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Dr. Kulaksız, Taibe

PostDoc; Fak. 2 - Mediendidaktik
Icon fuer AdresseAnschrift:
Im Neuenheimer Feld 561 69120 Heidelberg

Icon Mail kulaksaz[at]ph-heidelberg.de
OrcID: 0000-0002-7960-7440

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Projekte

Fak. 2 • Mediendidaktik
Projekt-ID:1008
Forschungsprojekt
akt. laufend

INTERACT-EUROPE100
INTERACT-EUROPE100
Projekt aufrufen
Projekt-ID:1009
Forschungsprojekt
abgeschlossen

Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Projekt aufrufen

Publikationen

Alle20242023
VortragOpen AccessPeer ReviewEnglish

Okul öncesi eğitimi bağlamında kullanılan teknolojik pedagojik alan bilgisi ölçeklerinin incelenmesi [An examination of technological pedagogical content knowledge scales used in the context of preschool education]

Kulaksız, T. & Toran, M. (2023). Okul öncesi eğitimi bağlamında kullanılan teknolojik pedagojik alan bilgisi ölçeklerinin incelenmesi [An examination of technological pedagogical content knowledge scales used in the context of preschool education]. Ankara, Turkey.

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ArtikelOpen AccessPeer ReviewEnglish

An inter-specialty cancer training programme curriculum for Europe

Benstead, K., Brandl, A., Brouwers, T., Civera, J., Collen, S., Csaba, D. L., De Munter, J., Dewitte, M., Diez de los Rios, C., Dodlek, N., Eriksen, J. G., Forget, P., Gasparatto, C., Geissler, J., Hall, C., Juan, A., Kalz, M., Kelly, R., Klis, G., Kulaksız, T., Lecoq, C., Marangoni, F., McInally, W., Oliver, K., Popovics, M., Poulios, C., Price, R., Rollo, I., Romeo, S., Steinbacher, J., Sulosaari, V. & O´Higgins, N. (2023). An inter-specialty cancer training programme curriculum for Europe. European Journal of Surgical Oncology, 49(9), 1-6.

Abstract
Introduction
Multidisciplinary and multi-professional collaboration is vital in providing better outcomes for patients The aim of the INTERACT-EUROPE Project (Wide Ranging Cooperation and Cutting Edge Innovation As A Response To Cancer Training Needs) was to develop an inter-specialty curriculum. A pilot project will enable a pioneer cohort to acquire a sample of the competencies needed.
Methods
A scoping review, qualitative and quantitative surveys were undertaken. The quantitative survey results are reported here. Respondents, including members of education boards, curriculum committees, trainee committees of European specialist societies and the ECO Patient Advisory Committee, were asked to score 127 proposed competencies on a 7-point Likert scale as to their value in achieving the aims of the curriculum. Results were discussed and competencies developed at two stakeholder meetings. A consultative document, shared with stakeholders and available online, requested views regarding the other components of the curriculum.
Results
Eleven competencies were revised, three omitted and three added. The competencies were organised according to the CanMEDS framework with 13 Entrustable Professional Activities, 23 competencies and 127 enabling competencies covering all roles in the framework. Recommendations regarding the infrastructure, organisational aspects, eligibility of trainees and training centres, programme contents, assessment and evaluation were developed using the replies to the consultative document.
Conclusions
An Inter-specialty Cancer Training Programme Curriculum and a pilot programme with virtual and face-to-face components have been developed with the aim of improving the care of people affected by cancer.
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ArtikelOpen AccessPeer ReviewEnglish

Does individual innovativeness influence TPACK development?: The case of pre-service EFL teachers in Türkiye

Kulaksız, T. (2023). Does individual innovativeness influence TPACK development?: The case of pre-service EFL teachers in Türkiye. Australian Journal of Teacher Education, 48(3), 37-50.

Abstract
This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer significant in the end. Education for TPACK development is critical in bridging the initial knowledge gap arising from differing innovativeness levels.
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ArtikelOpen Access · CCPeer ReviewEnglish

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

Kulaksız, T. (2023). Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies. International Journal of Educational Technology in Higher Education, 20, 20.

  • Linkdoi.org/10.1186/...
  • DOI10.1186/s41239-023-00421-6
  • StichworteTechnological pedagogical content knowledge, Online information seeking strategies, Praxeological learning, Technology integration, Instructional technologies, Pre-service teachers
Abstract
This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.
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ArtikelOpen Access · CCPeer ReviewEnglish

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

Kulaksız, T., Steinbacher, J. & Kalz, M. (2023). Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review. Journal of Cancer Education, 38, 1743-1751.

Abstract
As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.
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ArtikelOpen Access · CCPeer ReviewEnglish

The examination of demographics influences the digital parenting awareness of parents with 3-6 years old children

Kulaksız, T. & Toran, M. (2023). The examination of demographics influences the digital parenting awareness of parents with 3-6 years old children. Van Yüzüncü Yıl University Journal of Education, 20(2), 550-570.

Abstract
This study aims to reveal the differences between digital parenting awareness by gender of the parent, age of the parent, perceived socioeconomic status of parent, daily internet usage duration of the parent, educational level of the parent, age of the child, number of children, and using a control app. Utilizing a cross-sectional survey method, the participants of the study consist of 308 parents with children ages 3 to 6. The Demographic Information Form and Digital Parenting Awareness Scale were administered and analyzed based on quantitative parametric analysis methods. Results showed that some demographics vary between mothers’ and fathers’ digital parenting awareness. Mothers show higher digital parenting awareness. Older parents are inclined to be digitally negligent of their children. Parents’ socioeconomic and educational levels almost do not influence digital parenting awareness. Parents do not act differently in digital environments regarding their pre-school age children. One-child families protect their kids from digital risks more than three-child families. It is important to emphasize that parents using the internet daily for more than four hours tend to have less awareness. Fathers/mothers using a parental control app have higher awareness to save and monitor their children online.
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