. prof. Dr. Mustafa Yavuz: Sometimes what a person does not say, but which is reflected in the tone of voice, is as important as what he says. Personally, that's how I perceive it. I felt that excitement. Thank you very much. Now I want to ask my teacher Gökhan Atik. Actually, I'm going to ask a question first. In other words, when our teachers told us to paint your school, primary school and more or less always the school with a single-storey roof, that is how I drew it, so there is a flag. There is Atatürk, there is something like a playground in front of him. Kids, 1-2 running kids also flying above 63 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY If we can draw a bird or two, that's the school for us. We were drawing clouds, of course. I was drawing, actually. Now, if we had our students draw a school picture in primary school, I really wonder what kind of picture they would draw. Secondly, teacher, I know, all of your students have solved the literacy issue. One, I wonder how you handled this. Also, I wonder how the children feel about the school. Gökhan Hodja, you are probably one of the best addresses we can ask, aren't you? Here you go. Gökhan Atik: I don't know if I am the right address, but I can claim that you have asked the most perfect question. Here, what you said a lot was not cognitive losses or cognitive states, but the perception of school. In other words, in order for a perception to occur, a place must have a climate. However, 1.3 million students in this year's freshman year did not have the chance to have spaces with this climate to develop such a perception. What they really draw for him, when we say drawing, do they draw closets in their rooms behind them, wardrobes, beds in front of them, I don't know much about it. However, this is the most important point. We, as first grade teachers, experienced serious panic. How are we going to do? I think the most disadvantaged team are first-year teachers. Because it was an area where there was no field experience, methods and techniques, measurement tools, and methods and techniques were not developed, so this place is a bit of a problem. But something like this happened, yes a cognitive area was taken care of. The fact that the cognitive area, that is, the transition to literacy, was taken care of in a short time, actually revealed something. It revealed the importance of the remaining affective field. I say this to every platform, we talk about it a lot. I am someone who is very representative in terms of learning losses. I wonder if it's very important. I make a claim, I always say that if you zip the whole curriculum in the first four, you can give it in the last two months of each class. I mean that cognitively, then. The main thing we should care about is the emotional and social areas. So those children should try to develop a school perception towards a solid school. The way to develop this solid school perception is with them. 64 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 establish the right bonds. Right now we have to, we divide a 30 cm screen into 5 by 4 cm as in the next screen and we try to communicate from there. We are trying to shape a perception. In this context, it was very important to give them confidence, to put forward activities where they could be happy and express themselves. This year has shown something that even if we don't want it, children are learning to read and write. Now I don't think it's all teacher's tremendous work. prof. Dr. Mustafa Yavuz: We cannot stop them from learning to read and write. Gökhan Atik: Exactly, we cannot prevent it. Many of my friends think like me. Of course, the contribution of the parents in this regard is also great. But as I said, now that these children have learned to read and write, there are still relatively many of them ready for second grade. Therefore, it is necessary to give importance to the affective areas. Regarding this, I say that if the school starts soon, games, fictions, various bonds are created with my children in order to create the school perception of my children for the first month, without any lessons or writing, to make a fresh start with them or to make a second start. I can say that I will try to establish I think this is more important than the learning losses that are emphasized so much. prof. Dr. Mustafa Yavuz: Thank you very much, Professor Gökhan. It is a subject that I am really sensitive about, but I would be very happy if you could have your students paint a school picture. Gökhan Atik: I hadn't thought of that. This will be the first thing I do on the first day. prof. Dr. Mustafa Yavuz: Maybe we are wrong. They will draw normal school, I don't know that either Gökhan Atik: Since the students of my school have a kindergarten background, but this needs to be experienced, it has to be measured and looked at. 65 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 2.4. Views on Science Education and BÿLSEMs Assoc. Dr. Devrim Akgündüz: I want to continue with my teacher ÿbrahim Evren Özer. You are both a scientist and you work at BÿLSEM. In other words, BÿLSEMs, science and art centers are one of the important institutions in a country to encourage creativity, encourage art and promote science. Their number also needs to be increased. We need many science and art centers. We need to increase the quality of teachers there. There are some students who have spontaneous abilities. But some students need support. I think that science and art centers are especially important for students who need support. If we actually start discussing how science education is done correctly in our country, we will argue until the morning. Due to the education system, we kind of confined science education to classrooms, especially now. How far can we achieve inquiry-based learning, experimentation, and design-based learning in distance education activities? How much could we do before the distance education period? Do we work on impact or do we experiment with students in the lab? Can we evaluate the period spent in both BÿLSEMs and science education within the scope of these two subjects? ÿbrahim Evren Özer: First of all, let me give you a little information about BÿLSEMs. By the way, I started my career in the village of Urfa and worked in a bussed school for four years. From there, I worked with a group of children who were in between in Sancaktepe, neither a village nor a city, for three years. Now I work in Kadÿköy, a region that we call very good socio-economically. In fact, I can say that I have seen many places in society. First of all, if I talk a little about science and art centers; There are 182 science and art centers in 81 provinces. There are 63 thousand students here, there are 2233 teachers. 67% of the teachers have a master's degree, some of them have a doctorate degree, and if this is a point that should be criticized, I can say this: Very few of the teachers graduated from the special education department. I am a graduate of Gazi University, science teaching. So in this area, we actually have a little support, actua 66 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 these supports are given, but I think it would be much better if more professional support was given. What are we doing now to support our students? Of course, we have to apply various methods such as acceleration, enrichment and differentiation in BÿLSEMs. Because there is special education, this is how the process progresses in the world. We actually want to sharpen students. We are not a curriculum school, so we do not have a textbook, such a step-by-step book. The test is not resolved. We want to catch students and actually do projects with them, go deeper, develop them, and we don't have a class situation, we have something we call module-by-module progress. Of course, this pandemic period, unfortunately, since we, as the Kadÿköy region, are in a good region, I can definitely say that we do not experience the problems in other regions economically. Everyone had a tablet, internet. Believe me, the classes have been attended until this time, as of March 12, with close to one hundred percent participation. But as I said, this is only a small part of Turkey. That's why, but of course, there is a study published in It says that if schools are opened in January 2021, there will be a three- to fourmonth learning loss even when qualified distance education is given. It was already mentioned in a question earlier. Now, if we talk about science education in Turkey, I can say this: I also have a Youtube channel. Here, in fact, I have always held lessons with my children in parks, gardens, constructions, and in unexpected places. Because when I was constantly teaching on the board, after a while, I realized this by myself and it corresponds to about 6-7 years ago. When I was in a normal secondary school, I said that there is a mistake here, and you can never get a proper result, let's say tests, in the evaluations I made, but then when I changed the situation, the incident that I wanted the student to get his hands dirty in the experiment became a completely different dimension. It really happened like this, and there was even something like that, in a school where I normally first started, what is actually a class that is successful but is not very good, I don't know what's right, but this is the way it is. In that class, I can say that when I teach only with activities, he came in the best class of the school and received the highest grade of success. By the way, I don't have such a goal. well 67 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY I don't really have a philosophy like getting very high marks in exams. I am of the opinion to develop students through activities. In the pandemic period, unfortunately, my teacher, a remote experiment is of course supported by simulations, of course, a qualified teacher is sufficient, there are many factors that can never replace what we do face to face. I think there will be serious learning losses in this area. Assoc. Dr. Devrim Akgündüz: Of course, it is not very possible to succeed in science in distance education because we hold it by hand, break it, pour it, break it, work in the laboratory, do experiments. Sometimes things are said, there is no need to spend so much money. They have simulations and animations. Okay, fine, but let's do this experiment first, then we can use simulations and animations to reinforce them. But first we will enter that laboratory, and we will do our work in that laboratory. 2.5. Opinions About Mathematics Education Assoc. Dr. Devrim Akgündüz: With your permission, I would like to continue with my teacher Erdinç. Mr. Prof. Dr. Erdinç Çakÿroÿlu works on mathematics education at the Faculty of Education, Middle East Technical University. Teacher, we were afraid of mathematics anyway. And now, distance education came out last term. So, can we do this math better face to face, or have we made a serious progress in distance education? Let me make an additional question. You also work on STEM education, like me. You are the director of BÿLTEMM at METU. The same is true for him, actually, the two of them are interconnected, while STEM education was based on face-to-face education, when we switched to distance education, did we leave STEM aside, what do you think? prof. Dr. Erdinç Çakÿroÿlu: Let me start with your first question about mathematics education. In fact, it is a very important lesson, especially in university entrance exams, where life plays a decisive role in all of our youth's performance in mathematics, which is seriously decisive. In addition, math lesson labor, patience 68 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 A course, a field. It's a relatively tiring lesson to learn. It is indeed a demanding course. Compensating for learning deficiencies is really difficult in mathematics. If you say that I will give an intensive education in the summer and make up for the 12th grade and 11th grade math lesson there, it is a little too optimistic. Therefore, it is necessary to evaluate mathematics in this sense. Mathematics is better face-to-face, but it is also possible to do it online very well. There is no rule that says it will be weaker online. On the other hand, these problems are experienced due to sudden developments and impossibilities in the period we live in. It's not happening at the level we want, that's a fact. When thinking of mathematics education, let's think of primary, secondary and high school. Different situations arise in each of these. Private schools and public schools, let's consider both separately. You listen to private schools, you listen to public schools. You talk to some schools, you hear promising things there. But when you listen to some stories from other schools, you can be just as pessimistic. You experience both emotions at the same time. Now, let me briefly explain the experiences of the teachers in this process. Some of it, if you remember, was done faceto-face at the beginning of the term. Face-to-face education actually contained some problems. For example, student absenteeism. In the 52-day face-to-face training, the students could not fully participate. In the absence of participation, there are difficulties in both online and face-to-face training. It is said that in the face-to-face education process, many students and teachers also exhibit very obsessive behaviors, especially with the anxiety of getting sick. We hear these from our teacher friends. There were difficulties in communication while teaching with the mask. Advances have also been made in online education. Especially compared to the last March period, it has come a long way. I said teacher, I think that the initial incomplete information on this subject has mostly been collected. Despite the shortcomings, there are still some problems, namely technical problems, which we encounter from time to time. Falling out of the system, insufficient internet infrastructure from time to time, teachers having teachers who do not know some tools - some of them know and use the web very well - but these things still continue. There are students who have internet and computer problems. Anatolian High School teachers I spoke 69 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY "You are a teacher in your 40-person class, 5-6 of your students do not have internet, they have nothing, they are not in the class." told. The camera does not turn on; The other teacher says, “I teach with 35-40 people, none of them have open cameras, they do not interact. You ask a question, you can only get an answer from one student, you do not know whether they are listening to you, you cannot make eye contact, you cannot communicate verbally.” Of course, these are very important things for teaching mathematics and other courses. Our teachers complain about this a lot, I'm talking about public schools in particular. But for example, some of our teachers say that good things can be done when participation is provided. Ensuring that participation is very critical. Absenteeism and reluctance are the things that are expressed on average in students. Watching EBA lessons on television, especially for those who have trouble accessing the internet, math lessons, it is not very functional, the teacher's subject at school is not fully synchronized with television. Synchronizing it is not as easy as it seems. Therefore, television lessons are not very functional in this sense. Of course, there is also the time teachers and children spend in front of the screen. New standards regarding these periods need to be studied. The ideal time should be specified in schools and online training. Assessment and evaluation were discussed, this is very problematic. In other words, at the end of the term, the teachers will give a grade, according to what? For example, let's give participation, but 5-6 of your students do not have internet anyway. In other words, on a screen you just mentioned, you never see your face, no one speaks, how do you evaluate participation? The Ministry of National Education asks you to give grades. I passed grading, this is formative assessment. The children talked about how much they learned, what deficiencies they had, and that they could not interact enough even to understand them. Especially in some public schools. Specifically for mathematics teaching, let me sum up, although the weekly lesson hours have decreased, the curriculum has not. It really takes a lot of time to prepare for distance education les As in the rest of the world, Turkish teachers, mathematics teachers and other teachers are very tired. Working hours go beyond normal class hours. Questions can be received from parents, namely students, until 12 o'clock at night. 70 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 There are many more, but let me say a couple more, let's finish. Let's talk about interaction. Speakers also talked about the use and efficient use of some digital tools. There are deficiencies in this regard. I think that a little more mutual understanding and goodwill is needed in the interaction between the family, school management and parents. Our teachers also express this. In other words, the expectations of the parents from the school administration may differ slightly in private schools. In some private schools, there are restrictions on the personal rights of teachers. In public schools, this problem is different. So these stakeholders are doing something that complicates their lives a little bit for each other. Maybe we should not do this a little bit in this process, these stakeholders need to get through this process with a little more mutual understanding. Instructor See. Ece Karaboncuk: I would like to ask my teacher Erdinç from the field of mathematics. I would like to know your thoughts on the future through the field of mathematics. We do not know how long the pandemic will last, but what kind of school life and education process awaits us after this? prof. Dr. Erdinç Çakÿroÿlu: The tools we used in this process already existed in our lives. Last year, very few people knew how to use these tools or shopped online. Although these were already used, few were used. With the pandemic process, we had to use all of them. Some of these will continue to remain in our lives after the pandemic. In education, huge expenses were made for many meetings, although some meetings could be held online and in a healthy way. At our university, we can now make our thesis juries online. I think some of them will stay. According to some of our traditional habits, we assume that when something is online, the quality will be low, it is not necessary, but online is also very efficient. In some cases, it is low in special cases, but I think that some of our habits will change permanently. Assoc. Dr. Devrim Akgündüz: I asked a question to my teacher Erdinç in the previous education forum. I said, Professor Erdinç, I respectfully greet him from here. Professor of mathematics at METU. 71 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Duygu Gürman: By the way, he was my teacher at the university at the same time. Assoc. Dr. Devrim Akgündüz: It was a good coincidence, then, a question transferred from his teacher to his student: Students were afraid of mathematics, they were afraid before, now we did distance education last term, has this fear decreased or not? In other words, have students started to be more afraid or less afraid of distance education? Do you think we succeeded in mathematics in distance education activities last term? Duygu Gürman: First of all, before I studied mathematics with my students, I gave great importance to this. Firstly, it took a process for students to get used to this digital platform. Students first learned digital etiquette. They are listening to each other while they are talking, or maybe they are alone in their room at home, whether the microphone is on or off, but all their classmates are with them, and it took a process for them to realize this. And in fact, the concept of a little distance has changed in our eyes during this period. Apart from that, we had to mutually trust each other with the students before we started teaching mathematics. That is, the student will trust me and the student will actually feel that I trust the student. That was very important and empathy. I've been working with these students since the fifth grade. I currently have one seventh and one eighth grade. I can empathize because I know children. Getting to know the students was a huge advantage for me. It was very important that I could guide them where they lacked and could not explain themselves. And the main thing is to keep students active. Being in contact with me. When children communicate with me, I decide my lesson better. I mean, students are used to face-to-face education, actually, our lessons were a bit of a question-and-answer format. Frankly, I try to get answers from students and get reactions from them by asking shorter questions in distance education. Student participation in classes is intense. So, compared to face to face, I can't say that I have lost much in terms of participation. In other words, the important thing is not that the child always gives the correct answer, so at this point, as long as he says something, I can guide him. This was so precious. Started the process- 72 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Back then, children could not express themselves very well. Our communication with the sentences they used was actually poor. But in the process, the sentences they formed changed a lot, and they started to use the newly learned mathematical concepts in their own sentences. For example, I remember, when I explained the term in algebraic expressions in face-to-face education, the child would show that instead of using the term, I am talking about this expression. But right now, he needs to use that term word in a sentence for me to understand. At this point, I can say that we have become stronger. And in terms of the content of the program I use, there are also students who want to contact me one-on-one. At this point, as a teacher, I need to be more careful in order to follow the students during the lesson. Classroom management is very important at this point. There are also different digital tools that I use. Again, I was using technology as an option when I was in face-to-face education with children, but now we have switched to 100% digital tools. I take care to introduce the tools that I have just started and recently applied to the students in the first place so that they will adopt them. Let them internalize the lesson. Likewise, before doing an activity, we would definitely introduce the materials to the children and then we would definitely do the activity. But at this point, I mean, there are so many digital tools that I've learned and I'm eager to use them. However, it has become very important to what extent they overlap with the tools required for the achievement in the curriculum, how much we are in harmony, or how much I adhere to the standards of the curriculum. It is also important that I support a student with learning difficulties in the classroom. This is how I can talk. The important thing is whether there was permanent learning or not? That's what I think the most. At this point, homework also gained some importance. So, as homework, for example, I give multiple choice or matching homework, but what we call mathematics requires different skills. Here the child will build, draw, solve problems, I need to see the steps of the problem he solves. At this point, when I give open-ended assignments, I collect these assignments as PDFs, but of course, it is not possible to return the PDFs one-to-one. Jobs that take a lot of time. However, as much as I can, I try to see if the children have this permanent learning or if there is a missing part, and gradually 73 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY The following also developed in the early years: They began to identify their own shortcomings and share them with me. I have students who do not attend class. Not many attend regularly. At that point, I share the summaries of whatever I write, whatever activity I am doing, or the answer keys of the assignments I give at work, animations, activities, everything on EBA. After the lesson, students can work with them individually, again. Assoc. Dr. Devrim Akgündüz: Is there a decrease in student success? Duygu Gürman: The decrease in success is actually not as much as a percentage compared to face-to-face education. However, I would love to be on their side a little more in solving these skill-based questions for eighth graders. 2.6. Opinions About Special Education Assoc. Dr. Devrim Akgündüz: We have to raise creative children. In some children, this creativity does not emerge spontaneously, some of them show itself in the classroom, and in others, additional duties and duties are required by the teachers. There are also BÿLSEMs working in this context. If we were to ask about the last period, what would you say about BÿLSEMs and special-gifted children? What should be done about their education in the future? prof. Dr. ÿbrahim Diken: Generally, we think positively when it comes to giftedness and intelligence. In the context of special education, they are among the disadvantaged groups both in Turkey and in the world. There should be people who can find more creative, superior and entrepreneurial ways to support his or her superior intelligence against the existing performance. In this context, our research during the pandemic also shows that one of the most disadvantaged groups is the children and their families who are different from normal in terms of excellence or creativity who continue to the institution before BÿLSEM. Hardware is very important and valuable here. All children with giftedness, disability and inclusive context should approach the event with a system. 74 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 I believe we should look at it. The event does not end in the teacher, resource, or physical environment. Band-aid interventions happen when there is no systems approach. Coming back to your question; The teacher and the quality of the system also make the system dire for disadvantaged groups. The children here are our values that can find tomorrow's corona vaccine. One of the harsh realities of the country is that we are faced with losing in the form of brain drain abroad due to the lack of system. A system needs to be developed for children with disabilities and special needs. I don't think this is possible in our country anytime soon. What can happen is that it is important to train our teachers to make instructional adaptations. Inclusive education has existed since the concept we call school began. If we cannot change the system, we must teach teachers how to adapt the instruction. The teacher says “I don't want any gifted or autistic in my class” because the teacher doesn't know what to do. Assoc. Dr. Devrim Akgündüz: How was the education of children in need of special education? What has been done and what has not been done? prof. Dr. Halil Diken: We use the term special in special education. What does it stand for: The group, which cannot show normal development and in which either superior talent or inadequacy turns into an obstacle, constitutes 12.29% of Turkey's population, according to the data provided by WHO. We do not have exact data. That's 8.5 million people with special needs. We have an individual in need of special education that directly concerns half of the population. A special situation at the beginning requires people who are also special in education, such as a trained teacher or a specially trained speech therapist. I would like to underline that the event cannot be limited to students with special needs. We started a study for all groups with special needs. In this picture, this already disadvantaged group has been affected much more than other children in this Covid process that has caught us all at once. If a typical developing student drops a little grade, just as we experience anxiety as parents, this Covid process is twice as difficult for parents of children with special education needs. 75 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY brought anxiety. In the other dimension, two-thirds of children with special needs are in an integrated classroom. This burden fell entirely on the parent. While there was a shortage of 22000 special education teachers according to both the qualification problems of the special education teachers and the reports of the Turkish Court of Accounts, this burden caused the existing teachers to try harder, and even if they tried, they could not convey it properly. Serious studies have been carried out in the special education dimension of the Ministry of National Education for this unprepared situation. We saw the development of applications such as "I'm Special in Special Education", "The Treasure Within", EBA TV applications, special education meetings, and the works of non-governmental organizations such as Tohum Autism. The most important point here is that we saw that the accessibility of these contents was a problem, we saw that it could not be addressed to small age groups, we saw that groups such as hearing and sight were not touched. We saw that only the academic dimension was touched. We have seen that families really need psychological support seriously. We have seen that there is no access to situations that require a special environment, such as physiotherapy, outside of education. We have opened an important door thanks to the Ministry of National Education, which allows face-to-face activities such as physiotherapy and rehabilitation. A systematic structure should be implemented in distance education such as formal education. 2.7. Opinions of Non-Governmental Organizations Related to Education Assoc. Dr. Devrim Akgündüz: I want to go back to my teacher Arzu. They touch teachers for the professional development of teachers. In the last period, when we look at what teachers think and do, especially as professional development, could we ensure their development? Arzu Atasoy: We are at the beginning of the road and we have a long, long way to go. What we saw was that there was an immediate need to improve digital literacy and media literacy. First, our teachers discovered the tools, then they got to know the place. Then they started to develop their skills digitally. In the so-called emergency period, the first thing they did was reach out to their students and try to maintain the bond. in the summer period 76 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 We conducted a study, there were two striking issues. The first was the low number of students they could reach, and the other said, "teachers, I missed my children and my colleagues, but I didn't miss school". School design left us with the question of what kind of place the school should be. Two things stand out in professional development, awareness training and attitude change training. We started webinars in line with the demands of the provincial national education directorates in order to give the message that we are with you to our teachers. I refrain from putting this into the definition of classical seminars, because there has never been a fiction in my stance that only educators speak and participants listen to. Therefore, the trust of the teachers in us was formed in this way. We tried to implement this in webinars. First, we did awareness work. Secondly, we aimed to change the attitude, here, too, an opportunity was provided for the crisis to turn into an opportunity. For example, we were going to Siirt; plane tickets and accommodation costs. It was limited to leave a lasting effect. With the three stakeholders we call distance education synchronous, asynchronous and social learning, products have emerged, where they can upload their products, receive feedback from their colleagues, and be sure to transfer directly to the classr In fact, we have updated our 5 programs according to distance education. Teachers need more skill-based training. Our teachers build on lecturing like in the classroom. There's also this: They mistakenly assume that learning happens when we move away from learning and do a lot of activities with web 2.0 tools. Our biggest challenge is this: Our Web 2.0 tool alone does not make learning effective. The purpose is different. Live lessons are not just healthy environments where learning takes place. We try to convey the 30-minute lesson as if you create an ideal environment by including the family, including the time outside the lesson, and coordinating those times. After the pandemic broke out, everyone tried to share something well-meaning about their expertise. In this sense, I would like to point out that it should be done through correct definitions. We think and argue that what a single educator talks about is not a good role model for the teacher. There is a need for constructs in which the participant interacts. Our teachers are very tired. Especially our high school teachers. daily fog- 77 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY He has to develop a reflex about adapting to the changes in the system. Studies on the well-being of teachers are in high demand. We worked with 19,500 teachers this year. All of this happened with requests from teachers. In this respect, we would like to contribute to teachers in these matters. Instructor See. Ece Karaboncuk: I also want to make a promise to Arzu Atasoy. I thought it would very well answer a question about the effect of getting students to stay and come to the screen. How can we ensure the effectiveness of students in front of the screen, what are the motivational brackets? Arzu Atasoy: Although we try to do something for children in the first place, we do not include children. My suggestion to teachers is that they first discuss this with their students and determine their needs by consensus. I dream of deleting the expressions “teaching and listening to lessons in our language in Turkish”. Let's leave aside the teacher who teaches. Can I make lesson designs in which the child can express his energy, curiosity and joy of life, or what should students come to wonder about? We should look at this. How should lessons be designed, how do I approach learning? How do I design the lesson design so that the child can discharge his curiosity, energy and love of life, and how much space do I give to these fictions so that the child can come? First of all, it is useful to hold the mirror to ourselves. There is a concept called transactional distance in distance education, something I say on the screen may not reach you directly in the way I want to tell you. Therefore, it should be processed more finely, one by one, like embroidery, and proceed with the process. Instead of advancing by assumption, it should be progressed by confirming. It is necessary to design the productions in which they will be actively involved in the activities to be held with the children. We have to play our role as bridge builder, strategist, mentor and facilitator. Let them do it, we must create safe spaces. When designing with my students in my class, how can I make myself less visible and students more visible, this should be looked at. We have observations that there are many teachers who have not heard of the concept of ice-breaker. There are teachers who have not heard of refreshing games, curiosity games, warm-up games, they have not heard of the terminology, and they have not heard of the progr 78 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 how we move and how we open areas should be looked at, trainings should be followed. There are also tutorials on these. We have a protocol with the Ministry of National Education and we have a study applied by teachers through MEBBÿS since March. prof. Dr. Mustafa Yavuz: I would like to ask Ms. Burcu Meltem Arÿk from ERG. In terms of health, doctors say that those with chronic diseases over the age of 65 are at risk. So, when we think about education, the most at risk group is the children of families from which part of the society? Have you been able to follow good practices in the world regarding this? What can you say about us? What would you suggest for the Turkish education system in this regard? Burcu Meltem Arÿk: I listened with great interest. In this way, I will take on a role as a summation and reminder of what all our previous teachers have said. Because all of our professors have already touched upon the struggling groups you mentioned, the groups most at risk, in some way. Maybe I can open a parenthesis to this, the Ministry of National Education has carried out a study with the support of the World Bank, especially to eliminate the effect of Covid and to remove and destroy the inequalities that have arisen. There was also some research done there. This is underlined in the research and in the research; They put forward the risk that “students living in remote places, from low socioeconomic backgrounds, with disabilities, refugees, whose mother tongue is not Turkish, and whose parents are less competent in supporting their distance education, will have lower performance or access to education”. In addition, they added that this process will be more difficult for students from poorer plus social backgrounds and living in more crowded houses with extended families. We've all witnessed this. The situation was much more difficult especially in households with three or more children, or for families whose families work in daily jobs and who could not go out especially during quarantine periods or could not make a living because they did not go out. There were already working children. While children are at school, the risk of being disconnected from the school system decreases. At the moment, we do not know much about the situation, the data from the field reflects an increase in the number of working children and an increase in the number of children contributing to the fa 79 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY There is also the gender context. In the equality analysis report of the Ministry of National Education, it was stated that female students are in a more disadvantageous position compared to male students, especially since female students from large and low-income families are expected to do more work at home. After all, children living in rural areas, working children, seasonal workers, children of migrant agricultural workers or daily working families, crowded families such as Roma children, girls are literally everywhere. He faced difficulties in the middle of Istanbul and also in different regions. For some of them, both the Ministry of National Education, civil society and the business world carried out various studies to eliminate these inequalities or access problems. I would like to mention one more point; We know that children with access to the Internet and multiple computers also experience other disadvantages. As a result, the situation of disadvantage took different forms for each child. I think one of the biggest disadvantages is that they are exposed to too many adult voices and stay away from their peers. I would like to highlight two issues. Our teacher before me also said that the most important issue that this process showed us is whether schools are not just learning environments, but an important part of the child protection system. Therefore, we only partially know what kind of precautions are taken against neglect and abuse, and what children are struggling with. Schools are very important in this sense. Therefore, it is very critical that not only the Ministry of National Education, but also all relevant ministries plan the next process more effectively. Another is that this crisis will not be the last crisis. We are a land of earthquakes, we experienced floods. We have a drought problem. We are in a climate crisis. Scientists say very clearly, if the crisis is not prevented, all systems; They say that we will experience processes such as education, transportation, health, and the pandemic we are in, much more severely each time. Again, our teachers before me said, we live in an uncertain environment. Therefore, we need to build systems that are resistant and resilient to these uncertainties, manage these processes well and ensure that no one is left behind. Here, too, it is necessary to discuss the norm. We are discussing the new normal, but there was actually the issue of the old norm, you know. It may not be a stakeholder empowering approach if we just bring it before that norm and are content to change systems a bit. 80 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 We have followed many examples from around the world. We've seen a few commonalities in all of the successful ones. I would like to underline them on this occasion. One and the most important is teacher solidarity. ÖRAV, KODA, Teacher Network, where teachers support each other and support each other – we have seen examples of these in Turkey. When teachers support each other very quickly, they can find solutions for their students very quickly. Those solutions can also be reflected in central systems We've seen this happen all over the world. Second, parent support. Establishing systems that support the parent, and involving the parent in that process. I am giving an example; a tablet is given, but we have seen that the system of children and education can be strong even if it is continued remotely, whether it is hybrid or face-toface education, in cases where various supports are given, such as supporting or providing access to the parent for the use of this tablet, or in terms of psychosocial support. . Another; school-based, that is, local decisions can be made. Central systems are more fragile systems. It is difficult to carry out this process especially in the face of such crises, especially in countries such as Turkey, where a very high student population, teacher and school population, and all of them differ from each other. Examples of rapid action can be taken both in Turkey and in the world; We have seen that it is much more effective when action can be taken very quickly, before decisions are made. And, of course, the variety of materials. We have always talked about very advanced technology in distance education. For example, television came into play very quickly in Turkey and other educational materials were developed for rural children. The more diverse they are, the more inclusive and quicker action can be taken. Finally, it was effective when not only the stakeholders of the education system, but also the stakeholders of the health system supported the school. E.g; In some states in the western United States, nurses were organized among themselves, and a nurse volunteered for each school. We have seen that the examples in which the society as a whole acted and cooperated were very successful. 81 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY prof. Dr. Mustafa Yavuz: Which problem areas are not discussed here but are in the attention of ERG and how can we find solutions to them? Burcu Meltem Arik: I would like to say two issues, it probably could not be discussed yet due to the time limit. The first of these is child participation. Children's voices are not heard, their needs are not seen, they do not have the right to participate, and we care about the researches done in this process. They were exposed to a lot of adult stress. First of all, I would like to question this. We conducted a research with TEGEV: “Life at School Through Children's Eyes”. There, we saw that there were other issues beyond what we actually saw as problems. It is important that they participate more and more effectively in school, teaching, and what they need. Although we give the right to work at the age of 15, we do not give the right to speak. This is a very serious matter. Another is the climate crisis. We are currently leaning towards that. Turkey is already a difficult region with migration and mobility, earthquake belt. It is a country where there is a large population in a small area, where there is diversity and polarization, but where the differences are difficult to realize. In all of this, I can say that the climate change crisis will push us much harder and the education system is not ready for this. Children are ready for this, because children have started and they are demanding: How do you prepare us for today and tomorrow in the education system when our world is in this state, they ask. So, how do we, as educators, ask this and what do we imagine to include the whole system apart from the curriculum? It is not enough to teach the climate crisis in the curriculum without questioning the place where people position themselves in the world. Where does a person position himself, how does he see himself; Unless we look at these and other issues holistically, how can we be prepared for the current pandemic and the challenges ahead? Finally, although we live on a planet where there has been life for 3.8 billion years, we do not learn anything from our planet. Life continues, we can learn how some problems can be solved within the planet and actually in nature, we can look at nature and learn. The place where one positions himself should not be superiority. It is important to act with the understanding that it is part of the planet. 82 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 prof. Dr. Mustafa Yavuz: Prof. Dr. I would like to direct my question to my teacher Emin Karip. The epidemic started in a way that no one expected. For this reason, as educators, we have always made some suggestions. There were more suggestions than the number of people who suggested it. This actually caused some confusion. What does the epidemic tell us and what do we understand? prof. Dr. Emin Karip: None of us expected a crisis of this scale, but we are in this crisis right now. Together with the whole world , we reacted very quickly. Before the epidemic, we were talking about other things. We were talking about the 2023 education vision, we were already talking about a learning crisis before the epidemic. With the epidemic, the priority of all of us focused on survival. Institutions can also collapse and become paralyzed. We are trying to survive in the short term. Yes, there are suggestions, some of them are scattered and unfounded, but we see that there are also very tidy suggestions to ensure the continuity of learning. These recommendations were based on the assumption that various scenarios would occur. In the first months of the epidemic, we saw that various scenarios were determined by international organizations or in different countries. One of them was that the schools were closed until last September. The second assumption was that the schools remained closed until the end of 2020, and we also experienced the situation in the second scenario. This was the scenario that was talked about as a bad scenario. The third scenario is that schools will be closed until September 2021. I'm afraid we're heading towards the third scenario. The difficulties in reading and writing that Mustafa Hodja mentioned at the beginning, the inability of some of the students to learn to read and write or the incomplete learning is only one dimension of the problem. The problem we face is not limit In fact, we experience students in pre-school or primary school missing critical developmental stages, some of which are very difficult to compensate. You can give a very good education to a child who has not received pre-school education. However, some of the developmental deficiencies in the pre-school education period cannot be compensated later, especially the social and emotional deficiencies may have a permanent negative impact. A student who did not receive pre-school education 83 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Compared to a child who received pre-school education, it differs not only in the cognitive field, but also in various behaviors and attitudes, and may lag behind in many areas. This is what the research and know-how we have now tells us. So we are missing a critical phase here. As the epidemic continues, these losses are getting heavier. Here, first of all, we need to understand; what are we in? Our understanding of what we are in needs to be a little more realistic. There is no such thing as a return to our normal life. We have to act accordingly. As long as we keep expectations for a short time and are not realistic, these expectations turn into a weight on us and lead to boredom. As teachers, we strive for the continuation of children's education while trying to cope with the epidemic individually. Yes, we are trying extraordinarily, but distance learning can be used for pre-school, primary school children, children with special education needs, etc. have serious limitations in terms of children's learning. On the one hand, there is a mass that has all kinds of opportunities and conditions that can replace their education at school, and on the other hand, there is a group that is left behind, deprived of suitable conditions and opportunities for learning, and the gap between them is widening. We won't be able to go back to school tomorrow, even if we do, we won't be able to start where we were. This requires resources and serious planning. We will not experience anything so that we will make up for the losses with a compensation program when we start school. There is a need for a longer term compensatory programming and planning. It has become difficult to control what the student will learn, how to learn, and when to learn. We are opening up to another world where the control of the central government will be limited. This situation widens the gap between the disadvantaged group and the other group. prof. Dr. Mustafa Yavuz: Sir, you are carrying out very important works and we expect the number of them to increase. While we are determining education policies, can we create plans, programs and strategies that have been brewed, discussed and matured enough, or do we produce instant solutions? What can be done by education faculties and non-governmental organizations interested in education policy to feed education policy? 84 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 prof. Dr. Emin Karip: There is a lot of talk about education in Turkey, almost all of these can be found in the archives of the Ministry. It has been studied before, there are reports of its work in the archive. The contributions of education faculties or nongovernmental organizations are important and valuable. For these to be useful, the problem areas and needs in education need to be aligned with the outputs of the work of such institutions. Here, one of the main reasons for incompatibility is communication and trust issues. While talking about the problems, we should not stray from the scientific ground. We need to talk with conceptual background and data on scientific ground. We are currently in an epidemic period and we do not have enough data. We need a theoretical rationale and healthy data on the current situation in order to create a roadmap, to see what we will do when the schools open. For example, you say that we have learning deficiencies, "Well, okay, we'll take care of it right away." This reaction is unrealistic and has no basis. We hear this from educators as well. When you act like they don't exist, their problems don't go away. Our learning deficiencies cannot be completed as soon as we return to school. Like here, we all need to work together. “What was learned missing, what was learned wrong?” must be detected. Although everyone tried to convey what they knew to be true in the home environment, these were not always compatible with the development of children. For example, abstract concepts were tried to be taught to students who could not understand abstract concepts due to their level of development, and sometimes misconc Let's not forget that the parents did their best, but they are not teachers, and sometimes their parenting roles and teaching roles conflicted. First of all, we need to have such data and talk about the findings based on these data. Let's work together to produce this knowledge. But producing knowledge and knowing what to do will not be enough either. We need a significant amount of additional resources. The gap here will not close until some needs are met in schools and these resources are provided to a minimum. As a society and a country, we have to be realistic about the human resources and financial resources we need in order to compensate for the learning losses and deficiencies in education and to eliminate wrong learning. Additional resources are needed to mitigate the permanently devastating effects of the pandemic o 85 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY we need. Expectations from education faculties should also be realistic. On this path, we all know the reality of education faculties and the course load on faculty members. We have all worked as faculty members or administrators in education faculties. Education faculties are currently trying to continue the educational activities that the faculty has to carry out within their own limitations. We must also be realistic about the scarce resources and their contribution to solving the problems of pre-university education. On the other hand, there are very valuable participants from NGOs, who know very well the difficulty of doing fieldwork. Both the Faculty of Education and the Ministry are trying to do their best. To summarize here; management capacity should be developed, resources should be provided, a scientific cooperation, trust and guidance of scientific knowledge should be established. Only in this way can these problems be overcome. Otherwise, social disintegration in the long term and the deepening of the gap between the wealthy and the deprived will create a serious problem, and the problems that can be solved today will cost much higher in the future and will require much more intense effort. Here we must all focus on improving learning outcomes. 2.8. Opinions on Guidance and Psychological Counseling Instructor See. Ece Karaboncuk: We will talk a little bit about PDR, psychological counseling and guidance. I think it was one of the units that took almost the entire burden of the process on itself. This field has worked very hard, I think there are good researches in this field as well, I am observing. Indeed, my mouth is watering and I am watching those researches. But now let's leave the word to a master. prof. Dr. Ragip Ozyurek. Again, I would like to ask you for a summary: In the field of PDR, we made this second term, especially the first term, like emergency distance education, you know, last year's second term, but in this first term that followed, we were now more prepared; I want to ask you about this first period. How did PDR field and field experts evaluate this period, what difficulties did they experience, which goals did we concede, which goals did we score, my teacher? 86 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 prof. Dr. Ragÿp Özyürek: I think a very innovative step has been taken. I hope these guests are already writing. It would not be a forum organized only by Istanbul Aydÿn University because I hope that its examples will be spread all over Turkey. I can't help but remember Aylin with respect and love, just like Devrim teacher did. Thank you so much for reminding us. For making us listen to those very valuable words that our teacher Aylin used to describe to us. Sir, I summarized it briefly, as you know, when I first started, distance education. We had a discussion like this: How should our individual counseling classes be in a group about counselor training supervisor? In the meantime, while talking about whether one of the standards could be remote psychological counseling, a significant part of the group thought that there would be no remote psychological counseling. Our teacher was also very experienced, it took almost half an hour and he was able to convince all of them. I was really pleased too, and there was this discussion this December. You know, in March, we all agreed that there should be and could be distance education, remote counseling, and group counseling. However, my school psychological counselor friends had difficulties at first, I know because they interacted. For example, a math teacher said that it is difficult for me to get hours to interact with the student. We had school psychologists who said this last spring semester. However, this period was a little more, one more step forward. For example, we started to see that there are school counselors appearing in front of students. How? For example, if there are 20-30 people in a class, we had school counselors who interacted with maybe 5 students and started to act as classroom guidance. In the meantime, for example, what the Ministry of National Education wanted to do about its 2023 vision; If you look at the goals of the Presidency in the strategic plan for the period of 2019-2023 regarding the 2023 vision of the Presidency, we can clearly see that the application of psychological theory, the application of psychological theory, and the application of psychological theory occupy an important place. Many of our valuable teachers also talked about this psychological solidarity and the power of recovery during the speech. Therefore, the Ministry of National Education, both in the previous period and in th 87 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY For example, domestic violence, problematic internet use, addiction, unfortunately earthquake and flood disasters occurred. In such cases, both school psychological counselors and guidance teachers started to be trained by trying to adapt. The theories and contents of psychology began to be developed. During this period, we realized the following: For example, we started to have families with unemployment problems, and we started to hear more about domestic violence problems. I say very simply about problematic internet use: Internet addiction has become a little more effective. The issue of psychological resilience came to the fore. The Ministry of National Education has also started to provide services for the general public, such as these disasters, psychological resilience, and preference guidanc So, in these limited few minutes, where are our students missing in both terms? I would like to say a few words about this subject. The most obvious of these, when considered from the point of view of psychological counselors, may be a lack of socialization. Both the Presidency and the National Education Strategic Planning until 2023 career awareness, recognition of characteristic features, career guidance are expressed very clearly. A personal development is expressed. Therefore, as there is a decrease in the interaction of our students, this professional awareness may have caused a problem in terms of professional maturity. In addition, issues such as problematic internet use and addiction may have increased slightly compared to normal. We have both observations and various studies. So what should we do? As psychological counselors, we should improve ourselves on issues such as psychological resilience, well-being, recovery power, epidemics, internet addiction, and cyberbullying. What we expect from the Ministry of National Education is that the scales and inventories are now applied on the internet, that career guidance can be done in the form of career guidance from a distance, and our teachers also mentioned that since a very serious part of our students are struggling financially, studies can also be carried out to close the gap between school psychological counseling and students. The Ministry of National Education has risk maps. We can benefit from them at both the grade level and the school level. Distance psychology counseling training can be given importance. My last word 88 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 my teacher: A year ago, when our distance education teachers were insisting that "this can be done, this is very useful and important", many people were resisting. This means that we do not perceive this either: We should attach great importance to the fact that our children have broad visions both at the university and at K12. Because from now on, we may encounter such an event. If our vision is broad, we can only cope with these problems and be flexible. Assoc. Dr. Devrim Akgündüz: During the distance education process last term, we connected children to a lot of screens and they stayed in front of the screen. Could School Psychological Counseling be done in schools last term? What needs to be done in the coming periods? prof. Dr. Ragÿp Özyürek: In the face-to-face period, school counselors had problems such as professional satisfaction and perceptions of being cared for. Speaking of this quickly, one of the reasons is that we have a model based specifically on short-term conversations. School counselors burn out more during short-term meetings. There are always problems and short-term solutions cannot be applied in front of the classroom or individually. When you suddenly pass from such an environment to a very different environment; When they met with parents and students, and parents started to deal with their children more, their resilience began to decrease. For example, it started to be difficult to follow the lesson. What is expected from school counselors is that they intervene with parents, and we talk about academic motivation expected from parents. My suggestion is that this forum has developed an awareness, we should not forget that interaction with all parents is important. With our parents, if the child does not study or does not turn on the screen, if he still passes with high grades despite losing his endurance, maybe we are not 100% perfect, but we are trying to save our students. There were times when I could not save my students who did not have a computer. Here, too, parents can at least talk to them on the phone, I mentioned the benefits of applying a psychoeducation program. Ministry of Education says parent education. Parents can be interviewed about academic motivation. It is not easy to identify students' self-discipline and recover. There is a difficult process going on, my tea 89 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY prof. Dr. Mustafa Yavuz: Let's get rid of the learning lobby and call it the learning loss lobby, I want to ask my teacher Aylin: As a psychological counselor, this is what happens when the PISA report is published, actually, here is the math order, the science order, we talk and discuss. In fact, one of the PISA reports is student well-being, that is, the general well-being of the student, we never discuss it. For example, it is actually an important part of the report. Do students feel lonely? How are their anxiety levels? Are they happy? Are they unhappy? When PISA is announced, come and ignore it. It's important that we rank in the ranking, but that's not the point. That's why I want to ask my teacher Aylin: What loss did you see? Have you seen learning loss and do you have a plan for it? Aylin Siliÿ: First of all, as everyone has said, there is a feeling of loneliness, especially with their peers, because they are far from an environment where children can develop their skills socially and emotionally, and of course, there is a feeling of loneliness, anxiety because they know that exams will be held. . These are of course my personal observations. I believe that a research should be done on this subject and I like to think a little about what to do next. After that, I think the main problem will be the differences between the expectations. Because the expectation of educators or teachers is to compensate for the decline in academic data, which we call learning loss, as soon as possible. But the expectation of children will be to spend time with their friends at school, have fun, socialize, make use of the time they missed, their anxiety. This will happen now, as there is this expectation difference, the strategies will change. It will be our aim as teachers to make up for their loss. But we anticipate some problems will arise. Especially children who are not accustomed to living by the rules of the house will have a hard time accepting the rules of the school. The game will also be a problem at this point. The other problem is children living under extreme pressure. They are talking about limiting their behavior when schools open. 90 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 they will have difficulties. And children will need more adult support in terms of establishing and maintaining friendships, communicating, and problem solving. Another issue is the problem that teachers will experience. It is not easy to identify children with special learning difficulties. With the pandemic period, it will be very difficult for a teacher to make those diagnoses or even suspect them. In this sense, some difficulties may arise. First of all, it is necessary to create a school strategy by centered on psychological well-being and resilience. While doing this, we need to develop a strategy not only with the administration, but also with the teachers, by determining the needs, by doing different researches, by questioning the thoughts of the students. Each school can do this on its own. These need to happen immediately. I believe that in the second step, we should first identify the children in the high-risk group. For example, those who are absent, both online and face-to-face if the school opens, will be a high-risk group. We can identify them individually and increase it not only for absenteeism but also for the high-risk group, large family, changing, etc. that show this behavior problem. After identifying these students, what is our current classic method: The teacher determines it, sends the guidance, and the guidance works with the family, and we cannot reach the result after a very long time. I suggest the following: Since I know that there are schools abroad that do this, it is important to plan this in such a way that when we identify certain students, those in the risk group will appoint each student, if possible, as a teacher mentor. The purpose of this is not to increase academic achievement, but to ensure that the child is someone who will make eye contact with him that day. The job of hiring a person to keep the child connected to school is not something a counselor can do alone. The schools are crowded, but it is possible to associate teachers from different branches with these students. We say psychological resilience, we say that we should keep it at the center, and the way we do this is to prioritize the needs of children socially and emotionally. I believe that we should achieve this through interventions we will make both in the classroom an If we can do that, if I have some time, I'd like to open this as well. Let me call it a learning program for short. If we can plan and implement this in our own school; he 91 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY By then, school will become a place for the child to feel himself belong, a place where he feels safe, a place where he can find a supportive social environment, and a place where he can develop a positive sense of self. I think that this should be done with the necessary in-class and extra-curricular activities in order to strengthen the psychological well-being of the child and the psychological resilience of the children in cases of anxiety caused by the pandemic. In the interventions we will make in the classroom, I am talking mostly about the course design of our teachers; There should be such a course design here that it should appeal to different learning styles of students. This is important because only if a teacher designs a lesson suitable for a different learning type will a child have a chance to actively participate in that lesson. In this way, the child's psychological well-being will be supported, the child will be noticed that he is there, it will be seen that his teacher and friends are aware of his presence, and thus the child will have achieved something. When the teacher constructs activities in different ways, the child will have a sense of achievement as he gets a chance to participate in one of them. Finally, collaboration and establishing the norms of the classroom are crucial. This is important both for the children in the classroom and for the teacher. This will also allow the child to develop in a positive climate in terms of values. prof. Dr. Mustafa Yavuz: I actually understood this; I understood the risk groups in the virus, those with chronic diseases. There are students who are also in the risk group in terms of social and emotional development, and we need to focus on them in the first place. Because not everyone is equally vulnerable and our teachers know this. We also need to perform damage assessment at the school level. This should be done in all schools. Age difference is also an important factor here. But each school will have different practices. 2.9. Opinions on Foreign Language Education Instructor See. Ece Karabocuk:. Now, this time we will speak a bit of foreign language. We have a guest from Gazi University. Gazi Education Faculty Foreign 92 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Department of Language Education, English Language Education USA faculty member Prof. Dr. Cem Balçÿkanli. It's good to see you here. I want to ask: We used to have difficulties in teaching a foreign language, and we also have difficulties in learning it. In this process, which we have difficulty in learning, a distance education condition has now been added. First we said emergency distance education, we ignored the foreign language a little, then we worked hard in the summer and started the second term with all our strength, how was the second term? Did we achieve what we hoped for? How is our report card about teaching English? prof. Dr. Cem Balçÿkanlÿ: I enjoy the speeches. It is always necessary to be a learner, in fact, we have to express this at every opportunity. I would like to start by mentioning Eric Hoffer. In his magnificent book, The Strict Believers, he states: “In times of difficult change, scholars see themselves equipped in a world that no longer exists, while it is learners who inherit the future.” I would like to start this talk on the forum by applauding all the learners whose numbers are increasing right now. Because you are spending these hours and minutes with us today in order to improve yourself, to be better and because you care about education. Returning to the question asked by Ece teacher, there is a sentence under it: "Are we going to teach a foreign language that we cannot teach closely?". In the sub-proposition of this, it is actually "sir, why can't we teach a foreign language?" There is a question that sounds like rosewood. This question is often asked if there are English teachers following us, but we always say that there should be interaction in foreign language education. So, I will ask all the participants to share the chat section, if they have a small memory about foreign language education, English, in their minds. They can use a metaphor, or they can remember "What is this? This is a pencil.” It could be, it could be anything. Because I think we have to manage these perceptions correctly. At the same time, we always talk about the importance of interaction in foreign language education. In this sense, we interact a little bit. Perhaps we will not succeed as long as we persist in teaching. ÿener ÿen and Cem Yÿlmaz have a very good movie: Yavuz Turgul movie, Av Season, Cem 93 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY There is a message Yÿlmaz gives to ÿener ÿen in that movie. I won't go into too much detail so as not to spoil the magic of the movie: "Change your perspective." says. Maybe we can easily get out of this pit we entered in the concept of learning a foreign language by saying that it helps to learn rather than teaching. So, after this introduction, let me quickly address it in terms of distance education and take you to the year 1930. In 1930, I learned that the famous sports scientist Selim Sÿrrÿ Tarcan was giving gymnastics training in German, French and Spanish twice a week under the title of radio lessons, and I found newspaper articles on this subject. After that, in the 1980s, one of the very important names of our field, Prof. Dr. With Zülal Balpÿnar and Michael Smith, we tried to learn English in a language we did not know by sitting in front of the screen. For me - I told this to him in my conversation with my dear teacher - maybe that's when I decided to become a foreign language Since it took place between speeches, we saw that what has been done since 1980 is not distance education, because none of our curriculum, our lesson plan, our teaching material, our book have been prepared for distance education, and from this perspective - if our foreign language teachers agree with me, please write it in the comments - to train the curriculum. they are alarmed because of it. Because I can easily see their constant complaints about this issue. Singapore's prime minister, on the other hand, is launching a movement in 2014, which we call "Less is more" in English. He tells us that by producing less content, children will exhibit more creativity, and perhaps one of the most important points we have seen in this period is that the curriculum is not that intense, on the contrary, we evaluate your achievements clearly, and in this regard, dear Doÿan Cüceloÿlu's “Living Lives” There was a book series called, and the main thing in this book is to focus on correct approaches and correct editing. This is very necessary for foreign language teaching, because listen to as many lessons as you want, it is not possible to get a result without converting meaningful language input to language output, after saying, let's look at a little foreign language education and share a few analyzes right now. Google Academy Language Education language education today 94 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 When you say 3 million 820 thousand results. Science Education is 2.5 million when you say science education, 2 million 300 thousand when you say mathematics education, 1 million 900 thousand in Chemistry Education chemistry education. In other words, technology is inevitably important in language education. We have always talked about teaching technologies and foreign language education together. Why is technology important in foreign language education? The brain understands the image very quickly, so technology does it very well. After the brain learns something, it can group similar ones and associate them; Therefore, we have a very large literature on this subject. But do practical applications always coincide with those in the literature? No, it doesn't overlap. Everyone is saying this. We are talking about the differences between theory and practice. Recently, I made a small survey on social media, I asked a question like "Where do you think the problem is not in foreign language education?" I looked the other way. Let's have a quick look at the findings; not in the lack of material, not in the curriculum, not in the physical environment, but where? I wonder if their English teachers are listening. In measurement and evaluation, I will explain my suggestions about this shortly. The status of English in the society, the perception of the administrator, the qualifications of the teacher. Therefore, these existed before the distance education period, and they exist now. Having said that, let's talk a little more about science. I have the findings of a research in my hand, I would like to talk about them quickly. The problems that foreign language teachers encounter with live lessons, one of the most important problems in foreign language teaching are as follows; Teachers underline that it is important to learn by communicating. This is very important in foreign language education. In trying to teach a foreign language, we see that our teachers have difficulties at this point. Why do technical malfunctions come into play? Are these technical fa No it is not. So, let's look a little more at the dimensions of foreign language education. Most of the teachers think that foreign language skills cannot be gained through distance education, which is an important data. However, as we have just moved from the points in Google Academy, foreign language education and teaching technologies can and will be very good friends with each other. feedback 95 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY There is a problem due to not receiving it, why? Because one of the main points of foreign language learning is this: Make a mistake, it's good to get dirty, make a mistake, as you make mistakes, teachers will change you on this subject. Because individuals who are at peace with their mistakes do very meaningful work. So, what kind of suggestions follow? Our recommendation is as follows: When you look at it, we are important to include the tools in distance education effectively in the lessons. There is a concept called student education, because language learning takes place outside the classroom, we need to create awareness on these issues. Students need to use a language portfolio, we have to do what we do in the exam system and integrate it into fourbased language skills. Let me save the most important one for the end: Andre Jean says that the English lesson is not a lesson, but a point that should be in every sense of life. I want to bind my words. He has a sentence in a wonderful play called The Screens, “Everything that needs to be said has been said, but it is always necessary to start over because no one is listening.”. As educators, let's talk about these all the time, think about them all the time, maybe "What can i do someti mes?" We can go higher than that. Best regards. Instructor See. Ece Karaboncuk: There is no word left unsaid, I was an elder once. There is no unspoken word, but we should not hesitate to say that word again at the right time and in the right way, and we should spend all our strength for this. prof. Dr. Mustafa Yavuz: In the foreign language learning process, as far as I can see, there are many different initiatives at all levels to learn and support a foreign language. Preschool, primary school, high school, there are many different programs, software and platforms. In fact, membership to entrepreneurs who provide these opportunities by students and these demands are increasing. It means that entrepreneurs have seen a deficit and students are also demanding. How can we settle in this process and what can be put as remote opportunities? How should the school fill this gap? 96 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 prof. Dr. Cem Balçÿkanlÿ: This is one of the curious questions, what should we do as parents in foreign language education? It can be divided into two, as parents who speak English and those who do not. If I were to answer with a few suggestions; The first is to play games. It is necessary to make this possible at home as much as possible. Parent and student being learning companions. Secondly, we provide very easy access to information due to Web 2.0 technologies. For this reason, it is important to ensure that they are exposed to foreign languages from channels such as Youtube. For example, in early childhood, listening to songs about colors and clapping their hands when hearing each color. The third dimension is to talk about stories with children about how this is an opportunity, not a threat. For example, if Jack Ma didn't speak English, he wouldn't be today. When Jack Ma was a 9-year-old boy, he would get up early and embark on a learning journey so he could speak English to the strangers around him. If such stories are transmitted through parents in collaboration with the teacher, it is possible to make learning visible and we have every opportunity. We can make it clear that it is internal rather than external motivation. That's when we support Victor Frank's access to meaning in human search for meaning. 2.10. Opinions on Educational Technologies Instructor See. Ece Karaboncuk: Of course, the real owners of distance education, perhaps the representatives of the field, spoke little. Now it's their turn, we say. Assoc. Dr. This time I will ask Devrim Akgündüz for his opinions. Dear Devrim, How did CEIT members evaluate this period in the K12 process? How did the field and teachers evaluate it? You were preparing a lot. You've been telling us a lot of things over the years already. You were drawing the road map of what will happen, what will happen has happened, what will come is coming. So, were you prepared? By sticking both the needle and the sack, please, our future is of course the same question. When it comes to you, we are not asking about evaluating the past, we are asking about the future. Are you hopeful for the future? Assoc. Dr. Devrim Akgündüz: Actually, it is a subject that is very difficult to evaluate. 97 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY This. Those who have been following for years know that there is something we have always defended since 2013. We will use technology, we must use it. The era is changing, on the one hand, we drew a shape that we expected in 2025, that something like this would happen. A pandemic broke out all of a sudden, and in 2020 we fell right into it. We need to make effective use of technology. If we take a look at the previous periods, the face-to-face education period has come to an end in both higher education and K12 education. We can no longer do face-to-face training entirely. We have to accept this. What we need to do here is actually this: By reorganizing the lessons, for example, if there is a 30-hour lesson structure, we can reorganize many lessons such as science, mathematics, social studies, foreign language. For example, science; I think we can overcome some things in the coming period by transferring half of it to the online platform and doing the half of it in face-to-face training. During this period, we also discarded some of the lessons taught at school. E.g; I see that classes such as art and sports are treated as unimportant. Really important lessons. I think we can both relax the students and perform these lessons more effectively by transferring some lessons, some parts of the lessons to the online environment, and doing some parts in a face-to-face environment by making use of technology. This is my recommendation to MEB. The blended learning period should start in the upcoming period, and this needs to be done and used effectively in both K12 and higher education. But in order to do this, besides the investment in technology, investments must be made in teachers. We always leave teachers in the background. We leave their professional development a little behind and invest in technology without developing them. Smart board, tablet etc. We invest in them. Every school must have internet, and at the same time, children should have internet at home. We must eliminate the disadvantages of children. In accordance with the principle of the social state, every child, not every house, must have internet, a computer or a tool or tablet to access the online environment. We also have to consider the negative effects of technology; This also has its disadvantages. Last term, we officially connected the children to the screen. 98 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 We did lessons all day long, then when those children spent time in front of tablets and television, the children continued to become addicted to screens. In order to prevent this, they say, "More loss, less decision"; we must make use of technology, we must use technology by distributing it, that is, by blending it with face-to-face education. While doing this, I think that we have to give great importance to the training of teachers, Ece. Instructor See. Ece Karaboncuk: You are very right. We always say that we can't do without a teacher, but this time by filling it up. It is not possible without a teacher, not just as a slogan or a slogan, but why and how we do it. When we say that we cannot do without a teacher, we also need to tell what we should do. Assoc. Dr. Devrim Akgündüz: Let me tell you this: "What if we had faced this pandemic process 30-40 years ago, what would have happened?" we have to ask. We are in a truly important digital age right now and we have to make the most of these opportunities. 30-40 years ago, students' learning losses could have been much higher, yes, there are social and psychological problems, but at least we have technology at our disposal, and we can provide these opportunities to most of the children through the Ministry of National Education. I care a lot about the teachers' outstanding efforts. In this period, academics also made great efforts. He gave trainings and gave conferences. We must know the value of this environment. By the way, I would like to thank the Ministry of National Education for all its efforts after the pandemic started. They were very important efforts. This needs to be developed and continued. 2.11. Opinions about Education Management Assoc. Dr. Devrim Akgündüz: Dear Mustafa, when we look at education policies from the management point of view, do you think that education is managed when we look at education policies especially from the management point of view? 99 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY prof. Dr. Mustafa Yavuz: There is a sentence that I have been using for a long time that education cannot be managed without training management. In this process, the deficiencies that had to be completed before became more evident in this period. This was so in terms of educational administration. I want to develop a concept called schoolism for the whole world: The state of waiting for all education from school. How did that happen? Social circles have weakened, the number of adults or pre-generation at home has decreased, single parenting is increasing, the social environment such as the neighborhood that raises the child is gone, so all the work of education is left to the school. Parents began to think, let them learn mathematics, have morals, and all educational processes should be managed by the school. If the school cannot do this, the education of the children is broken. This is a significant change from yesterday to today. Secondly, with an inclusive education, students from all walks of society are in school, which is a very good thing. But the problem here is that the school is not organized accordingly and its sociology is not suitable for this. Especially, if these incoming students were academically inadequate, these people were excluded from the old school system for reasons such as discipline, failing in the classroom, and the school would continue education from where they left off. This is not the case now, all segments of society are in school and the situation is fine. The problem here is that the school doesn't have the ability to do that. The school had the same principal, preschool math and classroom teachers yesterday, and the same is true today. Maybe in the last 20 years, psychological counselors were appointed, but this was insufficient compared to the number of students. For this reason, I think that flexible programs, especially in education faculties, should equip teachers with new skills in accordance with this sociology of the school, or new positions should be opened in education faculties. Either the skills of the teachers should be developed or we will enrich the school with new staff and other fields of study. Sometimes we take the easy way out. This is the new situation. Trying to deal with old tools, school As education faculties, we need to take responsibility. Another issue, when I examine international reports such as PISA, I see this: We see a problem in the school's output, we do something inside the school to solve this problem, like changing the school's program, which is usually the first thing that comes to mind. one hundred Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 But we forget that we just changed it, we want to change it again. We are trying to change the situation by making some arrangements inside the school. I see in the reports that we should look outside the school, even though we are developing the skills of the school rather than inside the school. The education level of parents is lower than Iran in our country, as we go to Greece to the west, we become more distant. I see this: As the education level of parents and the level of books at home increase, academic success increases. Then we should focus outside the school as well. We think that we will complete the outside of the school during the epidemic, as parents, maybe later, but we neglected it in this process. Another critical issue is the children of immigrant families. Their social interactions were weakened by the break in school, and their language learning was negatively affected. For these children, interaction hours and free talking hours with their peers should be provided. If we can provide parent education and all these, we can take an easier route. I have no doubt that we will want to change the things that we would change here if we think about the school by bracketing the school and not considering other dynamics, and if we produce policies that will try to solve the problems of the school only at school. This is what I'm going to convey, tha Assoc. Dr. Devrim Akgündüz: I would like to ask a question to my teacher Arzu. You are a pre-school principal. Now, pre-school is very important, of course, it is just beginning to revive in our country, moreover, there is an opening towards the age of 3. In the last period, that is, in the first semester of the 2020-2021 academic year, the preschool remained open for a while, then it was closed again due to the pandemic. Then there was a reopening. From your point of view, how useful were we to preschoolers last term? How much have we achieved in pre-school education? We hear of other works by you, maybe you would like to talk about them briefly. Here you go. Arzu Arslan: I think the pre-school teachers were the hardest working group during this pandemic, so we could see this very easily on all platforms of education. I would like to divide this process into two: The first is from March to June. 101 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY term, and also the period after the opening of schools. By comparison, we didn't all know what to do, of course. We had different experiences. Preschool education institutions were also closed like other institutions, but when the parents who deal with children adopted the role of teaching other than being parents, there was a lot of turmoil in the field. Teacher. I think that my friends managed this process very well, we saw dozens of training programs on social media every day, we were able to reach teachers that we could not reach very often, that is, we tried to feed the children while feeding ourselves. In this process, I was working at the prison kindergarten at that ti I was working as a school principal in Turkey's first prison kindergarten. This process was painful for all of us, but it was a very different process for the children there. Because there was a group of children who were completely isolated and had no contact with the outside. We, individually as a school, did the following: There was a radio broadcast inside, we activated that radio broadcast for the children, which would be used by the women. We prepared good and varied training portfolios and presented them to the inside. Thus, we tried to ensure that children continue their education even without going out. The period after September was also a difficult one for us, but I think it was a great chance for Turkey. TRT EBA kindergarten, a joint platform of TRT and MEB, was opened. It has reached thousands of children. Every child who has a television at home is taught by teachers who are truly experts in this field, Prof. Dr. A kindergarten education started under the supervision of our teacher Belma Tuÿrul. The selected friends, all of whom are really doing their job professionally, have reached the houses, and I think we have actually made a breakthrough in pre-school education by reaching all the children who do not receive pre-school education, maybe not, because of the pandemic process, and who will not be able to receive normal conditions in this way. Both as a ministry and as my colleagues. Of course, while the process was happening like this, we started to share on many different platforms in preschool. I am speaking for Istanbul Provincial MEM itself: It started broadcasting for both parents, teachers and children, five days a week, two Instagram and three zoom broadcasts. Broadcasts began to take place in the districts. What have we done as our school in pre-school education? Once every night before c 102 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 there was a program, a volunteer officer read a story every evening and the children did not feel alone. Every day, teachers shot and shared videos. Parents from our social media accounts and Whatsapp groups tried to implement these activities whenever they wanted. During this process, Veli saw that: In an evaluation study we did at the end of this, Belma and my teacher did not feel alone. I think that was their biggest concern. We went to the dimension of how we can influence them in the most positive way, as well as the fact that they are not alone in this process. When we see the returns of the work done in pre-school education, we actually see how positive this was even after the schools opened. Children actually missed a lot, we missed school a lot. All independent kindergartens offer five days of instruction and we even have children's clubs. Children can come at eight in the morning and stay at school until five in the evening. Therefore, I think of pre-school education as the institutions that play the most active role in this process. I think the pre-school teachers are the best fed group. I hope this process passes very quickly and we can share what we eat with our children in face-to-face training. prof. Dr. Mustafa Yavuz: The energy of my teacher Arzu really passed to us. Arzu Arslan: I think it is about my profession that I do a job that I love and earn money on top of it. Maybe his excitement is reflected in you. prof. Dr. Mustafa Yavuz: We really listen to very different experiences. Now my manager Kadir is one of the former managers. As a school administrator, what did you learn in this process? Kadir Bayÿu: I am honored to be on this platform. I work at Nesibe Aydÿn Educational Institutions. I also worked in public schools and worked in places where conditions were bad. I think I can evaluate possibilities and impossibilities. In this process, we did everything as a team. That I paint, stove 103 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY I know I'm on fire because of my experience. Now I am the administrator of a private school. In this process, we were somewhat prepared. Previously, we had done distance learning during the holidays. Our focus has been on teacher training in this process. Everything will be better if you give the teacher the opportunity to educate and care about it. We need to prioritize the professional development of teachers. As a school, we try to focus on all skills. We attach importance not only to the academic field, but also to social and emotional developments. We did STEM trainings in January. Students from different countries of different ages participated. I think this was a social responsibility project. It is very important to reach students who do not have the opportunities in private schools, but this should be the most important goal of our country. The number of our projects has increased for five years, we needed to increase communication with the environment and we did it. Twenty years later, we have an education system in which people with high communication skills will be successful and we want to spread this to our country. In addition, educational leadership is required and school administrators need to be trained for this. School administrators are required to have a master's degree and a doctorate. In order to raise generations of readers, teachers and administrators should read first. We're talking about WEB 2.0 tools. How it is used, what it does, how we reach the student and how the student reaches them, we need to see this as a bit of a problem. This year's theme is generally social, emotional, intelligence and character strengths, which we will open to our whole country and I invite everyone. Because while there is compensation for academic success, there may be difficulties in social-emotional development. Finally, we should use the "we" word instead of the "I" word when doing a job. Thank you. Instructor Ece Karaboncuk: Sir Sevil, we talked about all the schools. How would you evaluate the first semester as a private school educator and administrator? My other question is about middle school. There are studies showing that distance education is more difficult at younger ages. But later on, there are some movements at a young age. What about secondary schools in this regard? Sevil Karadeniz: Frankly, as Aydÿn Bil College, our students are very, very lucky compared to the students in village schools, as my teachers mentioned. 104 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 were. As Bil Colleges, we have experienced the biggest advantages of being a technology school under the title of innovation school in this process. How did we experience this? We have never closed the doors of our schools, there has never been a holiday in our schools, and all of our teachers attended the school in 26 classrooms on time. As my teacher Aylin said, we have a mentoring system. That is, there are teachers who are responsible for 8, at most 9 students. We kept communication very high. What should have happened was that communication was high. Lecturer Ece Karaboncuk: Teacher, do we need to be more communication-oriented at the secondary school level? Sevil Karadeniz: Communication is very important in this process. The process in which we can establish close contact is already a very comfortable process, the process we went through with the student, but at this point, I think communication is the most important point. When I think of it as secondary school students in this process; I can talk about 5th grade students. In the period that is the first beginning of adolescence, the student went to secondary school at a time when he was already in turmoil with himself. In other words, at a time when teachers were transferred from single teachers to branch teachers, we tried to minimize them in this process. In our work as our own institution, we have included the homework time in the lesson programs, our aim is to set the homework time; The student here was already old enough to do his homework, we didn't want them to have a conflict with the family at this point. For example, we also included reading hours. Lecturer Ece Karaboncuk: Did you also book reading time online? Sevil Karadeniz: Yes, sir. Cameras are on in all lessons and our Turkish teacher has books, the lesson is held with these. Lecturer Ece Karaboncuk: If the camera is not turned on, is it possible to be successful? Sevil Karadeniz: Maybe, but when the camera is turned off, you can't reach the students. 105 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY We think my stream has been blocked. She socializes with the camera and can express herself. In this way, communication is higher. The quality of education is also increasing and we have attached great importance to this. We took the exams home. We did this by using our resources and our teachers did a lot of selfless work. We gave presentations and researches to our students. We did these for students to use technology efficiently. From kindergarten to high school, projects were constantly produced and communications were maintained throughout the school. We ask students how are you and we don't just focus on academic success. We do socialization and emotional work. At this point, we are in a period when mentoring communication should be high. Lecturer Ece Karaboncuk: I think teachers need a roadmap to open cameras. How did you contribute to your team in this regard? Sevil Karadeniz: At first, we also had a hard time. Most of the students did not open the cameras, but later, when our teachers asked to see them by chatting, the number of cameras increased. In this process, they now turn on the camera without us telling them. Instructor Ece Karaboncuk: What does it feel like to be a happy, peaceful and less problematic teacher administrator? Sevil Karadeniz: We were all very tired during this process and the whole school became like a family. For example, we made a project called 'We Know Your Value' and we learn different things with our teachers from different branches one day a week. We always keep our communication and motivation high. Because if the teacher is happy, the institution and the students will be happy too. Instructor Ece Karaboncuk: I am with our private school teachers who are very tired. In this process, we are doing different things at the same time. All our teachers, please raise their voices where necessary. 106 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 2.12. Opinions on Vocational Education and Non-Formal Education Assoc. Dr. Devrim Akgündüz: I do not find the allegations made about learning losses very accurate. Because as a teacher in a village, if you ask me about learning losses, I think there is not much. Rather, there are social emotional states that aggravate the situation, especially during the pandemic. In other words, the learning losses were compensated somehow so that our teachers worked really hard. I would like to ask a question to my teacher Hülya on another subject. You are a vocational teacher and work at a public education centre. I'm asking this about general vocational education. Do you think the Ministry of National Education has been successful in the field of vocational education in the last period? I know that they are doing very important work especially in technical schools, I appreciate that. What has been done in public education centers, what have we achieved, what should we do in the second term? Hülya Narsap: We are one degree more fortunate than formal education institutions. Face-to-face education continued for a long time, but during very intense pandemic periods, we, of course, had the misfortune of closing, and on the contrary of formal education institutions, we could not do any activities, we did not have distance education officially. Because public education centers have 3590odd programs and since there are too many programs, it is very difficult to convert them to distance education. You would appreciate that especially my teacher Evren said, we operate in Kadÿköy. I am the director of Kadÿköy Public Education Center, but the people in rural areas do not have as much economic and educational superiority as in Kadÿköy. That's why we couldn't include distance education too much because of these handicaps, considering that it would be very difficult for them. The number of our trainees, which reached 25 thousand in the previous years, remained around 4300 this year. If we think about it, we have a serious loss. As public education centers, we are institutions that allow people to socialize and realize themselves. In particular, we are the institutions where they get rid of living alone at home, after a certain period of time, they gain knowledge that they cannot do in their lives, they want to realize and they want to learn. In this process, adults also had some reservations. Our cooperation is very 107 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY trouble occurred. We also had important problems, but we still try to continue by paying attention to hygiene standards and we reduced the number of classes. Vocational high schools really contributed to the process by producing masks and disinfectants. I think it is right for our minister to highlight vocational high schools. Mask sewing in public education centers was supported by vocational high schools and we We sewed over 40 thousand masks in Kadÿköy. In order not to alienate the trainees from us on digital issues, the classes were continued online. Lecturer Ece Karaboncuk: Were you struggling, teacher? I ask this question in terms of evaluating the process. Hülya Narsap: We did all the lessons, be it painting or knitting. Our trainees, including the embroidery lesson, made and shared these at home. We even held an online exhibition with the products and their photographs, and shared them with the public. We also made the folk dance show digitally and shared the show of about 25 people at the same time in sync. We had difficulties in terms of creativity, but we had such good work. For example, we have a Health Sciences University third-year project, and these adults over the age of 60 became university students again. As a public education center, we give their elective courses. It's all over Zoom and these people attend classes and do homework. It means we can do anything we want. Turkish Informatics Foundation and Vodafone Foundation produced the 'Digital For Me' project to improve the digital skills of adults and we are opening digital literacy courses. Some of this will be done face-to-face, some online, and the purpose here is to develop their digital skills and enable them to adapt to this period. 2.13. Views on International Programs and High School Education Assoc. Dr. Devrim Akgündüz: Teacher Müge, what is the IB Programme? Did we successfully implement the IB Program in Turkey last term? Especially abroad 108 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 If we can consider the examples as a comparison, was the IB Program interrupted last year, how was it abroad, how was it in Turkey? Müge Selçuk: IB is actually an international baccalaureate program and covers all children aged 3 to 18. I'm in the first years department, I worked with children aged 3-12 and worked as a program coordinator in the preschool-primary school department for many years. In other words, this means the implementation of the program at school, its accreditation, and the management of those processes. At the same time, I took part in different roles both as workshop leader, education leader and school supervisor. When this process begins, in March, all over the world and in Turkey, of course, we are asking each other what will happen in these connections. They've largely switched to asynchronous classes, so many PYP schools I've seen have made a system of assigning homework and asking them to do the work. In Turkey, I saw that there are faster live lessons, in this sense, of course, the implementation processes of the schools and their participation in the program have also changed, and IB has suddenly moved all its processes, that is, the work carried out in schools, to online platforms. Schools organized themselves accordingly. In other words, in a way that brings the online studies and the studies done in schools to these standards. There is a lot of collaborative work in PVP schools. Working together turned to individual work when children's design together went online. In other words, you establish a one-to-one relationship from here or the teacher seems more active. Like the lessons that children listen to and follow. Of course they required Web 2.0 tools. If you are using Zoom, it necessitated the use of tools in breakout rooms, that is, small group work, work with the whole class, and directing the work in which the student is active. Because when you look at it from here, one of them is active while the other is passive if it goes on like this all the time. They started using tools with which students could be active, work together, meet in small groups or collaborate. Schools that implement PVP are using these studies, so I can't speak for all schools, but that's what got them thinking. We likewise 109 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY how can we make it active in our own school, how can we use this environment; we started working on it. Because if we were in our physical classrooms, that is, if the school was open, we would work in that way. Now, how are we going to transfer all the work here? That was the first question. A chaotic period like the first period from March to June is complicated, what are we going to do? There are little ones, we have pre-school students, there is primary school, what we say is going on and we ask everyone; In other words, we felt the need to ask everywhere about all IB schools, the schools we know, what is going on in the world. Because this is not a period we know, we are out of our comfort zone, we do not know what to do, and there are children under the age of 13 in the program. We are trying to keep them alive here, and we want them to stay with us. When you look at the priority, the connection in social and emotional areas is always important, we wanted to start that way, we wanted to start like this, think of this place as a meeting point, that is, a place where we meet, and then focus on other development areas, because we need to use technology well, we need to use it well, none of us feel that dominant. There are those who have used it before. There are similar situations for teachers and families, everyone has different backgrounds in this regard. That's why it's important to deal with the social emotional areas and the technical part first. When a problem arises, they can solve it, manage the chaos at that moment, actually it was a time of high blood pressure. Then we saw what was ahead of us. In other words, what we can do and all my colleagues first stated here; In fact, they woke up to a week where they didn't have any schools. Actually, we closed the school, we gave a break for a week. When we come back, there are some schools, some schools are not, they have moved. It was important to be able to manage the chaos there. In other words, with the participation of the families there, we do our lessons with young children, there is always an adult with them. Actually, we do our lessons with a group of 2-3 people, not with one person. Therefore, the support given to the students who need plus meeting times outside of the collective classrooms, maybe with the guidance teachers, the meetings with the families, that is, the shape, content and size of the meetings have changed a lot. The needs of teachers differed and fast organizations were required to respond to all these needs. Transportation is mostly yes, we can come together many times during the day, but what will we do, how 110 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 it was. When I looked at this process since March, everyone from the schools I was in contact with, from my own school and from this post had an idea in their minds. So we have an idea of what we can do. We have a starting point. I think it has advantages for older children, but families, meeting times, how we can organize it, how a routine is formed at home, what can be done when we consider all of these, there are advantages and disadvantages, and the biggest disadvantage is those periods when peer communication is face-to-face and shared together. . They came to school for a certain period of time in the 2nd semester, I think that was a good point, it helped the children well as a meeting. Afterwards, they became more relaxed while continuing online, this togetherness had a positive effect, but in the first period when we could not go to school, we had no choice but to come here (other than online). It was very tiring for the teachers because you are both on the stage and working in the back. Really, in terms of wrapping up, time is of the essence. Now I see, the use of tools, especially after access, if children can access it, if there is no problem, it is a process, it requires understanding. We were never in that environment at the school, so there were such complex expectations from the beginning, such as the expectation that we will transfer the environment from there to here, but now we are clear about them. What can we do there, what can we do here, how can we use these tools, and I think the most important thing I say is for young people; It is important for them to feel good about themselves, to meet all their teachers and to establish that bond. It is important to have times when they can meet outside of class, I think that communication channel is your priority. When they are comfortable, their participation increases. It may be for learning, it may be for different subjects, but I think it is good to progress from here. We also regularly share professional development hours and good examples for teachers, and I think that everyone enriches their use in terms of perspective. prof. Dr. Mustafa Yavuz: Professor Özdem, in the first period of this epidemic process, that is, a year has passed, we actually gained great experience, we gained experience, students, parents and all of us really experienced it. what do you teach 111 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY what do you like? How will you continue on your way from now on with what you have learned? Introduce yourself briefly, and then I would be very happy if you could answer my question. Özdem Ünal: Teaching at Bartÿn Ulus Multi-Program Anatolian High School. My major is English. We work with young people. We started at the beginning of the break in March 2020, but we were unaware that a long process was waiting. Although the students considered it as a holiday in the first semester, as they shared their lesson plans later on, you can guess that, when high school students became the young population, it was a school holiday mode for us after that period. But later, as the lessons started, the children who missed their school, those who had access started to come, but there were also students who had access and the opportunity but chose not to come at first. Because they couldn't think where this was going, like all of us. There were students who did not have the opportunity. We already had readymade classroom groups, Whatsapp groups. Announcements were also made from there about the course contents. Most of our students, in fact, in this process, we saw that young people's families tended to work areas due to the uncertainty of the initial process. We could see some of them were going to the shops in their posts, because we were watching them on social media as well; How, where are these young people? Most of them are restricted in that way because the place we are in was a safer place in a more regional sense since it is not close to the center in this area, there were quarantine villages during the epidemic, of course, but our young people were more advantageous than the children in the city center who were less affected by this situation. When coming to the center, as my teacher Nevzat said, these students could even come to schools by taking regional precautions, diluted. This was the biggest drawback. But when the time changed, they were writing to the groups when they heard the name of the exam compared to any exam period, kindergarten, primary school and secondary school, what will happen, teacher, what will happen, how will we do it? That anxiety aroused them. It felt very sad for the school and for me personally. Was it just exam oriented, was this the image that young people saw of the school? It will be opened again in September as well. 112 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 it was like it wouldn't open. Our Anatolian vocational departments were able to come for a few weeks, but later on, I couldn't see the faces of my 9th grade students yet in the online process. They can't open the camera because we continue online. Because a few students are exposed in one room, so it is in the form of correspondence to education. We did not force them in this respect. I would like to add that, of course, there are those who miss their school, especially among the young people, but it did not lead to working life, it is one of the issues that will affect me the most. Because at the moment, there are opportunities to continue their education life in different ways. We look forward to them coming to school with that enthusiasm and enthusiasm. 2.14. Reflections from the Media to Education prof. Dr. Mustafa Yavuz: I want to ask Ece Karaboncuk. You broadcast EGT every Tuesday, I guess you can even hear the whispers of the field. Both on these online platforms, with your pioneering publications. You hear the sound from here, the whispers of the field, and you go to the schools and make observations yourself. What sounds did you hear? What were teachers, parents, administrators, students saying? What were the problems? What were the solutions? What can you tell us if you thematize them? Instructor See. Ece Karaboncuk: We have made a rough calculation of how many publications I may have made or may have been in broadcasts. I made nearly 200 publications in this 10-month period. In some of these nearly 200 publications, I asked the opinions of experts in many fields like you, and I also received them without the bones of my tongue, by asking a lot of questions, with a bit of a predatory voice, and sometimes as a guest. I even cried at part of it. I mean, it really went through such a process for me. Of course, there are many notes that I have gained from this process. These notes tell me: This is the first semester of the academic calendar, but I am the first semester of this academic calendar. I always read your humidity like the second period of this pandemic. If you'll excuse me, this is what I mean when I say the first and second semesters. In the first period, with the onset of the epidemic, we said to everyone by shouting emergency distance education- 113 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY “This is not a distance education, it is at most teaching. It is also urgent distance education.” If we look at and compare the process we talked about with the current process, we see that there are really big changes. Let's not be unfair to ourselves, our field or our students. Everyone is very tired. We always applauded the doctors, I have nothing to say to him. But right after him, it is certain that the team that should be applauded is the teachers. But I am by no means saying that all teachers should be given a standing ovation. Maybe those who follow me will be very angry with me, but I see that some of my teachers have shed a lot of sweat and blood on this issue. I really have teachers who start their journey of effort, re-learning, make an effort to add something to themselves, meet with their stakeholders and increase the speed of the learning journey two, three, five times. I give them a standing ovation and always button up my jacket in front of them. But there were also teachers who didn't understand what was going on, and who actually acted a bit stagnant, waiting. Let's not forget what happens. If we have a mission, in the field, on the field; We have to go and knock on the doors of the teachers who are waiting, standing and preferring to stop, we have to say get up. Because my esteemed teachers have said emphatically before. We are in a never ending process. We think it's over. The vaccine has arrived, everything seems to be fine. But we don't know how long the effects will last. How were we preparing for something we didn't know, look, something we didn't always know? We were preparing as today's strong individuals. Therefore, our conditions today are distance education conditions. By measuring these conditions in the most efficient way, by evaluating and using what we measure; If there are individuals who have not yet entered this pot, we should do it by knocking on their door. In the first period, we were discussing whether something is possible in distance education, whether it can be learned from distance education or not. In the second period, we said that distance education is an important part of learning and teaching. We accepted this. We were a little underesti We are taking classes, but is there any output or not, frankly, I experienced the same things at university. We were saying does it happen, does it touch or not. Then we looked at the Q&A section, for example, written by Dilek a little while ago, her opinions are very valuable, it should be recorded. Much more than you really expected 114 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Many of my teachers say they get good results. In the second period, we understood that we have no other choice and we have to do it. We criticized the first term parents a lot. I was critical of myself as a parent. I also criticized the parents. “Brother, what are you doing? Do not go to the children!” I said. But we realized that in the next process, cooperation with parents is a must. We started to tell the parents where and how far they will progress through parent trainings. For example, I saw that the teachers did not contact the parents in the first days. Because while I was chatting with the parents, it was like: “What are we going to do? Should we stand by the children or not? we don't know." he was saying. The teacher, on the other hand, thought that the parents knew all this. But after a while, the teachers also realized that parents also need education. Teachers started to publish a manifesto and showed the way to I heard a lot of parents' voices and I heard their worried voices. Many described the social and emotional learning gap in the most emotional words—if not the literature words. Parents were saying that our children are lonely at home. The schools immediately actually listened to this as well. First of all, the classes started, but after the classes, both the work of the Ministry of Education and especially my teacher Belma, took the floor and explained, with the importance given to pre-school, because it is the most important pillar of social and emotional development. Especially private schools should be mentioned here. Private schools both stood a little against their parents on this issue and started to develop tools that would soften the process and reinforce social and emotional learning. In the interviews I had with them, in the interviews I had with all of them, I saw that we proceeded with very emotional but very meaningful outputs. When I observe private schools, MEB, parents and teachers, I see that they are in a very expected development process. I see that they keep up with the development. But I am sure that the words we will say are also light. 2.15. Opinions on the Need for In-Service Training Assoc. Dr. Devrim Akgündüz: It is the teachers who will talk about distance education and discuss whether it is successful, they are the ones who put the most effort. Well on the field 115 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY A question came from the conversation whether our teachers, who are teachers, find the distance education studies, in-service trainings and teacher trainings of the Ministry sufficient. Lecturer Ece Karaboncuk: Does anyone have an answer for this question? ÿbrahim Evren Özer: I can answer as follows: It has really started to be done a lot and when we look at it, there are many different courses. When it comes to distance education, the numbers are different and I also attended a few courses. Under normal conditions, 30-40 people can attend the course, currently a thousand people can easily attend. In this sense, I do not know if it is sufficient, but I can say that it is in a much better condition than before. Gökhan Atÿk: I am skeptical that in-service trainings are really prepared with the pandemic in mind. In other words, I do not think that there are trainings with specific and pandemic content. Arzu Arslan: I agree with Gökhan teacher. But when we did it with Istanbul MEM, we saw that different people participated in the broadcasts in different ways. This is one of the things that the pandemic process has given us. So accessibility has increased. People now selectively watch things and watch what is addressed to them. In this sense, I think it is very important. Lecturer Ece Karaboncuk: Yes, distance education provided a significant advantage in terms of access. I think the following statement of Ibrahim teacher is very important; We should all have the freedom to take this training at our own pace. Everyone has the right to learn at their own pace. Müge Selçuk: I think the content and pace progressed differently, because at first not everyone knew what to do. Everyone experienced chaos. But the biggest difference I see is that the access has shifted to a different domain. There are time inconsistencies such as time differences, but when you look at it, the content will improve over time and I agree with my teacher Gökhan. Different areas have different needs. The ability to access, which was not there before, has developed. 116 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 I'm thinking. Time made a big difference in terms of condition and availability. Lecturer Ece Karaboncuk: What can you say if you think about the trainings provided by brands like Harvard? Müge Selçuk: There you move asynchronously and at your own pace. You do the weekly tasks. There is the language advantage here and you have the ability to do it at your own pace. For example, the training I attended was one that I needed and there were participants from many parts of the world. Everyone here shared what they had been through, and that brought a beautiful variety. A peer network was also developed where different solutions were discussed. In addition, we saw that the solutions we found were not yet produced there, and in that sense, this sharing had a great impact. And of course, there were the tools, methods and exchanges developed by the university, and there were methods that we would implement and share when we were ready to implement our own dynamic. Next to Harvard, next to IB, where there are many conferences - international conference - if I were going to them, I would travel, I would go, I would come, I would drop the kids off, and that's why I had the chance to attend. 2.16. Views on Curriculum Reduction Lecturer Ece Karaboncuk: We were all excited by the question asked by our teacher Devrim. I also have a question in my mind, we can all ask our questions in turn, we think that this way we will make a more dynamic program. We ask you all to turn on your microphones, please. Since it seems that we will continue in this way, we learned this job as well, when the PDR group, the preschool group smile, I say it's okay. No longer need to talk content? If we are advocating hybrid education, then we should start talking about the curriculum. In my opinion, I say that the curriculum should be reduced, but you are the expert on this subject, what should we do? Everyone would like to say a few words about their own field. 117 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Gökhan Atik: I don't know whether the curriculum should be reduced or increased, but I think that the weights should be dropped. MEB had an application called critical gains, it was very good for me. In this context, critical gains should be selected, and gains for the region, geography and needs should be determined. In this process, I think that the content should be re-planned and planned in accordance with the time, need and situation. Lecturer Ece Karaboncuk: According to time, need and situation, my teacher Gökhan said; Anyone else want to add? Müge Selçuk: Critical achievements are important, the curriculum was not designed and designed according to online, but I think it is more important to have comprehensionoriented goals, especially those. When you think like this, many goals come to a single point anyway. Nevzat Can: Based on both my students and my own children, I say this: The curriculum should definitely be diluted and the course hours should be reduced. For example, I have a daughter who goes to the 9th grade, she has 16 lessons, they are crushed under this curriculum and they cannot live their childhood. Lecturer Ece Karaboncuk: Do you think the duration or types of lectures should be reduced? Nevzat Can: I would say that the types of courses should be reduced. I don't think every child should be exposed to this kind of education. For example, in the past, life science courses were given in the first semester and science courses in the second semester. Such a solution can be found. Thus, we can reduce the burden of children by diluting and reducing the number of lessons. In the remaining time, children's needs should be met by working with municipalities according to these interests in English, music, physical education. Especially in public schools, these needs of children are not met. Instructor Ece Karaboncuk: In the 2023 vision document, it is already high school level 118 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 We were talking about this; such as combining the courses and having natural sciences instead of physics, chemistry and biology. My teacher says let's dilute the lessons like this, maybe add actions that will develop in the social-emotional areas instead of their content. Kadir Bayÿu: In fact, when we look at the curricula, the aim of the program is to raise generations that will sustain the future of the country. When we look at the program, there are skills and some gains have been put forward to help students gain those skills. We measure how well the student has acquired these skills with the methods and techniques to be used to gain these gains to the students, the course tools and materials for these methods and techniques, and the measurement and evaluation activities after the lessons using these. Now, whether we say acquisition, method and technique in the curriculum, course materials, measurement and evaluation, there are skills that cover all of these. If we are going to think about the gains we will use while transferring these skills to the student, yes, we agree. The focus here should be on skills. The biggest problem here is that teachers focus on the textbook. I say how many people know the skills, how many people have read the program, and how many people worry about what I should do to gain the content of the program, and I leave a question mark. Lecturer Ece Karaboncuk: Professor Kadir says, let's focus on skills, if reducing the curriculum means reducing the learning outcome, it is appropriate, but if it does not mean increasing the skill, there is a deficiency. ÿbrahim Evren Özer: We have our own groups with science teachers, we often discuss this issue and we worry about; Unfortunately, we do not read the curriculum. However, the curriculum is a resource where everything is explained, what needs to be done and what needs to be done, and limits it to achievements. I also agree with Kadir teacher in this sense. At the same time, I believe that teachers should be able to design lessons very well. If a teacher cannot design a lesson according to his student, if he does not know which content to use in this lesson design, with which technique and with which technology, this hybrid 119 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Although we are not in the Covid period, we can say that the model has already failed. Lecturer Ece Karaboncuk: We have to individualize and differentiate the curriculum according to our curriculum, our course and our students. ÿbrahim Evren Özer: Because we are in a country with one million teachers. We are not a country with a population of 4-5 million. I think that a very serious and qualified teacher training should be done in this field. ÿeyma Bayrak: I am not sure about whether the curriculum should be changed, but I do not know if we can achieve a very productive result as long as the content and methods suitable for the regions are not arranged. My friends in Istanbul or my friends at schools where the conditions are suitable went through this process by doing pilates and even yoga in front of a screen with technological opportunities, I did not fly a pigeon in a village school. I went back 20-30 years, leaving letters on the door, trying to distribute their books without making contact, and having them make paint from coffee grounds and sugar beet from the materials at home while doing activities. What can be done after the lack of technology infrastructure? What can be done in Urfa, Antep, Adana, Erzurum under those conditions? The curriculum may change as much as it wants, but I do not believe that we can go a long way without content suitable for the region. Just as the generator doesn't work when the electricity goes out, even a plaza is useless, and it is not possible to move forward in village schools unless there is a technological infr Lecturer Ece Karaboncuk: So we should never forget this: I heard a lot from Ziya before. When I attend his trainings, the lesson begins where the student is, no matter where the book is, no matter where the book says or what page we are on. Mrs. ÿeyma says that my students almost started my lesson with their opportunities, their culture and their interaction styles. prof. Dr. Mustafa Yavuz: Rather than lightening the curriculum, teaching 120 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Even if we ask about the program before the epidemic, even when we lighten it, I get light again. This is a complicated subject. As long as the students don't learn, we will not have a program when we try to lighten it again, to lighten it again. I say not to play with the program too much. Would it be bad if we put the program taught when we were in high school, I don't know everything, it wouldn't be too bad, what has changed except a little bit of digitalization? We changed it all the time, let's put the history book we read in high school, are we sure that now is better, I'm not sure. Let's get the program out, I'm not so sure. I know the physics book I read in high school, I'm not sure if the current one is better. So let's do something like this, try to individualize the teaching as my friends mentioned. Every student should try to get as much as they need, because we are talking about a very rich area, we are talking about 18 million students. In this sense, we need to develop the skills of the school. While talking about a subject in education, others are overlooked. For example, I was talking about the benefits of distance education in an education the other day, a teacher friend of mine criticized me. “You talk about the benefits, but so many of our children cannot access distance education,” he said. I would refer to that later. In other words, no matter what we touch on in education, the area we don't talk about is more, so when we say one thing, something else can come out. So let's not play with the program without doing anything holistic, let it stay that way. 2.17. Bureaucratic Practices and Views on Being a Teacher Assoc. Dr. Devrim Akgündüz: I will ask all the panelists one after the other three questions that I was curious about due to my teaching experience: one. There were a lot of reproaches because there was a lot of stationery at school; ie documents, documents, signatures etc. Has there been a positive change in this regard? 2nd. I would like to go back to the words of Mr. Doÿan Cüceloÿlu. Did we teach last term or did we become teachers? 121 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 3. I would like you to express in one sentence, "There was a deficiency in my field, I expect it to be corrected in the second semester". Nevzat Can: one. As a workload, teachers are no longer supervised by inspectors. As a group, they only want parent records from us, they don't want any other documents. In some school groups they used to do this: keep track of whether you attended a live class etc. There were also those who wanted to like it, but it is not done in general, there is a decrease in this sense. 2nd. I went to village. There were those who asked me why did you go, this is my conscientious responsibility. 3. There was an inequality of opportunity especially in village schools, I think that live lessons should be given to the children there. Related studies are also we are doing. Ibrahim Evren Ozer: one. If I look at the stationery business as my own institution, I see that there is not much difference. Since we did not go back and forth during the pandemic period, those things did not happen much, but I think our stationery works will continue when we open normally. I don't know, I really don't understand why we can't do this digitally. 2nd. 3. I think there was something between teacher and teaching last term. At the very least, I hope that some experiments can be done with the materials at home in students' science classes. 122 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Seyma Flag: one. In the last period, there has been a decrease in stationery works in order to reduce the commute and contact of village teachers. 2nd. Of course, many teachers are stuck between being a teacher and being a teacher, but as you get older, they go towards becoming your learner. 3. The first-term EBA kindergarten was a step that was seriously supportive for the early childhood years, and that seriously recovered the lack of activity and the parental relationship. I think this period will go like this. Aylin Silig: one. In terms of stationery, we applied our surveys online, which was good, students got email addresses. 2nd. We need online counseling training. Some of us are from psychology, some of us are from PDR, some of us are from other fields. Therefore, consulting is already a difficult process, doing it online requires a separate expertise. 3. I hope for a professional development program that will be divided into sub-fields such as the pedagogy of distance education and measurement and evaluation in distance education, which will be given to all teachers, including us. Hulya Narsap: one. Kindergartens were also added to EBA. Actually, we want to see non-formal education in EBA. The biggest problem of our teachers was not being able to do distance education lessons during this period. We are also able to do distance education we hope. 123 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Ozdem Unal: one. We used online surveys in this process. Since we could not go face-to-face at group and board meetings, we did not have too much stationery. The e-curriculum portal has been tried before. We couldn't use it after a while, we went back to the written version. 2nd. If we can constantly ask ourselves the question of what can I do better, I think we are on our way. For example, we have definitely made a place among our graduate students, and it is a very nice feeling to feel that they send us a message about that skill and make a phone call. 3. In English, EBA TV has come a long way in primary, secondary and high school. Our colleagues who work hard are very valuable. In this sense, I experienced screenwriting with them by taking part in the secondary school section. In the high school part, there were important deficiencies regarding language classes. Currently, a supporting platform has been created on Youtube. Kadir Baysu: one. In this process, education became different, we stopped using the tools we used when we were at school, and we made an effort to reach students in different ways. We tried to teach, but we also tried to teach. But we overlapped more than we worked in the normal process, and I'm normally a very good reader, I started reading less in this process. If you say what he taught me; taught me to use time much more effectively and efficiently. Since I have meetings in the evening, I read at night or early in the morning. We are going through a change in the concept of school, in terms of teaching, and the work done by the teacher. If you say, when we reopen the schools, we will do the old system or our old habits; I don't think we will. I say that the school will change, the teacher, the system and the practices will also change. 124 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Arzu Arslan: one. As pre-schoolers, I think we have minimized the cost of stationery by making a lot from less material. 2nd. I think we have progressed towards becoming a teacher in our teaching journey. Because we returned to our factory settings and took care of our values a little more. So I think we've taken a step in the journey of becoming a teacher. 3. We tried to deal with opportunity education in our field in EBA, but I do not think that we can reach children with special needs, never. When we say students with special needs, people with down syndrome, not autistics; visually and hearing impaired. An education model that would cover all of them could be realized. This is a deficit of all of us, I don't think we can do much for this group myself. Duygu Gurman: one. Our documentation work has been alleviated, I can say that we have been limited to only forwarding the meeting minutes to the school. 2nd. In this process, “How can I be more beneficial to students, how can I improve my lessons?”; As my teacher Kadir said about this, we started to think and work on them. At this point, I am trying to increase my professional development or I am trying to weigh my approach to children. 3. Students' course materials were converted from books to pdfs. In this sense, more dynamic textbooks can be developed in which students can be interactive in the digital environment. In other words, when I statically write a definition, it can be an example that will strengthen the definition without going to another application next to it, or it can be a course material where different content will come when the child interacts. 125 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Muge Selcuk: one. I think there is a paradigm in the whole process. So the tools we use, our printed material, everything has changed. Because I am thinking, "How will I transfer all of them in this environment, how will I use them"? 2nd. We are trying to reach the teacher in the role of being a teacher, teaching, but we are trying to reach it in a different way. I think he played many roles in this process. 3. I think we need sharing. We need to listen to children a lot in the upcoming period, because we form some ideas in our teaching based on our existing student experiences. There are many new school experiences, and there have been many different experiences coming from online school without ever going to school. I see that if both the curriculum and the content are oriented towards these needs, it will find its meaning. Gokhan Atik: one. Stationery works still exist by transforming into digital, increasing a little and a little. 2nd. I think there is a change of intention beyond being a teacher. This is something far beyond the existing forms and it still continues to evolve, but I don't know where it will evolve, but it is very obvious that it will not keep the form it is. 126 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 3. There is a lot of deficiencies in our professional field. I think that there are many deficiencies from content, measurement and evaluation to tools and methods and techniques, and all of them should be redeveloped. Seville Black Sea: one. Regarding our classroom teachers, especially those who have worked in the state for many years; After a certain age, they recognized the technology, they advanced much more. We started to use technology in every sense. 2nd. We have had very different experiences in teaching and being a teacher. I don't think it will ever be the same again. I also think that the process leads us to hybrid education. I also saw the importance of professional development as a teacher during this period. 2.18. Other Comments and Wishes Assoc. Dr. Devrim Akgündüz: Dilek Karaçelik shared an opinion on Q&A. “I ask all my professors: The most frequently mentioned issue in Turkey is learning loss. Not even a measurement evaluation has been made yet," he said. All of our instructors can express their opinions on this via Q&A. prof. Dr. Mustafa Yavuz: During this epidemic, did you have an interesting moment that we have not experienced before, that made you smile a little, with students and parents? Lecturer Ece Karaboncuk: I don't know if this will make you smile, but for example, I taught at 2 am for the first time. Aylin Silig: I wanted to meet with a parent. Parents can come to school if they want. 127 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY but he didn't want to come because of a family situation. “We want to meet face to face too, can you come to the park near my house?” he said. He described the park, we don't know each other at all, he said, "Let's meet here at this hour" I said ok and it was a different meeting. prof. Dr. Mustafa Yavuz: Well, is the problem solved, Aylin teacher? Aylin Siliÿ: Teacher, unfortunately, our problems are not easily solved. prof. Dr. Mustafa Yavuz: It is not easily solved like the integral question, is it? Aylin Silig: Sorry Arzu Arslan: We are always side by side with pre-school children, that is, we are always together. I said to one of my students, "I missed you so much, didn't you miss me?" "I'm sorry," he said. I'm terribly upset, I miss him so much, I look at him with longing, so he says I miss him too, with all my love, so that I can touch him. "Why didn't you miss?" I said. Because, he said, "I always see you in my dreams". One of my unforgettable memories. We have different experiences in different age groups, it is important to be able to use this in the future. prof. Dr. Mustafa Yavuz: There is a study about pre-school students. He asks the children, “What do you expect from the teacher and the principal?” saying. The child says, “Let him love me too, let him love my mother too”. ÿbrahim Evren Özer: Since we work more problem-based with students, I give a problem situation from daily life and ask them to solve it. I divide my students into 2 or 3 rooms. As soon as I enter the room, mother, father and child put their heads together and solve the problem in cooperation. They noticed it just as they were leaving. It was a different moment for me. Özdem Ünal: When we enter the classroom with high school students face-to-face, there is a different perspective, such as English again or again. When we're face to face, how are you so- 128 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 "How are you?" from the students after the Russian I never got the question, but when we switch to online training, the lessons end in 30 minutes, they want to do additional lessons, "how are you?" saying, "Take care of yourself" when closing; It is very valuable to see them. They would never get back homework to me on Whatsapp but now I try to get back to them instantly even if it's 9, 10, 11. In that feedback, they are motivated, “are we going to do other work?” It makes me smile when they ask. prof. Dr. Mustafa Yavuz: Today, I met with a graduate student that I had never met face to face for the first time. “Teacher, I thought you were too old,” he said. This made me smile. Hülya Narsap: In adult education, just like in knitting, ties are very important. They panicked when they couldn't see their teachers during the pandemic period. There are those who say, "If I can't take that lesson, if I can't see that teacher, I can't live." I have an anecdote apart from the pandemic: One day, a gentleman and a woman came to me and said, "Have our wedding ceremony here", at the public education center. I asked why, they met at our public education course. I have such a memory. prof. Dr. Mustafa Yavuz: Actually, a student is not a student of any age, do you feel that warmth? Nevzat Can: In these online classes, one of my students took the class under my name. I have such a memory. He once logged in from three different devices. Sevil Karadeniz: My daughter is also a fifth grader. We organized a Kahoot quiz competition across the province of Aydÿn. We are with his uncle then, we are all physical education teachers, in other words, we are athletes. We took our daughter to a room and said "we all trust you, you will succeed". I entered the room, I was excited too, but I did not want to talk or interfere. Then his father came, then his uncle came, then his aunt came, his grandmother came, his younger brother came. we entered a big family Kahoot quiz all together. We laughed a lot and had fun, but our daughter gave us a little 129 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY she was angry. In another incident, the teacher immediately sends a message to the guidance teacher for a student who does not attend the class. The counselor is also looking for the parent. The parent is on the phone, a scream, a sound in the middle of the lesson. "Are you still awake, slippers are coming to you from your mother". “Okay mom,” the boy calls out, of course the whole class heard it. Instructor See. Ece Karaboncuk: We started to read equality of opportunity as justice of opportunity. Today, for the first time, we learned that village schools will be opened with priority. This is very exciting. We've always talked about fairness of opportunity, and I think it's reflected in the policy front. It makes me very proud to see that education policies are read through fairness of opportunity. Thank you very much everyone. Please accept my regards, good evening. prof. Dr. Mustafa Yavuz: All of us have always been very sensitive about the opening of village schools. We are in a region where the differences in opportunities and achievements between schools are very high. I see the opening of our village schools as an important advantage in removing this disadvantage. Thanks to all our teachers for the comments. It was a process where I learned and nurtured a lot myself. It means that we will continue to do more for the Turkish education system. Many thanks to all my teachers. My love and respect. Assoc. Dr. Devrim Akgündüz (1st Forum): I would like to thank all our speakers. If only we had more time, we could talk more. I think we have emphasized very important points. It was a nice and fluid forum. I learned a lot about myself and benefited a lot from my teachers. Currently, we see that between 700-750 participants watching live are involved. The opinions of so many valuable academics and experts are very important. We are planning to compile them and present them to the Ministry of National Education as a report by submitting them to your opinion. Thank you to all the supporters. It was a long program, but I think we did a good job in terms of education. I say let's grow this together and turn it into a bigger forum together. 130 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 Assoc. Dr. Devrim Akgündüz (2nd Forum): It's a pleasure to meet you. I would like to meet you on other platforms as well. By participating, you will continue as a natural member of the forum. In this second forum, we wanted to host teachers and administrators and share their experiences in the field with our participants. It was a very productive meeting. Our participants can watch it again on Youtube. In fact, we cannot finish the education no matter how much we discuss it. There are many different people, very different discourses, very different needs. There are quite different fields such as village schools, primary schools, secondary schools, high schools, pre-school, vocational education and public education. It is not very possible to find a solution to all of them, especially during this pandemic period. We have seen the advantages and disadvantages of distance education. What we need to do here, if this process is to continue, is to try to make the most of distance education, this is one of the most correct points to be made. In such a process, it is necessary to at least turn this process into an advantage and benefit from the advantages of technology. I always ask this question: What if this pandemic had happened 30-40 years ago? We're always talking about learning losses, how much longer could these learning losses be? What could we have done better, what would we have done worse? Therefore, we should make our assessment according to the current conditions, see our shortcomings during and after the next pandemic, determine our needs, and draw a road map to the museum accordingly. prof. Dr. Mustafa Yavuz: We are happy if we were able to excite each other and the audience. Thank you to all friends. Instructor Ece Karaboncuk: We learned how to end the day, semester, year by pressing a cross. We have learned to say goodbye to our children, students, and parts of our souls with a cross, and we have always learned to part with them, and this experience is not as easy as many people think and I say it so easily, I always wonder what it took from us, what it took from teachers and what it actually brought. We did, and we're going to wonder even more. I'm sure all of us, if here on the screen right now 131 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY Many valuable articles, valuable articles, books or anecdotes will come out of many people who are not there but follow us. At the end of this period, memories will emerge. When I look into your eyes like this, I find myself saying "he will write this, this will write that". It was very precious. We would like to be able to broadcast live with our teacher Doÿan Cüceloÿlu. And this tells me: Life is short and very urgent, we need to shoulder the power of the present as soon as possible and quickly adapt our children and ourselves to the future through the power of the present. Thank you for the day we met all of you, the day I shook your hand, the day I read your article, the day I heard a word or met your eyes. I am glad to be among good friends like you. I greet you all with respect and love. Keep saying health first and education in all circumstances and stopping by for education. Good evening to you all. 132 Machine Translated by Google Chapter 3 OPINIONS OF FORUM PARTICIPANTS Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 3. Questions and Opinions of Forum Participants 3.1. K-12 Education Forum-1 Q/A Registrations Note: The content of the written comments has not been interfered with and has been transferred as in the Zoom records. However, statements that do not have the nature of a question or answer have been omitted. The quotation marks were given directly by Zoom. one. •It is very pleasing that the special education field, which is an integral part of general education, also takes place in the forum and that one of the best in the field, Halil ÿbrahim Diken, takes part, Feyyaz ÿentürk/Rize 2nd. •I follow ORAV and its works with admiration, which carries out valuable work for the professional and personal development of teachers. Functional workshops are being opened for teachers working in the field of general education. "Sir, thank you very much for your feedback. We are following the calls for funds and grants for special education. We would love it if we could create the budget.", What do you think about the gradual start decision on March 1, 2021., Haluk Sengec, 3. • 4. •As far as I can follow, almost all of our education experts and academics have recently emphasized the importance of pre-school education, and the Ministry of National Education focuses on this issue, but we are still far from OECD averages. In the field of special education, pre-school is also very important in terms of earlyness, which is one of the principles of special education, and the ministry wrote articles for the opening of special education kindergartens in every province and the expansion of special education classes, schools and classes were opened. However, in the last 3 years, the number of students with special needs who receive inclusive preschool education has decreased by 79%. Feyyaz Senturk/Rize, •"Feyyaz, the answer to your question depends on the individual evaluation of the child… While it is a universal right for every child to be educated with their peers, every child must be fully or part-time integrated, such as sewing clothes without seeing the person. to provide services with an environment and program that will provide maximum benefit, ultimately the point we need to achieve is that all children receive education together but with individual teaching adaptations based on their individual characteristics…" 134 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 5. • "After the holidays in the 2020 Spring Term, after it is clear that the 2020-21 Education Year will continue online, do you think that the readiness level of the teachers in the Ministry of National Education is sufficient, especially for distance education? It's like a collective mobilization in this regard, Wouldn't all Education Faculties carry out a planned in-service training for teachers in MEB, especially during the summer period?", Murat Kol, •The Ministry of National Education provides a very good training to teachers under the name of the teachers of the future. .”, •“My personal experience is that teachers have efforts to learn. However, what I could observe from my own children's teachers was that many teachers did not receive sufficient support despite their willingness to do so.” 6. •My question is Prof. Dr. To my teacher Mustafa Yÿldÿz What kind of effects will we see in the future if the schools are closed for a long time? Ilkay Kumtepe 7. •Is there an increase in the number of disadvantaged people compared to the normal period? Ilkay Kumtepe, • Disadvantaged students were greatly affected by this process. Considering that the lack of reading skills will negatively affect all areas, the deprivation experienced by disadvantaged groups will increase gradually. This requires compensation and support strategies specific to these groups. •The epidemic itself is already a disadvantage… But already disadvantaged groups were affected more and more by this process, Mr. ÿbrahim, did you collect data for students who are in inclusive education in your project? I wonder what kind of precautions teachers take. To what extent were they able to ensure their participation in the lessons? How inclusive could they be? How adequate was the teachers' ability to create and present digital teaching content with children with special needs in distance education? 135 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 8. •What are the main obstacles to compulsory pre-school education? luke • Sengec ” I think the biggest obstacle for pre-school education is that it is paid. Many services are financed by this fee. Another obstacle is the difficulty of accessing the institutional model due to the scattering of settlements, and the other is the lack of a place to open a classroom due to dense settlements like Istanbul.", •"Thanks, I actually meant the preparatory year before the first grade in public schools. The disorganization of the settlement, the physical environment is all finance! Could such a step have been taken instead of investing in double roads, bridges and concrete? As if!", •"Early childhood should be said first... the importance of early childhood period is not fully understood as a society, and I think the biggest obstacle is PRE-school, even thoughtprovoking… why first? Aren't we a school? Sensitivity is needed to the impact of early childhood on the whole of life.” 9. • We expect first graders to start reading until April. In this situation, it is a little difficult to say that students who have not yet passed to study cannot pass due to the pandemic or any other reason. I think that the most realistic result will be the measurement we will make this April with the rate of transition to reading until April before the pandemic. Don't you think it's too early to think about the rate of not being able to pass to reading? Aylin Silig, •You are right. Theoretically, first grade should be seen as the first year of learning to read and write. However, in Turkey practices, the majority of first-term students would complete the process. A statement has just been made that the first classes will start in March. So we don't have much time left. If we find ways to bring teachers and students together at school, we will teach first literacy in an easy way. However, under these conditions, it is obvious that we will have students with a weaker literate profile than it should be. Compensation strategies should be designed according to this fact., •"You are right, it is necessary to use the strategy to meet the needs of the children who are left behind. It will be very important to determine the right way.”, •I think that the ability to make instructional adaptations will be a very important point in this paradigm shift… 136 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 10. •"But what really upsets me is that, as a former teacher and an academician, I have not heard of any attempts by the Faculties of Education to take responsibility, even in a situation that requires such an urgent action plan. Maybe there are good examples, but unfortunately they have not been heard of.", Murat Kol, ( verbally answered) •A training called “Digital Teachers” is given at METU (still continuing). In addition, many online courses can be followed on “Bilge ÿÿ” (https://bilgeis.net/). •Will there be a repetition of METU digital teachers training? for provinces, •Thanks, sir, a good step has been taken, but I think it has not been heard much. In order for teachers to be directly involved in the work, the involvement of the Ministry of National Education is also necessary. In other words, it seems that there should be encouragement and follow-up in this regard. •"Mr. Murat, while there is a central system in our country, the efforts of individual faculties, NGOs or professors are unfortunately limited or cannot be heard... That's why I think that the relevant policy makers and decision makers should activate action plans that will affect the whole..." 11th. One of the implications of the Covid 19 process was the requirement for a program designer teacher. In this sense, can we talk about the necessity of a paradigm shift in the field of curriculum? Can we say that the future of the program field will also change after Covid 19? Zehra Yedigöz Kara, •It is important to be able to design with distance education setup and dynamics. While designing, I think it is necessary and inevitable that the way the teacher defines his/her role should evolve from the person who teaches-controller to the role of mentor-facilitator. . But what turns this advantage into a disadvantage is teachers who are not equipped to adapt. It is also possible to expect what they did not do in face-to-face general education in distance general education. hard. 137 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 12. •Aylin, I agree with you. As a 1st grade teacher this year, we always have time until the end of the year for literacy skills. Compared to my past experience, all of my students who were able to participate in distance education learned to read and write ahead of time. There was no fear., Dilek Karaçelik •"A promising result, I hope it is widespread, Dilek teacher.", I think your feedback is very valuable. You covered this in detail in EGT broadcast. We should all elaborate this process with your views. Thank you again for the publication. Despite the family participation in distance education, we were all very happy and applauded them. However, what should have happened was actually... If we had seen the same parental involvement and interest in the past years, everything could have been different. While parents with a high level of education participated in the past, all parents participated in the process we experienced. I think the biggest reason for them to do this was the necessity and fear... •It seems difficult to make any progress 13. in program design without a paradigm shift in education. The most important indicator of the paradigm shift will be the structure and scope of the courses in the weekly course schedule. What is the status of the secondary education design process, which is an important study in this context? Universe Ranger, • It is important to reorganize the courses face-to-face and online, •"Distance education should be accepted as a complementary element of the system, course scopes and weekly course schedules should be arranged" •"My question is 14. to Prof. Dr. ÿ. Halil Diken, While special education is a special field and requires a specialization, the burden falls on the families in this process. What kind of losses did these children cause? Have families been able to demonstrate competence in the education of these children?", ÿlkay Kumtepe, •"Unfortunately, my teacher ÿlkay…Our children, who have already started life as a disadvantage with birth or diagnosis, are more affected by this situation than children with typical development and their families…And in this context, when access to specialized special education teachers and other specialists is limited, the existing situation is affected by emergency response. In summary, families try to do their best, but the support and guidance of educators/experts is very critical, and the issue should not only be looked at educationally. And the relevant ministries will do…”, •Thank you 138 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 15. •Do our esteemed lecturers find the number of courses planned in distance education appropriate? Teachers and students carried out the distance education teaching activities very well. As the teacher-parent-student trio, we considered another disadvantageous point of the process as the excessive time spent in front of the screen., Dilek Karaçelik, •"I think it would be healthy if the number of courses, their duration, gains, etc. were reframed. We are still in the crisis intervention phase at this time.",Dilek teacher is a good question, and the answer should lie in a comprehensive research... MONE should reframe this by asking parents and other stakeholders to public and private schools. However, we have taught very qualified courses. It would be much better if we teachers were given the right to plan synchronous and asynchronous lessons and these were added to the normal number of lessons. While the lessons were convenient and fun, it turned into torture towards the end of the day for the younger age groups. "I have two questions. •The lowest success ranking announced by YÖK for teaching is 300,000 in the relevant score type. 16. • Shouldn't this ranking be increased to higher rankings, such as 125,000? We learned something very well due to the global epidemic. In K12, it is imperative that the learning in the classroom is carried out of the classroom environment. We have seen that both lecturers and students have great difficulty in distance education, even in universities. Shouldn't our education policies need to be changed starting from the preschool period in K12? Best regards,", Murat Türetken, • "It is very important that the students who will come to the Teaching Programs come from the top rankings. We talk about this subject in appropriate environments. Just as a doctor or an engineer accepts students from the upper language, this should be the case for teaching.", •"Dear teacher, I hope YÖK will take into account the statements of our esteemed professors as soon as possible in order for the K12 outputs to reach the level we want. Best regards," •https://dergipark.org.tr/tr/pub/insanveinsan/issue/59533/825214 139 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 17. •"Mustafa Yÿldÿz, when do we expect our students to be able to read and write fluently during the sound-based initial literacy teaching process, in a normal education period?", Evren Korucu, •At the end of the first grade, fluent reading and writing can be expected at the beginner level. What is important here is what our "fluent reading and writing" criterion is. Fluent reading and writing are developmental skills, and first grade is the foundation for this. •"Professor Evren, in general practice, if a student still cannot read in April, we can refer him to GRCs for individual examination. We consider this "normal" before April.", •"The literacy process should be passed as a calm, unhurried process without haste. Can we say that it should be done?" 18. •Do you think it was the right decision for MEB to apply the same curriculum in the distance education process and not make any simplifications? Children had to stay in front of the screen for 8 hours a day., Muhammet Türk ban •MoNE needs to review the experiences up to date based on scientific knowledge… I think it is necessary not to leave it to instant decisions on how many hours a day will be… It is important to include both academic and non-academic skills on the one hand • IEP applications in special education can be managed better 19. digitally, Ay lin Diligent, "Of course it can be managed, Aylin, but the critical point here is IEP', that is, the quantity and quality of the teacher in the general and special education system who can individualize the teaching and plan the adaptations… One of the main problems is to make annual appointments around…” •You are very right, sir. As a (former) special educator assigned out of the field I totally agree 140 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 20. •Is it scientifically possible to include the first literacy studies in pre-school education? If not, can you explain why? Haluk Sengec •Preparation for reading and writing can be done by taking into consideration the development and learning needs of the child in pre-school. Developing vocabulary, establishing cause-effect relationships, problem solving, selfexpression, and managing social relations are all skills that prepare them for reading and writing. Children are prepared to read and write from the moment they are born. When they begin to listen, when they begin to touch…" • It is possible with an understanding of early literacy. Early literacy begins at birth and ends the day the child begins formal literacy instruction. In this approach, the child's reading, writing, listening and speaking skills are supported together. We can adopt an early literacy approach in early childhood education. •"If the preparation means to start a technical literacy education, I think it is unnecessary. I think that the studies based on the examples given by my teacher Belma are much more meaningful.", •"Thanks, is there any scientific finding to the contrary? I was wondering. "In my case, our problem is that pre-school is not a part of compulsory formal education, funding and equality of opportunity. I think many countries have solved the first literacy process in 48 months. Initial literacy starts late, takes a short time, and ends with the inability to read or write.", •"We should focus on promoting literacy as well as learning to read and write. We should focus our effort on teaching to inspire and inspire children. Can't talking about children's pictures and games be considered a provocation to encourage a great reading and writing?", 141 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 21. •How can the quality of teachers be increased? Recep Zengin/ Diyarbakÿr •I think it is necessary to start with the process of teacher selection., We can realize their professional development by giving them an effective opportunity. We expect the activities to be enriched in professional development., •"This question depends on multiple variables, Mr. Recep... Briefly, the process 1. What kind of qualifications should the pre-service teacher have, should everyone be a teacher, 2. The curriculum in pre-service teacher training programs, the inclusivity of the 3. curriculum, academic and applied instructional adaptations? openness, 4. Should every candidate who completes pre-service training immediately become a teacher or should we ask for higher skills, 5. How is the professional development of the appointed teachers provided, are there any professional and other motivation systems, 6. How qualified is the teacher in the system, that is, in the service? being evaluated….obviously these are basically what come to my mind right now… but multiple variables should be knitted with a cultural pattern on the basis of universal knowledge and truths...", •"Just like the inclusion of fine arts students in the process, the issue of not everyone being a teacher should be considered… •The system should be transformed on the concept of deserving teaching in order to change the perception of 'if nothing happens, teaching is certain'. Thank you" •The process is evaluated in detail, but in one word What would 22. you say about K12 education in Turkey during the epidemic? Zehra Yedigöz Black •I would summarize this process as “THE TEACHERS' GREAT SUCCESS” in one sentence… •“My question is Prof. Dr. To my teacher Belma Tuÿrul, is the education 23. that pre-school children will receive in front of the screen sufficient for their socialization? Will the distance education process, in which physical movements are restricted and limited screen games are played, not bring more harm than good to our children?", ÿlkay Kumtepe, •Of course I totally agree with you. These are very, very special conditions. What is our priority right now? The child needs the child the child needs the teacher. But if they cannot reach school, at least they receive training with experts who support their development under the guidance of the teachers of the National Education. Moreover, it is necessary to examine how children spend time at home when there is no EBA kindergarten. Thank you for your sensitivity. We missed our children. 142 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 24. •"Hello. I have a question for my teachers. As you know, our lessons are online, it is very difficult for us teachers to reach our students. We use different tools to make our lessons more active. We have difficulties in assessment and evaluation and there are question marks in our minds about how efficient it is. In this context "What should we do about assessment and evaluation, what should we do about whether our children have achieved their achievements this term or not, so that parents' expectations were higher in the online process. Also, how beneficial is it for our students to expose so many web2 tools to their education. What should we do in order not to cause information pollution?" , Havva Fettahoglu •It would be best to apply the process evaluation methods. •How much were 25. the teachers able to reach their students in the general education environment within the scope of inclusive education with special education needs? What measures did they take for them? How did the education continue for them after the support education was interrupted? Nesrin Sonmez •"Hodja Nesrin, our families and our work also reveals that teachers (inclusion class teachers) who are not equipped to adapt adequate teaching in general education classrooms have difficulties in accessing students with special needs…Unfortunately, the problem is not in the teacher, but in the system that should try to provide the necessary support systems to the teacher... before and during service…”, •"Thank you, teacher. Since there are also deficiencies in face-to-face education, the problems have deepened in this process. To radically change teacher education programs, to bring teaching to the place it deserves as a profession, to prepare every pre-service teacher for inclusive education within the teaching formation offers future-oriented solutions. We should discuss this now. I think there is a need for a model suitable for Turkey. Regards, dear teacher. I look forward to the publications of your project" •"Hello, I am one of the 1st grade teachers who teach reading and 26. writing in this process. As my teacher Mustafa Yÿldÿz mentioned, schools are open. What I taught during the 6-week period, when I was the student, made my job (in the sense of reading and writing) easier in the online process, but I had difficulties in focusing my younger students on the lesson in front of the screen… What can you suggest about this?", Hatice Nur Karaca •"Teacher, the younger age group "due to the nature of their age"" has a very short time spent in front of the screen, attention and motivation. To support this group, shorter lessons, short talks at different times, small breaks in the lesson may be useful." 143 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 27. •"Kamil Kasacÿ: What are the priorities in terms of education reform after what we went through during the pandemic? These include assessment and evaluation, standard exams, elective courses, education on the basis of talents and skills, etc. Question, to my teacher Devrim Akgündüz", Kamil Kasacÿ •First of all, the courses must be blended face-to-face and online. Legislative change is required for this. This should be the first step., "Devrim teacher, do you believe that it is possible to switch to a blended learning system without making any changes in the curriculum, without alternative solutions to standard exams, without choosing courses and assessment and evaluation according to the student's ability, and that it can be carried out efficiently?", •"No "Only priorities and their components should be discussed. This is a process that will take at least 10 years. Measurement and evaluation must be a component." 28. •"Emin Karip teacher, how do you evaluate the performance of teachers during the pandemic period despite many obstacles? How do you interpret the effects of the pandemic process on fairness of opportunity in education?", Durali Tiren •Teachers made an extraordinary effort despite all the limitations and the crisis acted as a catalyst for them to improve themselves. Each teacher tried to do his best within his own limitations. A significant part of the glitches are related to the limitations of distance learning... but there is not enough data from the field. Systematic studies are needed for a healthier evaluation. • Thank you. •"My question is to Prof. Dr. Emin Karip, It is not possible for us to go back to the old normal. How can we ensure the social and emotional development of our children in the new normal we will create? What can we do 29. so that our children do not lose their childhood?", ÿlkay Kumtepe •We haven't even had a chance to define what the new normal is like yet. We are currently focused on drying, •Thank you. I would like to know your suggestions about what should be prioritized in this establishment process. Emin Karip teacher, Universe Ranger 144 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 30. • Good luck my dear teachers. For students who continue their education during this epidemic process, most parents are defined as a lost generation for these children. Of course, you will not agree with this comment. If it can be compensated, how can it be., Mustafa Körpe, •Of course it will be compensated. There is nothing more important than the child himself •There is no point in dragging children into negative anxiety-provoking conditions just because learning will happen. We need to damage their self-perceptions and self-efficacy", •"Children's source of learning, ways of learning, and learning outcomes have also changed. This was a scenario we did not know, can adapting, transforming, transforming, developing, producing, waiting, understanding, discovering different ways be considered as a contribution to children in this period?" •"It is very difficult to talk about the educational institution without talking about the dissolution in social institutions, especially the family, and their reasons. falls short. There is a beautiful phrase that says a child 31. educated only in school is actually an uneducated child. Teachers (most of them) are ready for education, but is society ready for it? And does it show a real will in this direction?", Mehmet Eroÿlu I think the greatest opportunity and power of teachers to direct the society my teacher. 32. •This and similar forums should be held at the provincial, school and district level. Otherwise, sorry, everything is air and mercury..., Serdar Harman, (Orally answered), •We do that too. We have done it in dozens of cities and schools, but I have never come across it. hopefully. I have been in the industry for 15 years, Mr. 33. •"Emin Karip Hodja. What can you suggest to the Ministry in this process?", Evren Ko referrer 34. "First of all, we would like to thank you for bringing us together with such valuable education volunteers. In my personal opinion, we have achieved a great breakthrough in the last 10 years in education during the pandemic period. I would like to thank everyone who contributed. Ms. Ece follows you with love and respect, and your valuable opinions are always welcome. I am happy to hear from you. What can be done for teachers to meet with more educational platforms? beat •(Orally answered), thank you very much dear colleague, • "Good evening, I do not think that the distance education process in public schools is carried out properly, almost all of the education unions set the agenda for the benefit of the teacher, the benefit of the student is not taken into account. The school principals cannot perform their management duties as they should be due to the pressures of the unions." 145 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 35. "Dear Emin Karip Teacher, as of 2018-2019 academic year, the rate of primary school students studying in dual education is 37.8%, in secondary school 29.3%, in secondary education 5.8%, do you think dual education is a problem?", Feyyaz ÿentürk/ Rize • 36. poses an additional challenge, especially during and after the epidemic. •My question. I want to ask a question to my teacher Cem. To what extent has this process, which we continue online, shed light on the flipped classroom learning approach. We have information on this subject, but is it possible to switch to such a process in practice in the future? Thank you, Havva Fettahoglu •Actually, it has shed a lot of light. Because language learning takes place outside the classroom. So, the most important point to be made is this: We need to engage students with extra-class activities as much as possible. There has to be a transition to such a process. •I thank you, sir, in this process, at least I try to do this in my own lessons, but it is obvious that we need a lot of training. Thanks for your interest. 37. During the epidemic, especially ÖRAV and EYUDER made important contributions to the learning of teachers. Will there be new ones added to ÖRAV's interactive trainings? Durali Tiren • 38. "Yes, our preparations continue, my dear teacher." • "Whenever a disaster or epidemic occurs outside the will of the people, we know and experience that people with economic inadequacy and low quality of life fall into a disadvantageous position... So, at the basic point, shouldn't we reduce the number of low-income people to the minimum or even zero? Are we waiting for a crisis? Or should we be prepared for any kind of crisis?", Dilek Karaçelik •"The children of families who are under economically difficult living conditions are already disadvantaged in terms of healthy nutrition, access to qualified health services, access to quality education, and this is especially true of their parents' education level or their own Having special needs makes the situation even more disadvantageous… Therefore, it is necessary to define which families are disadvantaged with the understanding of the social state and focus on disadvantaged families in areas such as economic, psychological, educational and health… This actually means community-wide prevention…”, I hope we can see the days when our country has reached these points. 146 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 39. •“Mr. Mustafa Yavuz Teacher, when the time spent by the students in the classroom is evaluated, while it is 720 hours in primary school in Turkey, the OECD average is 804, while it is 843 hours in secondary school in Turkey, while the OECD average is 922 hours, how would you evaluate this difference? Did this difference cause the scissors to open in the distance education process?", Feyyaz ÿentürk/Rize • "There are also those who have less lesson hours than us. In general, we have more lessons in primary school, less in high school, but dual education is an important problem", •Sir, do you think that the investment budget of the Ministry of National Education is at a level that can solve the dual education problem, with all due respect •“ÖRAV provides 40. teacher training. HGM is trying to solve children and youth workshops, imece is trying to solve the quality problem of MEB, KODA is village schools, TEMA is nature education. Everyone is trying to raise the MEB, which has held it from one place. It can leave these NGOs just as the MoNE left AÇEV. Shouldn't the Ministry of Education have an education policy in its own right?", Anonymous User, •We have as many teachers as the population of some countries. I think that if the Ministry of National Education creates standards and provides a framework in distance education, the collective rich participation and support mechanisms will enable the 41. society to embrace it. “I think that both the ministry and other stakeholders did the best to do during the epidemic, but the main indicator of the epidemic for us was our education and training situation before the epidemic, because we found the opportunity and talked a lot, it seems like it's time to change the system and school design that we thought we had changed as the exam changed. May I have your thoughts on this matter?", Alper ÿahin •I think that we have been talking about why until now, now we should talk about how. Talking about how requires a realistic assessment. This period, the king said to all of us naked, frankly. We've come a long way, but we still have a long way to go. •Mr. Ece Karaboncuk, education expenditures of the 20% with the highest income are 42. about 32 times higher than the expenditures of the 20% with the lowest income, while this is the case in formal education, will this cause a wider gap in distance education? Feyyaz ÿentürk/Rize •I observe that it is opened. Obviously, the numbers started to say the same things. However, today is perhaps a milestone in this sense. We have just heard the news that village schools will be opened for the first time. I do not have a grasp of the details yet because I could not follow the explanation, but I think it was thanks to the meaningful comments we made. 147 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 43. • "Ensuring that all children benefit from the right to equal education is within the basic principles of international conventions, constitutions and laws. However, even in the normal process, there are thousands of children who benefit from education according to their family's income. In this period, benefiting or not being able to benefit from education increased according to income level. So the gap has widened a lot. What is your suggestion to the ministry to close this gap? What are the consequences of not closing the abyss? My question is Prof. Dr. Emin Karip teacher ma.", ÿlkay Kumtepe •Not equating children in poverty... as of now, it has been announced that village schools will be opened as a priority. Need for policies and interventions that prioritize/support those with limited learning opportunities and opportunities we have •Thanks •I 44. attended ÖRAV face-to-face trainings. Thank you very much for bringing us together with great experts. While we were trying to adapt in the distance education process, we missed the trainings. I hope your training will increase and we can all participate. I also thank you for your insightful speech. I wish our Ministry to have ÖRAV quality trainings too., Duygu Hodancÿ •Thank you very much, dear teacher. I hope we will do it together. •My 45. question to Ms. Arzu Atasoy is: to what do you attribute the absence of effective social initiatives in the field of education despite this national crisis? Thank you sir., Serdar Harman, •"Initiative is the process of producing business models with smart-strategies in order to define the need correctly and to meet this need. In this period, first of all, survival is a vital reflex. Of course, we observe small models emerging. We do not know their sustainability yet." • "Hello guys, could you please share the link of METU's online 46. education website for teachers? Thank you.", •Digital teachers event is currently ongoing. No new registration is received. The content is not on the web as it is made in the form of live lessons. Some of the content (online training for some digital tools) is available on the Bilge ÿÿ website (http://bilgeis.net). 148 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 47. "I think that perhaps the biggest in-service training movement in the history of education in our country has been carried out for our teachers since March 2020. We were able to reach our teachers in this process, which is very difficult for a teacher who normally works in Anatolia to reach. Endless thanks to our teachers who tried to reach us and to the organizers of these organizations", Tülin Sakcalÿ, (Orally replied). •"Happy teacher. Your effort to continue your development shows how much you care about your profession. Your students and colleagues are lucky. Best regards." 48. •Teachers participated in distance learning activities that supported their professional development in this process. Do you think this situation will reflect positively on post-education? Or was the process carried out unplanned and unscheduled? Who should be responsible at this point, Muhammet Türkmen •"The efforts of our teachers are very important. The field will definitely be reflected in the process. However, after that, more planned action should be taken and realistic solutions should be produced for the problems encountered. • "Teachers trained each other, this was a great experience. Teachers and families enriched with valuable sharing in informal environments" •Distance education is now seen as a part of our 49. lives. In this process, what can you suggest in order to improve the digital writing skills of the students in primary school and to increase the awareness of our teachers on this issue? My question is to my dear teacher Mustafa. Thank you, Ayÿe, •Thank you very much, "digital writing skills" should be taught in a developmental perspective from the first grade in the Turkish curriculum. For example, this process, which started with "keyboard use" skills in the first grades, should be developed in a line that extends to "digital writing workshop" studies in the following stages. there is. 149 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 50. • "I started talking to a teacher who wrote English on the board like a chemistry formula. When I had foreign friends, that's when the formulas on the board found meaning", Aylin Çalÿÿkan • Very accurate. English is part of life. This perception is important. • Thank you teacher, • "Dear teacher, I think that friend of yours should give up writing formulas on the board. Let the children do it, they can formulate very well, greetings.", • I agree, my teacher Yasemin • Of 51. course, we are making an important effort in distance education. Social and emotional learning skills need to be developed after face-to-face training begins., Evren Korucu •"The real loss was in the social-emotional field, you are right. There is compensation for academic knowledge, it is very difficult to compensate for the retardation in social-emotional development." •To my teacher, Cem Balçÿkanlÿ, did the internet games that we did not allow before but had to give permission while the children 52. were at home, contributed to the foreign language development of the children? Dilek Karacelik It definitely happens. Research shows this clearly. •I agree 53. •“Hello, in this process, can't it be renewed in order to be more efficient and increase competence in today's world where innovation is now a necessity and borders are lifted? Can't a new generation teacher produce new interfaces with the contribution of technology and work with education faculties to improve this situation? Thank you", Selma Eyuboglu •“Absolutely, all parties should participate in the 54. process” •“I call on all foundations, associations and philanthropists to come to the rescue of our children who do not have tablet and/or internet access, starting from their surroundings.”, Mesut Seven •As always, you are sensitive and solution-oriented, sir. Thanks, •Thank you, my dear teacher. The deprivation of our babies breaks my heart it hurts 55. •Do you think the English lesson hours in primary school are sufficient, Professor Cem? all lin Sakcali •No. Should be increased 150 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 56. • "The question I would like to ask the guest academics is as follows: What should be the most essential changes to be made in the curriculum of the Ministry of National Education? I would be very happy if each branch could answer for itself. (For example: gender equality education, sexual education, native speaker for language education, etc.) What is missing in Turkey's education system? Thank you.", Duygu Kÿlÿç • "I think we need an understanding of curriculum, teaching and materials that aim to provide and develop ""language skills" for Turkish lessons.", • "Focus on understanding, discovering, feeling and wisdom, not just knowledge, and natural Children should be brought together with themes from nature and nature… It is imperative that children find more opportunities for art, play and movement… It is necessary to move the school beyond the four walls… It should be ensured to be outdoors more. The school should be supported with out-of-school learning.” 57. • "I would like to share the opinion of my chemistry teacher friend about the process, in order to contribute to the secondary education dimension of the forum... The main problems we encounter in the distance education process are that students do not have to attend classes, there is no reduction in the gains in the curriculum, and there is no common assessment-evaluation system. We have been trying to reach students through live lessons, EBA or WhatsApp groups from the very beginning. However, the level of participation in live lessons and following the lessons from other platforms is quite low, except for grade 9. Student performances were not evaluated with grades in the last year, this year's distance education process and measurement -A good planning about the evaluation system and not making the necessary announcements and information to students, parents and teachers are important deficiencies. A small appendix on most topics", Assoc. Dr. Aysegul Derman, • If the Ministry of National Education announces that by increasing the EBA capacity, all live lessons will be held via EBA, attendance will be taken with online reporting and transferred to the e-school, 90% of the absenteeism problem will be resolved, (Orally answered) 58. • They can do this in a healthy way by contacting school administrations in the best way, Mesut Seven 151 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 59. • The ministry has to make a big change in this regard and at least English lessons should not be included in the examination processes like in primary school. Learning a foreign language is a process and it can never be learned or taught based on exams. Lesson hours should be increased as much as possible so that we expose students to language, Havva Fettahoÿlu • I agree. In addition, it is necessary to focus on HOW students will study in order to contribute to their foreign language studies. The main idea should be: Developing a positive feeling about language. 60. • "My teacher, Cem, the best way to learn a foreign language is to discipline the disciplines we love. learning with it anyway, literature, painting, music etc.”, • Absolutely. Art heals everyone • “One of the biggest difficulties we face in teaching 61. chemistry is that it is difficult to do these operations on a small screen on subjects that we need to solve a lot of problems such as chemical calculations, the concept of moles. For this, we used question solution videos from time to time. • The necessary interaction could not be established because the cameras and voices of the students were turned off", Assoc. Dr. Aysegul Derman 62. • "All your efforts are very valuable. This is a period of time where we learn, make mistakes and relearn. It may be helpful to question our course design setups and motivational sources to overcome the transactional distance, my dear teacher.", • Sir, you are very right. In this process, there were many problems in the inability to experiment and in the problem solving process. 63. • Thank you very much. ÖRAV takes on a great responsibility., Durali Tires 64. • We tried to overcome this by giving the students the right to speak especially on issues that require short answers and action. Assoc. Dr. Aysegul Derman • These experiences are very valuable. Thank you for recording. • Since I was working in a 65. vocational high school, students' inability to do experiments especially in laboratory classes prevented them from acquiring the necessary skills. In order to minimize this negativity, EBA contents and experiment videos in different platforms were watched or experiments were conducted in the school laboratory and shown to the students., Assoc. Dr. Aysegul Derman • "EBA is an organic platform, with the suggestions of academicians, it is very important for development. open" 152 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 66. • What do you think about the time our children spend in front of the screen in distance education? We say that distance education will not consist of live lessons and should be done together with asynchronous studies. Shouldn't the curriculum of the courses be reduced in order for this to be implemented? My question is Prof. Dr. To Mustafa Yÿldÿz, Anonymous User, • "The curriculum needs to be reduced, diluted, purified from unnecessary details, and reorganized with an understanding of skill development in the content that is dominant in information transfer." 67. • "The fact that only students are taken into account in the planning of lesson hours has revealed a working time of 8.30-20.30 for branch teachers. It is challenging for the teacher. The difficulty for the student is that he is addicted to the screen between 8.30-14.30 or 14.30-20.30 with only 10-minute breaks and eating food. ignoring the needs of drinking, drinking, etc. It has been observed that participation has decreased in the last lessons", Assoc. Dr. Aysegul Derman • "Education needs to be redesigned in a multidimensional way, together with other realities of life, my teacher." • My question is to Cem Balçÿkanlÿ. Of course, a course that wants 68. to learn English, etc. internet vs. learns English in various ways. Well, where can we not whisper our word to the child or individual in his ear? Because the child or individual is not at school, but the practice that exists outside, etc. Learning English with tools. How and when and where will we give that NATIONAL part of the education? Thank you sir., Serdar Harman • It is necessary to activate the inner motivation of the child. To do this, it is necessary to provide childlike interaction. Finally, it is necessary to relate the language learning process with the areas of interest. Yours sincerely 69. • "According to the news I just received, face-to-face education will start in Village schools on February 15, and in Primary Schools, 8th and 12th grades and Special Education Institutions on March 1. Distance Education continues for a while. This is half-time online/ face-to-face education. What changes will be required for face training? Greetings and best regards.", Murat ÿbiÿ, (Orally replied) 153 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 70. • "Örav provides teacher training. HGM is trying to solve the children's and youth workshops, imece is trying to solve the quality problem of MEB, KODA is village schools, TEMA is nature education. Everyone is trying to get the MEB up. Shouldn't the MoNE have an education policy in its own right?", Anonymous User, • "My teacher, who can be collaboratively. Collective design also means collective ownership. brings it." 71. • "Mr. Cem, I think the distance education process is an opportunity for students who want to learn languages. My daughter, who goes to high school, spent most of her time addicted to the Internet and screen, and watched serials for hours. Although I resent this situation, her English is fluent and far from a Turkish accent. I was glad to see you speak in such a way. Can't the process that has evolved from computer games to software skills be given to a foreign language from the screen contents?", Serdar Derman • It certainly has a great contribution. Let him watch in a planned way. Then play games (if possible) about what they watched. • "Hodja Cem... We now have more "authentic" material 72. than ever before... Can we design a teaching approach focused on using it and "how"?", Gamze Önem • "What a great question. It is important to increase internal motivation. Stories need to be shared. Jack Ma wouldn't be Jack Ma if he didn't know English. Aziz Sancar's story of learning a foreign language guides everyone" • "Thank you very much, teacher. As a 73. teacher, on to settle down I think it is an important issue that needs to be addressed.", Ayÿe • Do not be missing, my teacher. Your opinions are very valuable to us. • "Of 74. the reading-writing-listening trio used in English education, the predominance of reading in Turkish teaching (as a mother tongue) and not giving more weight to writing and listening as much as reading is an obvious deficiency in today's children. Should Turkish teaching strategies be revised or not? can it be passed?", Hüsniye Özçelik • I don't think it's necessary. There is a relationship between reading comprehension in mother tongue and foreign language. Children who read a lot of books become more successful language learners. The mother tongue is important. Yahya Kemal says in Turkish, it is like my mother's white milk in my mouth. 154 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 75. • "This and similar forums should be held at the provincial, district and school level. And all stakeholders, especially students, parents, teachers, the university of that province, should be included in the process. I asked this above, one of our instructors (Mr. Mustafa Yavuz) already did this. He said, "We have done it in schools, in provinces and districts. But I have been in the industry for 15 years and my own child is at school for 6 years. But I have neither seen nor heard such a thing... It's about children, our children... Of course, there are efforts, but if we don't have tens of hundreds of unicorns, it must be insufficient. I mean, why is it so hard to say why is not enough... I pray too. I'm a Muslim too. I want our country to plant a flag on Mars... All this, while the normal lesson time is 30 minutes, is 50. He spends 3 hours a day planning and preparing. I say this as someone in the field that separates them.", Serdar Harma • My dear colleague Prof. on Youtube. Dr. You can search as Mustafa Yavuz. Some of the cities I have worked with are Rize, Denizli, Samsun, Uÿak, Isparta, Van and dozens of others. • "Sir, please, dear teacher please. For God's sake, you are not the subject, it is not me. You do not know me. Let me be a sacrifice to God who gave you. I am from Manisa ARGE. Serdar Harman. I will send your 2 books to Manisa ARGE. I was expelled from R&D because I had it taken and taught, sir. For God's sake, my teacher... I have been in the field for 15 years, my teacher... I have 9 years of technopolis experience, my teacher... I read and read 4000 books, I know what it is and what it is not, my teacher... The data you have about the field is quantitative , not quality... I am not a party member, I am a Muslim, sir. What more can I say? I have given up all my work, I am listening to you, what more can I say... The field is not as you know it.", • I am a classroom teacher working in a small-scale city in Anatolia with a population of 10 thousand. There have been dozens of trainings and numerous online seminars that have reached us. Provincial and District MEM R&D's and our professors from universities provided support from every channel in this process. It would be unfair to Isay I was wrong or wrong in any work, I take back what I said, it means that am that not in good mental health. That's why I said sorry. 155 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 76. • Dear Emin Karip Teacher, in your TEDMEM Education at a Glance 2020 report, you stated that when a teacher starting the profession in Turkey reaches the top level, the salary is 12% higher than the starting salary, while this difference is between 64-69% in the OECD average. Do you think this situation reduces the motivation of teachers? Should something be done about this situation? Feyyaz Senturk/Rize • "Experience, knowledge and effort should have an increasing value. A career system should be established for this." • As a school administrator, I contact at least 5 students and their 77. families every day by phone and chat with a moral motivation focus, Mesut Seven • That's what I call teaching... Thank you for your great heart. • It contributes to 78. the vocabulary even when using only the zoom program. external process., Dilek Karaçelik, • A brand new climate has been 79. created • We saw how important it is for children to develop their manual skills while having them experiment. How much were they able to develop these skills during this period? We are worried and worried, Rezzan Bozdana • (Orally answered) • "It is extremely important to have experiments in science lessons at all levels of education. Laboratory activities are effective in the development of students' research, problem solving and reasoning abilities. Unfortunately, at this point, these things could not be done.", • "Thanks teacher, yes unfortunately" • I am a 80. primary school guidance counselor. I can't say that we succeeded in distance guidance applications and psychological counseling, but we tried something and I think it was partially effective., Aylin Çalÿÿkan 81. • "Dear Moderators, wouldn't it be better if there were MEB officials in the Forum? Here, the opinions of academics are being expressed, wouldn't the absence of policymaking authorities create a negative impact on the understanding of the situation?", Evren Korucu • There will be a continuation of these forums, teachers, officials, etc. different sessions it will be too.” 156 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 82. • Our digital competencies in group guidance and individual guidance/psychological counseling helped or not. I think we're just in between, Ay lin Caliskan, (Orally answered) 83. • The lack of guidance teachers in primary schools is very high. We felt the lack of it more during the distance education process. They gave occasional remote support in the city center, but unfortunately we could not see these studies in the districts and villages. What are your suggestions for what can be done about this? Duygu Hodancÿ 84. • Do you think it's right that PCG teachers are only in schools whose number exceeds a certain number? Is there a study by academics on alternative ways that will enable schools that do not have a PCG teacher due to their presence to receive this service? Durali Tiren • Yes, you are right. It is necessary to have psychological counselors in every school..., "The Ministry of National Education has an approach as if there are guidance teachers in all schools. The lack of PDRs in district RAMs is too much. We cannot provide qualified psychological counseling and guidance services to parents and students." 85. • "Hodja Ragÿp, what is your prediction about the students' adaptation to school and the problems they may encounter during the process of starting face-to-face education? What should be the path to be followed by teachers and families? "Burcu Gülsoy • First of all, a good orientation can be done. Then, the school counseling program can be revised frequently until normalization. Changes should be made according to the needs of the students and we should be flexible. • "As a teacher, it is a pleasure to be 86. fed here. Thank you to all our teachers. Unfortunately, practical education in vocational high schools has been suspended during the distance education period. I would like to receive your valuable teachers' opinions for this applied training. Thank you", Özkan Gümüÿ • "I have no questions, I have a thought. I think that the administrations will be 87. effective together with the guidance services in supporting the psychological well-being of teachers and students.", Aylin Siliÿ • "Mr. Mustafa Yÿldÿz, what can be done to increase the reading motivation of 1st grade students? I would be very happy if you 88. could share your thoughts. Thank you.”, Ayÿe 89. • Ragÿp teacher. Is there a (domestic) wellbeing scale-inventory developed in this period? For both student and adult. Thank you, Gamze Önem • You can see these scales in "TOAD", Ms. Gamze. 157 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 90. • "My teacher Mustafa Yavuz emphasized that people go where you go with your feet, not where you point with your finger, in your speech at the summit of the future teacher on Saturday, Sinan Canan also made a determination that you cannot take you where you are not. Can the theologian, heads of departments, metallurgy teacher, chemistry teacher, computer teacher, business owner and finance manager produce and execute policies for me without understanding what I am going through in the classroom?", Feyyaz ÿentürk/Rize • "We have to carry out with the support of special educators. Learn special education People are not a problem, they are waiting for a solution, my dear colleague" 91. • I pay my respects to Ayhan teacher. We knew that due to the intensity of the curriculum and many inadequacies, especially science/chemistry courses were not taught in the approach indicated by the program. The intense academic concerns caused the laboratory classes, which were a priority for science classes, to not be held. In fact, their visibility has increased with this epidemic. What worries me is the escalation of academic concerns, which is often voiced, and the further neglect of already neglected laboratory practices. Another problem is the laboratory lessons that we cannot do at universities and the shortcomings of teacher candidates in this regard. What should we do as science and chemistry educators in this regard? Assoc. Dr. Burak Feyzioglu, • "Hi, Professor Burak, the most effective learning is learning by doing/experiencing. Due to the epidemic, the necessary momentum was gained in digital teaching at schools and universities, but the students' practical lessons were missing. I follow some universities in Germany during the epidemic. Giesen University website, Karlsruha PH "They made videos of the laboratory experiments and put them on their web pages. Students visit these sites, allowing them to do the experiments. We should do the same in universities.", • Yes, sir, we should develop and enrich these environments. Maybe we should reorganize these practices in make-up education when teacher candidates return to schools. Thank you. 158 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 92. • Libraries were closed. There were many families that were in serious financial difficulties. We are grateful for his participation in the training that we were very hesitant even when recommending books. The available books are not enough. It has also become more difficult for us to deliver quality children's literature to our children. His reading level dropped a lot. What would your advice be to us and our ministry? Duygu Hodanci • "Storytelling and creating their own stories, writing, illustrating and changing them can be enabled to read. Audio books can be beneficial.", 93. • “My question is to my teacher, Burcu Meltem Arÿk, that you emphasized the increase in child labor in this process. The suffering of children has increased considerably. I think that especially girls are in a more difficult situation. Are there data on underage marriages? Will we understand what is happening when we see an increase in the number of mothers with children in the coming period? “Ilkay Kumtepe • "Hello, different institutions are currently conducting research on this subject, but as you know, it is an area where data is limited. We follow this issue closely in the Partnership Network to Prevent Violence Against Children, although it is difficult due to access to content.", 94. • "EBA has carried out very sincere and useful work, especially in first-class, thank you... I think it should continue in the next process as blended. What are your valuable ideas on this matter”, Hsyn Tchr • Hello, among all disadvantaged groups, education 95. and financial level Unfortunately, Makbule Sungur, the children of health workers who are well but carry the greatest stress of the pandemic are also a disadvantaged group. • You made a very good point, thank you." 159 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 96. • "I wish we had the chance to talk about strategies to support social and emotional development in schools, this issue is on our doorstep as of March 1.", Aylin Siliÿ • If there is an opportunity, let me ask Ragÿp teacher, • Yes, Ms. Aylin. In this regard, studies to be carried out both in classrooms and throughout the school can be considered. For example, creative psychoeducational programs, other classroom activities, in-school activities, etc. can be planned.", • "Thanks, what kind of problems are likely to be experienced with the effect of the pandemic after the long-term school closure, and what kind of strategy can be determined to prevent them? Let me open my question :) Thank you Professor Mustafa.", • "Hodja Ragÿp, thank you. I saw your answer later.", • "My teacher Aylin, Can design and skill workshops contribute to social and emotional development?", • "Hodja Evren, all kinds of activities can be supportive, but on one condition, the relationships shaped by the trust-based, warm relationship that the teacher will create, and the supportive classroom/school climate that will emerge as a result. Otherwise, it will not work. • I tried to collect my thoughts on what kind of problems I expect and what we should do in an article. https://benimegem.blogspot. com/2021/01/salgn-sonras-okula-donuste-ogrencilerin.html?m=1",it can be considered to introduce collaborative projects that will strengthen friendship and peer relations., • Thank you Belma Teacher. • 97. "The education media in Turkey cannot go beyond repeating the statements of the Ministry of Education. During the Pandemic, teachers wrote and read blogs in media such as the New York Times and the Washington Post. The first hand experiences of teachers at school in Turkey cannot be shared with the society. Isn't this a serious problem, too?" , Nihan Feyman Gok • "Teacher Network, teachers in ÖRAV KODA have many shares They were able to broadcast, but of course in alternative 98. 160 media.” • Thank you very much for your feedback., Duygu Kÿlÿç Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 99. • "We have to make an evaluation during the process. We can also send some evaluation studies on the subject as homework. It was clear that the epidemic period would take a long time. The teachers had almost no experience in distance education. In this process, the Ministry of National Education, universities and social education institutions, There were no great directions to enlighten the teacher in distance education. Especially "How should we plan distance education? What should we do as teachers before the lesson? What should we pay attention to during the lesson? Which course materials should we use and how?" We haven't been trained on these issues. I still don't think that enough work has been done on these issues. I want to know your thoughts.", Come Gürsel • https://orav.org.tr/tr/egitimçiler/cevrim-ici-egitimde-etkilesimli-ders-ta If you wish, you can apply to our training at sarimi. 100. • My question to my teacher, Mr. Erdinç Çakÿroÿlu, is this year, I took 5 branches and 6 classes and we had a super yield. In particular, we turned the flipped teaching inside out. If you want to listen to my experiences on the subject, we can get together at 0534 706 55 17. I personally had a great year..., Serdar Harman • It is very encouraging to hear about teachers like you, my teacher Serdar. Online education can be very productive when done well. Flipped training is one of them. But unfortunately, the opportunities of the student group can be limiting sometimes. Have you encountered such a situation? • "My dear Mr. Erdinç, my dear teacher, could not come because there was no financial means, those who did not have tablets, wire and internet. This rate is not less than 40%. However, for those who have the opportunity, re-telling, re-question solutions, guidance and online testing are required for those who come. etc. ... it was as close as a link and I had a super yield from 80 children.Each student progressed one tick. I wish all students had tablet and internet access. Because education does not matter.” 101. • "We passed the student opening the camera, teacher does not open the camera", Mustafa V ÿahin 102. • Mother tongue education should also be evaluated in this process., Serdar Derman, • "Yes, children with different mother tongues are also among the groups that have difficulty" 161 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 103. • “Dear Mustafa Yÿldÿz, Teacher. How do you evaluate our teacher Hayati Akyol's idea of raising reading experts in the context of the problems experienced in the teaching of literacy during the pandemic process? Would it be beneficial to open programs at the graduate level to train experts who will provide coaching assistance to teachers on Turkish Primary Reading and Writing Teaching, which is the most important academic skill that primary schools should acquire in districts?", Durali Tiren • "Teachers who specialize in certain subjects are needed in order to increase the quality and improve reading skills in Turkish national education, not as an application specific to the pandemic period. Reading experts play an important role in education systems. It is time to train reading experts. Thesis, non-thesis, face-to-face, Programs that will train reading experts for remote, hybrid, etc. methods should be started." 104. • Thank you, Professor Cem, for your contributions as a foreign language teacher. Interaction is very important in English and it is not right to take the exams only in terms of vocabulary and grammar because speaking, listening and reading skills should also be measured. I teach my lessons with the active participation of students and I enjoy their participation in the lesson, Bahar tan river • "Dear teacher, I thank you. What a good point you make. I also have great respect for students who tear themselves apart to speak even if they make mistakes in their foreign language classes. There's also little pride in seeing your student speaking English to a foreigner, right? Yours", • Definitely Ist Provincial National Education. they also gladly participate in the Just Speak competition organized by it, and students can learn even from a distance, and I am happy for this. 105. • The most important problem that I see as a school principal in the online education process, we saw that the plan issue was overlooked by our teacher friends in face-to-face education., Mustafa V. ÿahin • "The teacher who tries to make an unplanned lesson in distance education encounters students who do not turn on their camera and do not come to the lesson out of curiosity. It's inevitable." 162 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 106. • “Is only blended learning in schools sufficient for change and reform in education? The school and education system is trying to find an urgent solution to the obstacles caused by the pandemic by accepting today's conditions as data. However, we need to get out of the immediate solution and seize the opportunity for reform and change in education that the pandemic has put in front of us. 107. • Who has such a view? I'm asking all the panelists:", Kamil cashier • I agree, Kamil teacher. There is an opportunity for a new design. 108. • “As a student and teacher candidate, we went through a lot of evaluations in the online process. As far as I have observed, the best method has passed as homework. However, since homework is exaggerated this time, it becomes a backlog and turns into inefficient evaluations. Some of our teachers gave paper and pencil open exams because they allowed to think and produce lessons. In my personal opinion, this was the best method for learning to take place. I think the important thing is to internalize and produce knowledge.", Ege Cabak • This is a very accurate observation. Sometimes less can be better. Less is more. 109. • Regardless of the educational environment, I think we can say that the key point is to establish bonds with students and families., Zuhal Odabaÿÿ • How well you said it. Teachers and parents must be learning companions. Love, • Definitely, comradeship was the best expression, Sir 110. • What about visual arts and music lessons? Zehra Yedigöz Black 111. • "Some of our students discovered themselves, and some of them disappeared in this process. I can say that those who received family support made a clear difference. Guidance services were not very actively involved in this process, at least in the region I was in ... Could the Ministry not make an appropriate action plan in this regard, Or was the plan made and not reflected on the field?", Hüsniye Özçelik • Yes, Ms. Husniye. As you said, the right of school psychological counselors The required services could not be performed... 112. • It is necessary to make synchronous and asynchronous lesson plans. I agree with my teacher Devrim. Being able to organize what should be given asynchronously and what should be synchronous with the right course designs is the greatest skill, Lara 163 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 113. • “We were already inexperienced as we encountered the online education process for the first time. Some teachers did not use communication with students very much. This caused the student to break away from the course very well", Hicaz Bardak • Our inexperience caused a somewhat disadvantageous start. 114. • "Thank you, Arzu, we need to start talking more about the design of the future in education.", Kamil Kasacÿ 115. • "It was clear that the epidemic period would last for a long time. Teachers had little or no experience in distance education. In this process, as the Ministry of National Education, universities and social education institutions, no great guidance was made to enlighten the teacher in distance education. In particular, “How should we plan distance education? "What should we do as teachers before the lesson? What should we pay attention to during the lesson? Which lesson materials should we use and how?" We haven't been trained on these issues. I still don't think that enough work has been done on these issues. I would like to know your thoughts.", Income Gürsel, • We are just at the beginning of the road, sir. We started to give such trainings. You can participate or encourage participation. https://orav.org.tr/tr/egitimler rimiz/cevrimici-egitimde-etkilesimli-ders-tasarimi 116. • "Thank you very much to our teacher Cem. The more empathy and love we equip our lessons with, the more effective teaching takes place. We hope to overcome this difficult process together and meet again in face-to-face education", Sinem Kolçak Arman • Thank you very much, my dear teacher. How well you said it. I follow your contributions closely. Yours sincerely 117. • I agree, sir. Every child should have access to technology. At the same time, the lesson times should not have been kept this long. Less and more productive lessons are needed., Züleyha Topuz 118. • Unfortunately, the rate of those who want to improve / change / renew themselves in the education community is low. It is very difficult to build the new on top of the old. This process took the teachers one step forward., Mustafa V ÿahin 164 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 119. • "Dear teacher, I remember when we were in high school, a tablet called the fatih project was distributed to us. However, it was a project that made things harder to learn, let alone learning better. Our teachers bought tablet-supported books and made them use the tablet as a notebook. :) reading. :D It's a tragicomic situation. We downloaded an app on the whole tablet and it was a very primitive book app, then the tablet went blank. It's a waste...”, Ege Cabak 120. • Thank you, Devrim teacher. As teachers, we want training that will improve us. We are trying to do something. Thanks to ÖRAV. But I couldn't attend their events. I'm applying. I am trying to apply. ORAV does a great job in illuminating the teacher. Donay Tolun • Thank you very much for your feedback, teacher. I attended many ÖRAV's trainings. The last time I attended was the "Interactive Course Design in Online Education" training. Thank you for contributing to us. 121. • "I find the GOODWILL motto of my teacher Erdinç very important, but as public school teachers and parents of private schools, we unfortunately experience that most of the private schools, which are very large in number, are still not able to adapt to the process. Schools are still focused on the discourse that we will make up for it when face to face. They are in a good position. Will they improve their point of view on the online system, will they highlight some institutions in the coming years, what do you think? By the way, I missed your lessons, sir, it was very good :)", Hüsniye Özçelik • "Hosniye teacher, it's nice to communicate again even from here. I think this process will have lasting effects on our habits in many subjects, from education to shopping." 122. • I think Gazi Education Faculty can open the Turkish Primary Reading and Writing Teaching graduate program. Thank you very much for your reply., Durali Ti color • We had such an initiative five years ago. We proposed the "reading specialization" master's program. Circumstances at that time did not allow it. It can be retried. 123. • It is wrong for students to spend long hours in front of the screen in distance education, but it was also inappropriate for students to teach 8 hours a day between four walls in face-to-face education. It was not efficient either. I hope a solution will be found with this process, Ayÿin Koçak 124. • A wonderful workshop... I would like to express my endless thanks to everyone who contributed. comment, Kudbeddin Celik 165 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 125. • "Ms. Ece, I'm sorry to say that there are very few teachers who worry about education, especially in public schools", • Definitely, my teacher, Two or three teachers from each school are trying to learn and teach with all their heart in this process. I tried to express this, frankly. A brave person means the majority… even a few passionate people with dreams are enough for us. Their sphere of influence is so great because…” • If even one person makes a difference, it will touch many teachers. Here, instead of classifying the state as private, we have a teacher who has improved himself a lot in the public school, especially as someone who gives a lot of teacher training in the process. I think it is very important to plan only more qualified teacher training and to make it sustainable" 126. • Friends who participate in this forum as listeners are friends who have concerns in social networks and education, trying to find solutions. I guess / unfortunately that's all we have in the country, Mustafa V ÿahin • Unfortunately., like pearls... The task of each sufferer gets heavier. • It is necessary to increase the number of troubled educators, my teacher Zeliha 127. • During distance education, teachers had a lot of work. We should be of those who stand with our teachers rather than those who oppose them. We must regulate the positive and negative aspects of technology and shape our system accordingly. What our teacher Devrim taught us in class will be very useful for us in the future. I would like to thank you for this., Bengü Su • As a pre-school teacher, although we took steps on what could be done on behalf of parent education for years, the number of parents participating in the process was low, except for parent meetings. I think that one aspect that we can turn into an advantage in the distance education-teaching process is parent education. Our parents participated actively in front of the camera with their children during the live lesson. As we can reach parents more easily, we have developed solutions and methods as parents-teacher-student. I think we made it possible for parents to see how active they are in the field by showing their teaching methods. 166 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 128. • “Teacher Ece, the teacher who quit being a student is no longer a teacher. It is necessary to look at education with the approach of learning, not teaching anymore. For this reason, the teacher should be a model for how he/she performs the learning role in front of the student. By taking the responsibility of learning as a model, students will also move forward in this way.", ÿlkay Kumtepe • I agree, teacher 129. • Students who cannot access technological devices for distance education are provided with equipment by the Ministry of National Education, but unfortunately, there is still no internet infrastructure in many regions of our country. In this case, what are your suggestions to MEB? Are there any studies on this subject? Beyza Akdag 130. • "What can be done to include teachers who are closed to change in the field, who hide behind excuses and are closed to learning, in this process?", Gaye Aytaÿ • Unfortunately, it is so difficult to attract friends who close the doors to change to the field, my teacher, To enable them to experience small successes that they believe they can do... my little teacher:), • We haven't been able to explain ÖRAV, my teacher Arzu, to the teacher yet. :), • "Hodja Arzu, when I listen to you and read what you write, I say, this is it! If I had the chance to choose, I would like to work at your school.", • Continuing to be an inspiration... 131. • Distance education is definitely a more advantageous education system than the traditional if the right application is provided. I hope we don't switch to completely traditional approaches again from now on. :) I hope that efforts will be made to adapt our teachers., Ege Cabak • I agree, sir. Huge opportunity and advantages for efficient and ecological use of resources. • Thank you, teacher. This is what should happen in our time. However, teachers have a great responsibility to implement this. I am a 3rd year Turkish teacher at Istanbul Aydÿn University and I have personally observed it as a student. Some courses focus on production. It is very beautiful and efficient. However, there is a lot of clutter. If certain problems are solved, it will be more productive than normal education. 167 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 132. • In this process, there were too many parents who took it as a principle to demoralize teachers, Mr. Ece. "The teachers are sleeping." perception was created., Efe water bottle • "You're right, but we knock on the door of those who work and those who don't. tired.", • "The fact that the doors do not open is also a problem, my teacher, unfortunately, there is an understanding of "it rings, the bell goes away anyway" :)", • What a realistic answer. You are absolutely right. Unfortunatly true. 133. • This process showed us the importance of educational management and planning. Mer and Çetin showed us that an education plan should be made according to every condition. 134. • Do you think that the guidance services adequately cover the services provided indirectly? Ipek Akbas • "I think that meeting with parents is not enough. It wasn't much in the past, but now it may be difficult for parents in some schools to reach a school counselor." 135. • "I am a manager in a private school, many private school teachers do not receive their full salaries. They need to receive training for their personal development, but unfortunately they do not receive support. For example, even the Teacher academy foundation offers training that only state teachers will attend. I do not understand that working teachers cannot attend these trainings!!!", Turgay Arguz • "I have been training in the trainings given by the Teacher Academy Foundation, Turgay Bey, in the semester workshops for 2 years, but not only for the public school teachers, there is no distinction between private and state. For private school teachers, the Turkish Private Schools Association also has many free professional development trainings. It just depends on the person. I give a lot of training in the process, now teachers register for free trainings every time they see it, but there is always a certain group of people to participate" 136. • "Ece teacher, to whom do you think the role of knocking on the door of teachers who are not involved or not in the process is appropriate, how? a positive result can be obtained?", Hüsniye Özçelik, • "Those teachers are also our teammates. We work towards a common goal. I believe that taking with us and breaking resistance can be included in a zone of trust after it is resolved on communicative and social grounds." 168 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 137. • "Mr. Mustafa, the death of out-of-school social space... how right you said it. I wish curriculum development studies could go beyond content editing and see this problem...", Halil Regular 138. • "My question is to everyone, for a long time everyone We have come across an opportunity for change and transformation in the language of education. Changes are difficult and slow. But there is a situation we are in and this situation necessitates transformation. What steps can be taken for this transformation? What should be our suggestions? What kind of education should we do? model and what kind of schools should we recommend?”, ÿlkay Kumtepe • "Enriching the school with out-of-school learning… Integrating interest, skill, creativity, entrepreneurship, social sensitivity and art with science", • "It seems that while we are talking about generation change, young people have started the change by implementing options that will invalidate the structure and system we are talking about. They are forcing the system to change, or whether those who are responsible for changing the system will not make this change.", 139. • "Mustafa Teacher, when we were saying that the school is not ready, we put a guidance teacher in the school in the last 20 years, and we made it makeshift :) It is a very good statement that describes us.", Aylin Siliÿ 140. • "To all my teachers, teachers give distance education from home. In the process, some sections of the society made negative and hurtful statements that teachers provided unfair economic gain. However, the preparation process we went through in the background of each lesson was above the number of lessons we taught. I think that the economic level of teachers should be increased. It is not known very well, but teachers can develop professional development with their own financial investments. In the process, teachers also became thinkers in order to buy suitable computers. This need of teachers with children doubled. Is it true that the economic expectations of teachers about the sanctity of the profession should not be mentioned? With this important point, shouldn't it be necessary to make different arrangements regarding the years of service? However, I hope that this issue will also be addressed in the report.", Dilek Karaçelik 141. • "Hi, teacher Mustafa YAVUZ, should we understand the same things when we say school and education? What should the new definition of school be if we realize the change in education?", ÿlkay Kumtepe • Unfortunately we now understand it as almost the same thing 169 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 142. • Good evening, teacher. I had a question for Ragÿp Hodja. As a Turkish teacher candidate, I think PDR is very important for us. Especially during this period, I understood the value of psychology and understanding the student better. How can we improve ourselves in the field of PCR, my teacher, in our education life? Thank you very much :), Merve Altun • Thank you Sir. Maybe you can start with reading about well-being and psychological resilience as a topic suitable for recent times.", "Thank you very much, sir, I will take your suggestion into consideration :)" 143. • “After a certain level, it is very difficult to develop certain skills in candidates. There is so much field shortage that we cannot enrich that field with pedagogical approaches. Therefore, fundamental reform of the education system must begin. I think that individuals who start to be equipped with certain skills at an early age can absorb more equipped work in later years. Or if it is so difficult to fix the foundation, a system should be developed to check whether the candidates coming to education faculties have acquired certain skills. ", Ayÿegül Kÿnÿk Topalsan 144. • "As a teacher who was introduced to distance education with a master's degree without thesis before this process, it was not difficult for me to adapt to distance education. If I had to say something as a contribution and a different interpretation of what my teacher Devrim said, in this process, my students in music, physical education and visual arts This request from my students, for my part, also led me to teach new information. The increasing demand here may have led to an increased tendency for skill lessons, as the students stay in front of the screen for a long time and the interaction with their friends decreased. In addition, the fact that the parents are more intertwined with the children than ever before, the students' painting, mu", Ahmet Hakan Bostan • I think that his inclination towards activities such as music causes families to breathe easily. That's why families want these kinds of events more. 145. • Teacher @Mustafa- Have the responsibilities of the management at the center of your statement "education cannot be managed without training the management" have changed in the new normal that came with the epidemic? Haluk Sengec, (Orally Answered) 170 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 146. • "I am a first grade teacher. We achieved success by guiding our parents. Only two of my students could not read. Today, we did a literacy exercise on zoom with one of my students who could not read. I think that he will study too, by working one-on-one in the next two weeks. My other student is Syrian and on November 12. He started school in , could not access online education. That's why I try to do my best by communicating with his sisters and brothers. I was in hospital on Teachers' Day due to Covid 19 (infection from a student whose mother was positive). we spent.", Ayla Yalti, • "Get well soon, teacher. Success in primary literacy teaching was achieved with the efforts and guidance of our teachers, and the support and participation of parents. I congratulate you for this success." 147. • "Ilkay Kumtepe teacher," we are faced with a compulsory opportunity for change and transformation in education. What steps can be taken for this transformation? What should our recommendations be? What kind of education model and what kind of schools should we suggest?" He asks. I want to convey this question to both Mustafa Yavuz, Devrim Akgündüz, and Mustafa Yÿldÿz teachers.", Kamil Kasacÿ 148. • Digital instructional design should also be given as a course in Education Faculties, Lara • Certainly , models should be developed for teacher candidates and teachers' training… Education from teacher to teacher is very valuable . 149. • "I think there is a very important situation that has been overlooked in this period. How much training has been given to families in order to improve the quality of the time students spend at home and to deal with children more effectively? I think more realistic participation of families should be ensured. There is an action plan for this process. is it?", Ayÿegül Kÿnÿk Topalsan, • On behalf of early childhood education, we recommend that you access the early childhood education calendar and other family resources prepared for families on the Ministry of National Education General Directorate of Basic Education Early Childhood Department website. 171 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 150. • "While parents are now looking for a private teacher, a digitally developed teacher will be more in demand.", Rezzan Bozdana • I think the home school model is also on the agenda, • "This will widen the gap, and those who are well-off will have to be educated at home, while others will have to make do with what they can access." 151. • Thanks to everyone who contributed... We've been on the screen for hours... Like this and I hope fertile training summits will be more frequent., Dönay Tolun 152. • "Maybe you were going to write an academic article, maybe you would share with your family and loved ones, in short, you set aside what you could do at this hour and shared your information with us, you spared your precious time, thank you to all our teachers who contributed.", Serkan Balcÿ • Thank you very much, sir. Glad you were with us. 153. • "Hodja Ragÿp, most of the live lessons we teach together with the parents. Sometimes, teacher, was this subject that easy?" We get feedback like We have parents who especially follow the math lesson. :)", Ahmet Hakan Bostan 154. • The children's bedtime was delayed and we could not find many of them in the morning classes. Apart from that, they had a lot of trouble with time management at home. A flexible education and life habit began. (We were guests at the breakfast tables. We had a meal between classes.) What are your suggestions for both us and the students to reduce this flexibility and move to a planned order? Duygu Hodanci • "You have very accurate observations, Professor Duygu. In this period, we need to be more flexible, planned and intelligent. It is important to reach both students and parents. The power of recovery has become very important." 155. • "The Distance Education Master's program, led by Mr. Ayhan Yÿlmaz and initiated by Hacettepe University during the Epidemic Period, shows how quickly Hacettepe University Faculty of Education Chemistry Education adapted to this process, pioneered innovation, and successfully completed the term. It will be important for our country's academic success that they are inspired by educational institutions and implemented by their own programs. My other teachers and participants can examine the program", Pelin Özer • On the basis of the program, there are contents that aim to provide teachers with the academic literacy and digital-based learning system we need at the moment. • Thank you very much, my dear teacher Pelin. 172 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 156. • "I am a recent graduate. I would like to thank all my esteemed professors here for their valuable information and opinions. Such forms are very nice, it is great to be informed about every field, thank you very much", Merve Çetin • Many thanks. Welcome aboard as our colleague. 157. • Dear teachers, I have a question that I would like to ask you as a student at the faculty of education, Emre ÿnan. • Dear Emre, can you write the problem? • I think we are missing out on how to establish a relationship between teachers and parents in education faculties or how we should communicate with students in difficult situations, I wonder what your thoughts are? • "I agree, Dear Emre, there is a deficiency in this matter", • When an issue comes to the point of being a problem between the teacher and the parent, we counselors try to act as a mediator. Support both sides we are tired. 158. • They yawned a lot, but I hope this will increase in a positive way. We left our children a little too comfortable by acting flexible, of course, as much as they can be comfortable between four walls... :/ we are moving to discipline with a smile, teacher. Thank you for your comment. :), Duygu Hodanci • "Yes, when we said we will be flexible, leaving them alone without raising awareness caused them to be incomplete. This is the summary of the pandemic period." 159. • I think we are missing out on how to establish a relationship between teachers and parents in education faculties or how we should communicate with students in difficult situations, I wonder what your thoughts are., Emre ÿnan, • Students have academic advisors at the university. They can share their problems with their academic advisors and ask for support in producing solutions. 160. • Thank you, teacher. Upbringing is not only dependent on the school and the teacher, my teacher. The teacher should also educate and develop himself, evaluate the alternatives, you guys, ÖRAV, are great, thank you, • Merve Çetin with pleasure :) 173 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 161. • "Even though we took steps on what can be done for parent education for years as a preschool teacher, the number of parents who participated in the process was few, except for parent meetings. One of the advantages in the distance education process is that we can reach parents easily, so we can reach the parents instantly, and as parents, teachers, students, we provide instant solutions and methods. Parents actively participated in the process with the children in the live lessons. I think we showed the parents how they were active in the field by showing the methods of guiding learning. While the parents mentioned the difficulty of teaching in this process, they also stated that they were happy to be active in the field. By participating in the distance education-teaching process, we made an effort on what we can bring to our students. I think our cooperation between parents, teachers and students has increased.", ÿenay Pir • As far as I can see, you have produced very strong examples. In this context, I congratulate the teachers who work with heart and mind. I have witnessed many times," • Thank you very much, my teacher. You touched on such good points tonight that it is a pleasure to meet you on this platform. Our hearts also wish to meet you face to face. I offer my respects and greetings from Trabzon to you, our esteemed professors." 162. • @Arzu Atasoy- It's as if we need to improve our competencies in disciplines outside of our field! Haluk Sengec, • Definitely Mr. Haluk. We need eclectic perspectives and skill sets. 163. • "Actually, we always have the theoretical part of the lessons. Student interests and needs, the goals in the program, the content... These remained only as ÖYT lessons. I think we should have given the importance we gave to theory to practice.", ÿpek Akbas 164. • Meaningful learning is all about it. Our level of learning and teaching to learn is weak unfortunately, Merve Çetin 165. • I would like to thank all my teachers for making it a very enjoyable and meaningful evening. It was a sharing environment with the quality we missed., TED Meryem Eb rem 166. • Well done to all our teachers. We have watched you breathlessly until this hour. Again, we made new gains. Thank you for making our night worthwhile., Özlem senan • Good luck to you, thank you very much, dear colleagues 167. • I think it is very useful. Thank you very much to those who contributed., Süleyman Billor 168. • Can the new program be sent to our e-mails? English Teacher 169. • Finally, when schools open, my biggest fear will be to deal with paperwork more than we will do for students when we meet with our students. Ahmet Hakan Bostan 174 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 3.2. K-12 Education Forum-2 Q/A Registrations Note: The content of the written comments has not been interfered with and has been transferred as in the Zoom records. However, statements that do not have the nature of a question or answer have been omitted. The quotation marks were given directly by Zoom. one. • I ask all my professors... The most frequently mentioned issue in Turkey was learning loss. Is it right to talk about learning loss in the sense of knowledge before it has started the normal process yet? While it hasn't even been measured and evaluated yet..., Dilek Karaçelik, ((Orally replied)), " • Dear Dilek, I think that the information will not be lost and somehow it is hidden in an accessible point. For this reason, I think that the real loss will be in the social and emotional field." • Of course, it is not correct to talk about learning loss. Deficiencies in learning can be closed. The main focus should be on the deficiencies in the development of our children's social and emotional skills. • "Thank you, Dilek teacher, from my point of view, since the beginning of the pandemic process, by both working one-on-one in the field and identifying the deficiencies of my students with both verbal and digital measurement tools, I applied my studies in a way that minimizes both emotional and social and learning losses. I tried. But I generally agree with what you said." 2nd. • "I wish, my teacher, this loss is relatively low in students who benefit from live lessons more or less in some way, but I think that students who cannot benefit from live lessons due to various obstacles have a serious learning loss compared to their peers. This situation will gain a numerical value when assessment is made.", Zekeriya Gündemir, (Orally replied) 3. • When I was reading your answers, my teacher Gökhan and Kadir, my connection was broken and I couldn't read it... That's why I couldn't reply. Happy publications..., Dilek Karaçelik, • Of course, it is not correct to talk about learning loss. Deficiencies in learning can be closed. The main focus should be on the deficiencies in the development of our children's social and emotional skills. 4. • Thank you Nevzat Teacher. I think like you..., Dilek Karaçelik, (Orally answered) 175 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 5. • "Although I attend my teacher Gökhan, I think that students gain different benefits as technology enters into education much more.", Kerim Karaköse, • Of course, I don't deny what he said and I care about it. But the limit is important. 6. • "There are over 1 million teachers in TR, the number of teachers who follow #egtforum etc., share ideas, improve themselves in some way, and carry their lessons properly to digital tale. Frankly, the epidemic has made the differences between teacher qualifications clear. • Well, when will we start to talk and criticize especially the teacher competencies (you) subject to 657? Or will we continue to bury our heads in the sand by costing 1 million the achievements of 5-10 thousand teachers who are always in the spotlight?”, Talha Bektaÿ, (Orally replied), • “Dear Talha, of course, this point is very important. There is no effort to glorify the whole community with three or five beautiful stories as you think. On the contrary, it is to highlight the stories of those who object to the current situation and try to do better. The inadequacies of the 657 teachers you mentioned are an issue that needs to be dealt with institutionally rather than fundamentally, which depends on the recruitment of teachers to the faculty of education, the training in the faculty, and the continuation of professional equipment and development." 7. • "I wish everyone a good evening, good luck with your efforts and time.", tuba yener, "Good evening, thank you teacher." 8. • Thank you Kadir Teacher. I agree with you., Dilek Karaçelik, After this process is over, schools will have to implement different programs. 9. • "One of the biggest advantages of our country in education is that despite scarce resources and difficult conditions, it has highly devoted teachers. Ten thousand media-loving teachers are just the ones on the show. One million teachers do not see the kind-hearted teachers who light the morning stove in the snowy villages of Anatolia and spread knowledge and hope. I think it would be missing the whole to see the community as inadequate.", Durali Tiren, 10. 176 • I Ask My Teacher Mustafa Yavuz: Pandemi, Mesut Seven, (Orally Answered) Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 11th. • "Children eagerly await the opening of schools. There are children who say, "Let's have a party when the school opens, teacher.", Abdullah Damar • Very nice requests :), • "Definitely, Abdullah teacher, although they play outside all the time in the village, they want to play physical education games with their friends the most. They want social and emotional support.", • "In the first days, students should be made to do what they could not do for a long time.", • "Definitely, especially the first weeks are very precious, we should not approach it as a direct transition from the pre-March situation. We should warm up to school again and open up a contribution area for them." 12. • My teacher Arzu, how will the process be in kindergarten, your student Regards Hande Tombak, ..., (Orally answered), • Independent kindergartens have switched to face-to-face education, but face-to-face education will continue two days a week in kindergartens and at other times distance education will continue. 13. • I Ask My Teacher Mustafa Yavuz: In this process, teachers also improved their skills in technology-supported education. Students and parents also adapted. Even if the epidemic is over, can the hybrid education option come to the fore in our education system in terms of saving time and resources, Mesut Seven, (Orally answered), • Hybrid education will definitely be in our lives, especially in high schools. 14. • "The teachers who will best explain distance education and discuss whether it is successful or not. They are the ones who put the most effort. Do our teachers in the field find the ministry's distance education activities, maid trainings, teacher training sufficient.", Sibel Akgündüz, ( verbally answered) • “There is a study of our ministry, provincial directorates, YEÿÿTEK National Support Service and academics who are experts in the field, improving the professional development training of teachers by turning the pandemic process into an opportunity. I have benefited a lot for myself. Thank you." • Sibel is my teacher, my branch is English, many seminar activities of the Ministry have started and are continuing. In this sense, there are studies for teachers to develop in different fields. • First of all, we should increase the learning needs of our teachers. Teachers who want to participate in all kinds of training and improve themselves. 177 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 15. • "Are subjects such as course design, content creation and enrichment for a few lessons, differentiation, digital editing, etc., realistic and achievable goals for a teacher? Is outof-school time enough for this?", Abdulkadir Aykut, • "Designing a lesson with digital tools is definitely time-consuming, especially during the lesson, it is necessary to write the scenario of the lesson sometimes in order not to have any problems. 16. • Isn't the inequality of opportunity in accessing the already existing quality education the most important reason for the academic deficiency? Action Aydÿn, • "This gap could be closed with a diluted curriculum that is emotionally and socially supported for diluted education. It can be given the image that we are on your side, which will increase the motivation of the student as well as delivering weekly homework.", • Absolutely true, however. Accessing information is now much easier with technology. The only problem is our children who do not have access to technology. Our children with high self-management continue to learn academically. 17. • Studies to correct the gap between the Ministry of National Education and the Academy do you have, Tuba, • I can give an example in this regard. 18. • "Many families were unemployed, family members were lost, there is an increase in the number of divorced parents, and I think that psychological violence has increased. There is a lot of feedback from parents about this. The participation of refugee students in distance education is very limited. We don't have much data on what happened in the family. I think a difficult period will need a month waiting for us", Sinem Gül, • "You are absolutely right, Sir Sinem. The first thing we need to do is to determine the situation of teachers, students and parents. It is necessary to develop a strategic plan based on the data we will get from here, and to plan classroom and school-wide interventions." 178 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 19. • "I do not think that teachers' professional development studies, courses and seminars are effective. The answers to the courses and seminars are available on the internet and in different social media groups on Youtube. Now I leave the efficiency to your discretion.", Vahap Özgün • If it is a need-oriented course, it is necessary to focus on gains, not getting answers on the internet. • Of course, our teachers receive training according to their needs. What is important is what is his output in education? Did the training he received support his in-class practices? 20. • "I have taught in big cities, both in the southeast and in the towns of Central Anatolia. Different skills are required for teaching in all of them. Being a village teacher is different.", Durali Tiren 21. 27 • What I meant was that it is not easy for all our children to access technology, Kadir Teacher. When children have the opportunity, they will fill the gaps with their curiosity and desire to learn. I agree with your opinion that these gaps will be closed with the regulation of the curriculum, Nevzat Teacher., Eylem Aydÿn, (Orally answered) 22. • "Hello... How did it affect the motivation of teachers, who live at home with old family members and have small children, to call full-time teachers to school every day and offer online lessons during a period of intense epidemics? I wish you a good work.", Aysun Akbulut • Our teachers are working very devotedly now as they did in the past. Our teachers are working in difficult conditions like health workers during this period. We cannot thank our teachers enough for their efforts. The number of lessons should definitely be reduced. There is a study on this, I think it will be put into practice in 2023. 23. • How are we going to make up for the difference between public schools and private colleges, or what is the solution for this, my teachers? Hande Tombak • We must make this the first priority as a whole country and reach every point of my country. 179 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 24. • What should be the main changes that should be made in the education system after the pandemic? Canan Kaçar Sengul, • "In addition to face-to-face education, distance education should now take place as a part of education to a certain extent. In order to keep up with the times, it is important to develop digital skills and I am of the opinion that it would be better to reduce the time spent at school and complete some of it with distance education." • Especially before March 2020, the concept of face-to-face education and our current definition are quite different, and online education can also support face-to-face education after this process. • "We must shift the focus from the center of academic success to meeting social and emotional needs. We must identify the risk group students and ensure that they establish an emotional connection with the school through one-to-one teacher matching. We must ensure that each student can exist in the lesson by designing lessons according to their learning styles, we must abandon the transfer method and we should initiate communication between children by designing interactive lessons, so we can provide valuable opportunities for children who are excluded and cannot communicate due to their low social skills. "We should create a positive classroom climate by saying that we can create a positive classroom climate. We should activate extracurricular activities and create environments where children can express themselves and socialize while being productive.", • "Yes, I agree. Hybrid learning has already come to the fore. In the next process, schools should be open, even partially, and should be supported by technology. Closure should be a last resort.", • "Teachers' professional development program should be implemented as soon as possible on technical subjects such as pedagogy of distance education, measurement and evaluation in distance education, and synchronous asynchronous course design. • To prepare a fair curriculum at school, to ensure that teachers establish a routine without changing the schedules frequently, to bring teachers together with extracurricular activities, to develop the school climate in this way, most importantly, there should be such a school climate that teachers can send a message to a teacher in the classroom when they need support. They should be able to ask for help, even for a few minutes, to get away from the environment, to calm down and think. School should encourage this. The teacher should feel safe." 25. 180 • "I would like to say after what Mr. Karadeniz said, for schools that are not private schools. Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 26. • "Can we also include the experiences of our science teachers in the field, Mustafa teacher", Ayÿegül Derman, • There have been many online studies on public 27. education with universities in adult education. , Fulya Soyata, • Yes, we talked about Public Education studies at scientific congresses with some of our teachers. We especially focused on the pandemic period and digital studies. We talked about the differences and similarities between the European non-formal education system and the Turkish education system. Our Music and Folk Dance teachers gave information about the music and folk dance activities during the pandemic. 28. • "Those who worry about their education in normal times also worry about themselves in difficult times. If another negative situation happens, those whose mentality is looking for a solution will do the same thing. A lesson should be drawn from this. The education and training process should raise students like this... then we can be a society where everyone produces solutions...", Dilek Karaçelik, (Orally answered) 29. • "What should be the fundamental changes that need to be made in the education system after the pandemic? By opening this question of my teacher Canan Kaçar a little, I would like to ask all my teachers. Based on a standard curriculum and standard exams, the entire time of the student is spent in 40-minute lessons from morning to evening in standard classes in the classroom. Can a school system that children and young people go through meet the educational needs of children and young people today?", Anonymous User, • "Actually, the pandemic has made us think more about this process. Schools are now being seriously questioned. In the future, the school will be completely filled with situations such as what the student experiences, projects, etc. It doesn't seem like he'll be able to escape going through a transformation in which he will be active.", • "This new process must be planned with a completely new perspective. We cannot interpret the changing paradigms with the old arguments, and we cannot carry them away with the old methods, techniques and tools. The field and the academy should develop a very strong cooperation. New stakeholders, such as parents, should be involved. They should produce completely different and brand new things. Of course, he must do this using the legacy of the past", • "Schools should be ready for a transformation by having this kind of experience, be aware of the target, our priority is to provide students with the responsibility of learning to learn by being an example to us." 181 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 30. • "What should be the main changes that need to be made in the education system after the pandemic? By opening this question of my teacher Canan Kaçar a little, I would like to ask all my teachers. Based on a standard curriculum and standard exams, the student spends all his time in 40-minute lessons from morning to evening in standard lessons in the classroom. Can a school system that children and young people go through meet the educational needs of today's children?", Kamil Kasacÿ, • "After staying at home for such a long time, the children should go out on the field, applied lessons and social activities should be increased, as I said before, face-toface education should be supported by distance education from home, so that the time the child will spend at school-classroom will decrease and more time will be devoted to activities.", • Absolutely not. The school we left a year ago no longer exists. School should change its priorities. If we focus only on academic lessons, mistakes are made. The school should focus on the social and emotional skills of our children and make different plans., • “Actually, the pandemic has made us think more about this process. Schools are now being seriously questioned. It seems that he will not be able to escape, Dear Teacher.", • "Thanks for your question, Kamil, in my opinion, the curriculum should be diluted, course hours should be reduced, and blended education should definitely continue to be implemented." 31. • As Kadÿköy public education center, do you have any projects in the epale study? What are the projects you will do in the future? What kind of activities do you think with universities that the Ministry of National Education has signed a protocol with academically? Thank you, Fulya Soyata, • "We organize trainings for students in cooperation with universities, we have carried out some research projects, we have national and international project partnerships. We have organized music events. Epale is a platform where good examples are shared in adult education, and we share our good examples on this platform as well. " 32. • Wouldn't it be more appropriate to give the student the opportunity to choose courses instead of reducing (diluting) or increasing the curriculum, and accordingly, a system where the classes are fixed and the students roam instead of a system where the teacher travels through the classrooms? Kamil Kasacÿ, • "I totally agree, of course, the existing ones are very important for this, unfortunately the crowds in the classroom do not allow this, but it should be tried as soon as possible..." 182 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 33. • "It is appropriate to do lectures online or to use web 2 tools. However, how do you think online education should be in applied courses, what kind of design should be created for this", Sibel Akgün flat, • Particularly interactive activities that will keep the student active can be included. 34. • "I'm asking my teacher Mustafa Yavuz... I learned that international exams such as PISA and TIMSS provide curriculum information for each country in the pre-application preparations. Is there a common curriculum in the world. If so, would it be true to say that the curriculum criticized in our country is intense? ", Dilek Karacelik, • "The world program is not in common, there are similarities and differences. Questions arise from common areas. TIMMS takes more into account the curriculum. PI SA has less program anxiety" 35. • "With the advertisements of our general directorate of lifelong learning on TRT 2, announcements are made for adults and people to come to public education centers and to spend this process spiritually and healthy by taking education in different courses. As Kadÿköy public education center, do these advertisements benefit the trainees? Thank you very much. Do you have any suggestions on how more trainees can be attracted to public education centers during this process?", Fulya Soyata, • "A part of this film was shot in our institution and it is very important in drawing attention to the importance of lifelong learning. Unfortunately, adult education still exists in Turkey. There is a large section of people who are not aware of the existence of public education institutions. Adults who come to Public Education Centers have a positive attitude towards life and say that they are very happy and that they have just realized their talents. They can't break..." 36. • "When we talk about reducing the curriculum and course types, what about LGS and YKS exams, which are held with ever-expanding and deepening topics. Children take the exam without even realizing which curriculum the new generation questions are suitable for. The inconsistency between curriculum, content, teaching and exams is increasing day by day. .", Nermin Elmas/Eskiÿehir, • I think that new generation questions that improve thinking and understanding should be integrated into the curriculum starting from the 5th grade. 37. • ÿeyma, there are educational differences, I agree with you ..., Hande Tombak, (Orally answered) 183 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 38. • 47, Lighten the curriculum or change the technique? Or offer a rich plate and let them choose? Is the teacher lagging behind in the changing system? Filiz Akÿnal, • It is important to individualize learning 39. • "As my teacher Mustafa Yavuz said, personalization in the curriculum and a slightly more open menu... Of course, this is a goal, of course, we need to improve school facilities, so first of all, we should not talk about obstacles.", Kamil Kasacÿ, 40. • It is not correct to organize the curriculum on the basis of unsuccessful students. Alternative curricula suitable for students' levels may be better., Mustafa Tekin, • Being able to differentiate according to the student is an important factor for every teacher. skill. 41. • "Don't you think that the fact that no step has been taken regarding the curriculum is part of the embellishments shown to him at the meeting with the minister and the teachers? Everything is reflected perfectly. I don't know if you noticed that there is almost no one who voices a problem. Always beautify, always beautify. Chosen teachers who know what to talk about. Beautiful schools, flamboyant environments. I think the Minister is a little misunderstood. What do you think?", Anonymous User, • I don't think that information was obtained from those interviews only, • "Thanks for your opinion, if you have watched the program from the beginning, it should be done We tried to express the deficiencies as well as the necessary ones.” 42. • "Let's lighten the curriculum doesn't seem like the right term, but can we say that we can reconcile the curriculum of each course with skill? Or can we say that the textbooks prepared with the curriculum and our selection exams overlap in terms of measurement?", Anonymous User, • "I totally agree" 43. • The most important issue that I am wondering is: Why do we make education compulsory for 12 years? I have nice students that I know. "I will not study, I will work in my shop." who said. How right is it to "condemn" such out-of-school children to queues? Anonymous User, • We know that long years of education are both an economic and employment problem. You are absolutely right. Especially in rural areas, absenteeism from school is high for the workforce. For this, there are students who continue in the open education process. It would be appropriate to use it. 184 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 44. • "My daughter was behaving like a princess when she was at school, we couldn't say bad words when she was nearby. Now everything has changed, she became a father who said, 'Please come to school'", Eylem Aydÿn, • In this period, families understood the importance of school in a very different way. :) 45. • "Of course, we are part of dozens of WhatsApp groups in this process, and we also meet with parents, but I do not record their parents' numbers. One morning, a voice recording came, which is also circulating on the famous social media", Candan Çapman, • It was a good memory, teacher. 46. • Candan Çapman, (Orally speaking) answered) 47. • "I would like to tell a memory of mine too. One day I missed with the children, I asked my moms to write, 'I missed you so much,' and I said, during the live lesson, I kept something for you, and they started searching under the pillows, they found it and they were happy. Afterwards, the parents He texted me, my student said that I already heard a noise from the balcony at night, my teacher put it on at night and left.", Tuba Yener, (Orally answered) 48. • "I thought a student of mine was joking and asked him, dear, you are not registered, what is your name? It turns out that the writer was a parent", Candan Çapman, (Orally answered) 49. • I would like to thank our esteemed manager Hülya Nar sap for all your courses, your vision, your mission to our Kadÿköy public education center, which has great contributions and works in adult education under our general directorate of lifelong learning, Yours sincerely, Fulya Soyata, (Orally answered) 50. • Thank you to Mr. Kadir for the reply. I believe we should discuss this before we talk about curriculum reduction. Also thanks for this forum., Anonymous User, 51. • Thank you for the forum, greetings from Azerbaijan, in fact, all the memories we had, the problems, the successes are the same, I think, distance education gave new skills and made us miss some old days, Aynur Axundova, 52. • My teacher ÿeyma, thank you for providing information about the trainings you gave in the kindergarten in the village, Hande Tombak, • I would like to thank all 53. my colleagues who contributed., Abdullah Damar, (Orally answered), 185 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY 54. • I would like to thank all my colleagues who are speakers and true educators., Serdar Harman, (Orally replied), • “I would like to thank all my teachers who 55. contributed, good health. It was really a nice conversation with different voices in the name of education", Hilal Dinçkal, (Orally answered), • "It was a very valuable meeting for me, I would 56. like to thank all my teachers who are more valuable than the other. I watched a panorama of Turkey. Many thanks to everyone who contributed to this process.", Candan Çapman, 57. • It was an effective forum. Endless thanks to our teachers who contributed..., Mahmut Karaefe, 58. • "Thank you very much, good evening...", Esmanur Tögel Çil Yunusemre-Manisa, • Good evening... 59. • "With the same good wishes, thank you to all our teachers, good evening...", Ayÿegül Derman, 60. 186 •Thanks to all friends for this nice forum..., Kamil Kasacÿ Machine Translated by Google Chapter 4 ATTACHMENTS Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY K-12 EDUCATIONAL FORUM-1 SPEAKERS 188 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 K-12 EDUCATIONAL FORUM-2 SPEAKERS 189 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY K-12 EDUCATION FORUM 1-2 VIDEO RECORDINGS K-12 EDUCATION FORUM-1 To watch Youtube video: https://youtu.be/vfANXqoYU90 K-12 EDUCATION FORUM-2 To watch Youtube video: https://youtu.be/kf7hzGAVg_U 190 Machine Translated by Google K-12 EDUCATION REPORT DURING COVID-19 IMAGES FROM K-12 EDUCATION FORUM-1 191 Machine Translated by Google ISTANBUL AYDIN UNIVERSITY STEM CENTER & EDUCATION FACULTY IMAGES FROM K-12 EDUCATION FORUM-2 192 Machine Translated by Google With the Opinions of Academicians, School Administrators, Teachers and Experts In the Covid-19 Process K-12 Education Report