Digital Transformation in School Management and Culture

Quality becomes milestone for enhancing learning and teaching practices through contemporary standards. In this respect, considering the outcomes of transformation is essential. School management is an umbrella of facilitating learning and teaching. Therefore, role of digital transformation in school management is an intensified need to be underlined. In establishing school culture, school management plays an essential role that digital transformation effects the school management and culture for the quality in education. The nature of this research is qualitative. Reflective reports of headmasters are gathered as data to understand the readability and awareness of school management to the digital transformation in the case of North Cyprus. In addition, content analysis is done to realize the upcoming issues in school management and digital transformation. As this focus is demanding for developing countries especially North Cyprus, this research revealed that headmasters have awareness on the use of digital and technological facilities. They are aware on digital transformation although budget and application restrictions are revealed to apply this transformation

The Role of E-Transformational Leadership in Intergenerational Cooperation for School Culture

In transforming society and the new education system, there is significant need to know more about new generation expectations and the characteristics in order to form future actions. This study aims to reveal the role of e-transformational leadership in intergenerational cooperation for the better school practice and culture. The literature pays attention on transformation in education however literature needs to put forward to expanding practical knowledge on entrepreneurship, cooperation and transformational leadership by concentrating on intergenerational learning and exchange of knowledge in school culture. The study has qualitative nature that self-reports of headmaster and teachers in school context provided qualitative data in order to discover emic perspective on e-transformational leadership and intergenerational cooperation. Thematic analysis was employed to reveal the perceptions and experiences of headmasters and teachers in respect to research focus. The findings showed that the situation of transformational leadership of headmasters, intergenerational cooperation on school culture and efficient use of information technology are key terms to be considered for the development of school culture

EXAMINANDO OS OBJETIVOS DE DESENVOLVIMENTO SUSTENTÁVEL PARA A SITUAÇÃO ATUAL DAS POLÍTICAS E PRÁTICAS DE EDUCAÇÃO INCLUSIVA NAS UNIVERSIDADES DO CAZAQUISTÃO

Sustainable Development Goals become guide for future of education. For the quality of education, countries try to reshape educational policies and strategies. Especially inclusiveness plays a great role to achieve quality of education for the future of education. This research aims to evaluate current situation of inclusive education in Kazakhstan Universities in order to foster existing practices and policies. In this respect, survey and semi structured interview were conducted to determine current situations to 200 participants. It is revealed that  definition of inclusive education can be categorized as giving equal education rights, reintegrating students with disabilities into society, inclusion of people with disabilities in the social process, diversity and tolerance, right of access to education. The majority of the research participants expressed a positive opinion towards inclusion. Challenges in inclusive education are infrastructure issues, lack of awareness, teacher lack of knowledge, insufficient training programs and lack of community awareness.Os Objetivos de Desenvolvimento Sustentável tornam-se um guia para o futuro da educação. Para a qualidade da educação, os países tentam reformular as políticas e estratégias educativas. Especialmente a inclusão desempenha um grande papel para alcançar a qualidade da educação para o futuro da educação. Esta pesquisa visa avaliar a situação atual da educação inclusiva nas universidades do Cazaquistão, a fim de promover as práticas e políticas existentes. A este respeito, foram realizados inquéritos e entrevistas semiestruturadas para determinar a situação actual a 200 participantes. Revela-se que a definição de educação inclusiva pode ser categorizada como a concessão de direitos iguais à educação, a reintegração dos alunos com deficiência na sociedade, a inclusão das pessoas com deficiência no processo social, a diversidade e a tolerância, o direito de acesso à educação. A maioria dos participantes da pesquisa expressou uma opinião positiva em relação à inclusão. Os desafios da educação inclusiva são questões de infra-estruturas, falta de sensibilização, falta de conhecimentos dos professores, programas de formação insuficientes e falta de sensibilização da comunidade

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Educación a distancia para estudiantes con necesidades especiales en escuelas primarias en el período de epidemia CoVid-19

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado

Quality Improvement in Secondary Schools: Developing a School Self-evaluation Scale

The objective of this study is to develop a "School Self-evaluation Scale", which can be used to determine the needs andperceptions of all education stakeholders. The school self-evaluation scale was administered to 600 students studying in grades 9, 10, 11 and 12. The results of the exploratory factor analysis and confirmatory factor analysis indicate that School Self-evaluation Scale is valid and reliable (KMO = 0.94, Bartlett's test, Chisquare = 16.918, %(2)/df = 3.08, RMSEA = 0.06, GFI = 0.94, CFI = 0.93, NFI = 0.96, split half test reliability calculated with Spearman Brown formula = 0.85 and calculated with Guttman split half technique = 0.94, Cronbach alpha coefficient for overall scale = 0.95 and reliability coefficient of sub items was between 0.75 and 0.92). The school self-evaluation scale consists of 38 items and 7 dimensions including teaching staff, school activities, testing and evaluation, school achievement, school administration, school physical environment and school guidance and counseling

Quality Improvement in Secondary Schools: Developing a School Self-evaluation Scale

The objective of this study is to develop a "School Self-evaluation Scale", which can be used to determine the needs andperceptions of all education stakeholders. The school self-evaluation scale was administered to 600 students studying in grades 9, 10, 11 and 12. The results of the exploratory factor analysis and confirmatory factor analysis indicate that School Self-evaluation Scale is valid and reliable (KMO = 0.94, Bartlett's test, Chisquare = 16.918, %(2)/df = 3.08, RMSEA = 0.06, GFI = 0.94, CFI = 0.93, NFI = 0.96, split half test reliability calculated with Spearman Brown formula = 0.85 and calculated with Guttman split half technique = 0.94, Cronbach alpha coefficient for overall scale = 0.95 and reliability coefficient of sub items was between 0.75 and 0.92). The school self-evaluation scale consists of 38 items and 7 dimensions including teaching staff, school activities, testing and evaluation, school achievement, school administration, school physical environment and school guidance and counseling

The Role of Edmodo Model for Professional Development: The Uses of Blockchain in School Management

Schools are social agents to diffuse merits of technology. The uses of technology foster professional development. Schools have started to make tendencies towards digitalization. Especially learning and teaching contexts become technology supported. In this respect, school infrastructure and learning resources have changed. Teachers play a great role to adopt new changes in learning teaching process to the new generation. This makes innovation in schools to use new technologies and applications for better education practices. This research study aims to create awareness on Edmodo model to teachers and develop their skills on new learning contents for establishing more digitalized school at the secondary education level and analyze the uses of blockchain in school management. The research study was conducted with 21 volunteer teachers working at the secondary level that they get training on the use of Edmodo Content Management System. Case study through action research was done in this research study that self-report was used to gain experiences of teachers. By this way, educational online environment was created for teachers for the uses of learning-teaching process. Research results revealed that teachers enhance their skills and knowledge about the use of the Edmodo content management system increased compared to the pre-seminar. In addition, they gained online collaboration and research skills. This practice created the culture of technology based innovation for their schools

Curriculum change to increasing student motivation in distance education and evaluation of teaching methods

The aim of this research is to evaluate the motivation of secondary school students in distance education as a result of the change of course curricula and the change of teaching methods. Qualitative research methods were used in this study. The study group of the research was formed with a total of 80 participants, including secondary education teachers in Northern Cyprus. While forming the study group, snowball sampling method was chosen from purposive sampling methods. As a data collection tool in the study, semi-structured interview form and semi-structured interview questions were prepared and research questions were asked. The first dimension of the research was created within the scope of revealing the views on the state of perceptions and thoughts about the effect of the change of course curricula in distance education on student motivation. The second dimension of the study was created within the scope of revealing the opinions of teachers about the state of perceptions and thoughts about the methods of creating student motivation in distance education. Within the scope of these findings, it was concluded that according to the opinions of the teachers, any change in the curriculum subjects was not at the desired level, and although the teaching time of 40 minutes in classical education was reduced to 30 minutes in distance education, there was no problem in educating the curriculum. In addition to these, it is seen that teachers engage students in distance education, and in the methods they apply to increase their motivation, teachers chat with students at the beginning of the lesson, give morale speech, use visual materials and talk about everyday issues

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Children are a country’s most valuable asset. Educating them and bringing them into society is one of the most fundamental tasks of a nation. The disadvantageous position that individuals with a disability are exposed to shows the importance of the need for inclusive education for the quality of life. It is important to use the merits of digital transformation to provide services and education for all to support sustainability. This research aims to shine a light on the problems related to inclusive education faced in the special education schools and rehabilitation centers and put forward suggestions for digital transformation. As inclusive means inclusion, social interaction, access, and equality for education, the role of digital transformation is examined for the quality of inclusive education. Self-reflection is a qualitative form which was employed in the research involving school managers and teachers who were selected randomly from the Special Education Schools and Rehabilitation Centers that participated in the research. It is revealed that most of the studies focus on inclusive education, the digital divide, social inclusion, online learning, and the implication of inclusive education in digital transformation. Although studies expose inclusive education in digital transformation, most of these have 0.20 quality criteria, showing an intensified need to extend the existing body of knowledge. It is shown that the vast majority of inclusive education aligns with the institution’s inclusive education vision and purpose. Concerning financing, it is difficult to find sponsors among non-governmental organizations to support the institution’s inclusive education-related material, equipment, and security needs, and Ministry of National Education funding is essential. There is a need to improve the inclusive education competencies of administrators and teachers, and in-service training should be provided. Self-improvement opportunities of administrators and teachers of the institution are significantly inadequate and should be improved