ASCOT Library Zabali Campus

Contents:

Part 1. Scientific-Technological Developments and Educational Paradigms
Chapter 1. Challenges Facing the Philosophy of Education in the 21st Century (Khosrow Bagheri Noaparast)
Chapter 2. Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore (Mehmet Ulukütük)
Chapter 3. The Impacts of Online Education on Ecology of Learning and Social Learning Processes (Cahit Bagæc¸)
Chapter 4. The Concept of Change and the Teachers' Role on the Implementing Technological Transformation at School (María-Elena Gómez-Parra & Bashar Daiss)

Part 2. Education in The Context of New Culture and Society Conceptions
Chapter 5. Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge (Aorun Rasiah)
Chapter 6. Does Religious Education Have a Future in 21st Century? Anthropological Analysis of The Tradition of Islamic Education in Contemporary Times (Mohammad Talib)
Chapter 7. Conceptions of Society and Education Paradigm in the 21st Century (Aynur Erdogæan Coşkun)Part 3. New Learning, School and Teacher Considerations
Revisiting Effective Instructional Strategies for 21st Century Learners (Asil Özüdogæru)
Chapter 9. Current Trends in School Management: School Leadership in Education 4.0 (Münevver Çetin & çIsmail Karsant¸k)
Chapter 10. New School Designs and Sustainable Development (Beatriz Amann)
Chapter 11. 21st Century Teacher Competencies and Trends in Teacher Training Arife Gümüş

Summary:
"This open access book reviews the effects of the twenty-first century scientific-technological and social developments on the educational theory. The first part handles the subject, focusing on technology and educational philosophy. In the second part, the implications of new human and social conceptions towards the education paradigms are examined. In the chapters of the last part of the book, more practical dimensions of education are discussed. Transforming school designs, school management, learning-teaching approaches and teacher competencies are discussed in the context of broader social, cultural and technological changes. Yusuf Alpaydın is working as a faculty member at Department of Educational Sciences in Marmara University, Turkey. He also actively works with various NGOs operating in the field of education and science. He served as the president for a term in Scientific Studies Association and also in the Association of Non-Formal Education and Culture. His main research subjects are educational administration and higher education. Cihad Demirli is working as a faculty member at Department of Educational Sciences at Istanbul Commerce University. He resides in Turkish Maarif Foundation's Board of Trustees since 2016 and currently serves as chairman of Board of Education in Turkish National Ministry of Education. He contributes as editor in several refereed education journals. His main research interests are education programs, educational technologies and distance education"