Stakeholders’ views about the FATIH Project: Smart EFL Classrooms

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Stakeholders’ views about the FATIH Project: Smart EFL Classrooms

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Adigüzel, T., Gürbulak, N., & Sariçayir, H. (2011). Akıllı Tahtalar Ve Öğretim Uygulamaları/Smart Boards And Their Instructional Uses. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15).

Akarsu, O., & Darıyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Linguistic Studies, 10(2), 85-99.

Akıncı, A., Kurtoğlu, M., & Seferoğlu, S. S. (2012). Bir teknoloji politikası olarak Fatih Projesinin başarılı olması için yapılması gerekenler: Bir durum analizi çalışması. Akademik Bilişim Konferansı, 1-3.

Ateş, M. (2010). Ortaöğretim coğrafya derslerinde akilli tahta kullanimi. Marmara coğrafya dergisi, (22).

Bax, S. (2000). Putting technology in its place: ICT in modern foreign language teaching. In K. Field (Ed.), Issues in modern foreign language teaching (pp. 199-210). London, England: Routledge Falmer.

Beeland, W. D. (2002). Student engagement, visual learning and technology: Can interactive whiteboards help?. Retrieved from http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/beeland_am.pdf..

Betcher, C., & Lee, M. (2009). The interactive whiteboard revolution: Teaching with IWBs. Victoria: ACER Press. Retrieved from http://schoolnet.org.za/CoL/ACE/course/classroom/documents/iwb_revolution.pdf

Bilgen, A. (2012). Chalk vs. tablet: Can FATIH Project revolutionize the Turkish education system. The European Strategists.

Bonifaz, A., & Zucker, A. (2004). Lessons learned about providing laptops for all students. Boston, MA: Development Center, Inc. & Northeast and the Islands Regional Technology in Education Consortium.

Coyle, Y., Yañez, L., & Verdú, M. (2010). The impact of the interactive whiteboard on the teacher and children’s language use in an ESL immersion classroom. System, 38(4), 614-625. http://doi.org/10.1016/j.system.2010.10.002

Çelik, S., Arkın, E., & Sabriler, D. (2012). EFL learners' use of ICT for self-regulated learning. Journal of Language and Linguistic Studies, 8(2), pp-98.

Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). Sınıf öğretmenlerinin FATİH Projesine ilişkin görüşleri The opinions of classroom teachers about Fatih Project. İlköğretim Online, 12(1).

Daşdemir, İ., Cengiz, E., Uzoğlu, M., & Bozdoğan, A. E. (2012). Tablet Bilgisayarların Fen Ve Teknoloji Derslerinde Kullanılmasıyla İlgili Fen Ve Teknoloji Öğretmenlerinin Görüşlerinin İncelenmesi/Examınatıon Of Scıence Teachers' Opınıons Related To Tablet Pcs Usıng In Scıence And Technology Courses. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(20).

Demir, S. B., & Yorulmaz, E. (2014). Tarih derslerinde akıllı tahta kullanım durumunun incelenmesi (Bir durum çalışması). Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (28), 15-38.

Ekici, S., & Yılmaz, B. (2013). FATİH Projesi üzerine bir değerlendirme. Türk Kütüphaneciliği, 27(2), 317-339.

Ekşi, G., & Yakışık, B. Y. (2015). An Investigation of Prospective English Language Teachers’ Multimodal Literacy. Procedia-Social and Behavioral Sciences, 199, 464-471.

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.

Fri-tic. (2012). Projet One to One iPad: Visite de l’Institut international de Lancy. Retrieved July 11, 2012 from http:// www.fri-tic.ch/dyn/bin/45214-46185-1-fritic_visite_ onetoone_lancy_v2.pdf.

Gateway. (2004). One-to-One laptop initiatives: Providing tools for 21stcentury learners. Folsom, CA: Center for Digital Education

Gerard, F., Greene, M., & Widener, J. (1999). Using SMART Board in Foreign Language Classes.

Gérard, F., & Widener, J. (1999). A SMARTer way to teach foreign language: The SMART board interactive whiteboard as a language learning tool. Retrieved August, 23, 2010.

Hsieh, H. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15 (9), 1277-1288. DOI: https://doi.org/10.1177/1049732305276687

Ingram, D., Willcutt, J., & Jordan, K. (2008). Laptop initiative evaluation report. University of Minnesota: Center for Applied Research and Educational Improvement.

Isci, T. G., & Demir, S. B. (2015). The Use of Tablets Distributed within the Scope of FATIH Project for Education in Turkey (Is FATIH Project a Fiasco or a Technological Revolution?). Universal Journal of Educational Research, 3(7), 442-450.

Johnson, E. M., Ramanair, J., & Brine, J. (2010). ‘It’s not necessary to have this board to learn English, but it’s helpful’: Student and teacher perceptions of interactive whiteboard use. Innovation in Language Learning and Teaching, 4(3), 199-212. http://doi.org/10.1080/17501229.2010.513444

Jung Won Hur & Suhyun Suh (2012) Making Learning Active with Interactive Whiteboards, Podcasts, and Digital Storytelling in ELL Classrooms, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 29:4, 320-338, DOI: 10.1080/07380569.2012.734275

Kim, J. H-Y., & Jung, H-Y. (2010). South Korean digital textbook project. Computers in the Schools, 27(3-4), 247-265.

Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, Vol 11(3), 130-151.

Lesardoises. (2012). Les tablettes dans l’éducation la Thaïlande. Retrieved July 12, 2012 from http://lesardoises. com/11123/les-tablettes-dans-leducation-la-thailande-franchit-le-pas-pour-328-millions-de-dollars.html.

Lewin, C., & Luckin, R. (2010). Technology to support parental engagement in elementary education: Lessons learned from the UK. Computers & Education, 54(3), 749-758.

Liu, T.-Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25, 515–527.

Massé, O. (2012) Rapport au sujet de l’expérimentation de l’académie de Bordeaux sur l’usage des tablettes tactiles en français. Bordeaux: IA IPR.

Millum, T., & Warren, C. (2014). Sharing not staring: 21 interactive whiteboard lessons for the English classroom (2nd ed.). New York, NY: Routledge.

MoNE (2012a) Milli Eğitim Bakanlığı FATİH Projesi. Retrieved from: http://fatihprojesi.meb.gov.tr

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MoNE (2010). Milli Eğitim Bakanlığı, FATİH Projesi: Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi. Retrieved from: http://fatihprojesi.meb.gov.tr

Moss, G., Jewitt, Carrey, L, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards pedagogy and pupil performance evaluation: An evaluation of the schools whiteboard expansion (SWE) project: London Challenge. Institute of Education, University of London. Research report no: 816.

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Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H.B., Ayas, C. (2013). "The use of tablet PC and interactive board from the perspectives of teachers and students: evaluation of the FATİH project" Educational Sciences: Theory & Practice, 13(3), 1815-1822. 2013 - See more at: http://acikerisim.sinop.edu.tr:8080/xmlui/handle/11486/758?show=full#sthash.pJMgY2OT.dpuf

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Pouezevara, S., Dinçer, A., Kipp, S., & Sarışık, Y. (2013). Turkey's FATIH project: A plan to conquer the digital divide or a technological leap of faith. Turkey: RTI International & Education Reform Initiative (ERI).

Sakız, G., Özden, B., Aksu, D., & Şimşek, Ö. (2014). Fen ve Teknoloji dersinde akıllı tahta kullanımının öğrenci başarısına ve dersin işlenişine yönelik tutuma etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(3), 257-274.

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Shenton, A., & Pagett, L. (2008). From ‘bored’ to screen: the use of the interactive whiteboard for literacy in six primary classrooms in England. Literacy, 41(3), 129–136.

Tamim, R. M., Borokhovski, E., Pickup, D., & Bernard, R. M. (2015). Large-scale, government-supported educational tablet initiatives.

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