Prof. Dr. Ferhan Odabaşı
Anadolu University, Turkey

Keynote title: “Children and Digital Lıfe: Academic Visionary”

Abstract: We may think of our children’s online, mobile, and technological activities as “digital life,” but to them, it’s just life. Nowadays it is almost impossible to talk about a life that is not digital for children. Media devices have converged and become extremely powerful and portable. Phones aren’t simply for phone calls but for listening to music, sending texts, filming videos, snapping and sharing photos, and accessing the Internet. Our kids use their computers, to do their homework, but they also use them to socialize, stream video, created movies and songs. However we have to be aware that children’s world is as much about creating media as it is about consuming it.

Many children and digital life actions believe that today’s kids need to learn to be smart and safe online to thrive in the modern world. Our goal is to provide all young people access to high quality digital learning and experiences that will help them create, communicate, and learn in new and effective ways while keeping their personal information safe.

This is particularly important in the school environment. Education technology, when used appropriately and coupled with a trained teacher corps, is essential to preparing our students for jobs and careers in the 21st century. This presentation will relieve the recent literature on how academicians in teacher education should carry the responsibilities in children’s digital life.

Bio: Prof. H. Ferhan Odabasi is a faculty member of Department of Computer Education and Instructional Technology. She has an MA in English language education and a Ph.D. in educational technology. She has offered several undergraduate and graduate courses on English language education and educational technology. She has supervised several PhD dissertations, published many articles in both national and international peer-reviewed periodicals, supervised and actively took part in national and international research projects, and prepared educational software. She developed “Hypervocab” with Steve Neufeld, and received the European Academic Software Award: Best Software in the Field of Language. She conducts research on safe, responsible and effective use of ICTs by children and families; parental awareness on Internet; professional development of teachers and higher education faculty; transformations stemming from the digital world; digital citizenship and ICT integration at K-12 and higher education institutions. She has been the primary national figure to resort to regarding safe, effective and ethical use of ICTs among children.


Prof. Dr. Jacobus Gideon Maree
Department of Educational Psychology
University of Pretoria
South Africa

Keynote Title: The psychology of adaptability, resilience, creativity and employability”

Bio: Prof Maree is a Professor in the Department of Educational Psychology at the University of Pretoria. His main research interests are career construction counselling for life designing, emotional intelligence and social responsibility, and learning facilitation in mathematics. He links research results to appropriate career choices and to life designing.

Past editor of the South African Journal of Psychology, managing editor of Gifted Education International, co-editor of the SA Journal of Science and Technology and a member of several national and international bodies, including the National Career Development Association (USA), the Society for Vocational Psychology (SVP) (USA), the International Association of Applied Psychology (IAAP) (USA), the Psychology Association of South Africa (SA), the South African Academy of Sience and Arts (SA Acad), and the Association of Science of South Africa (ASSAf). He has been the author of more than 120 peer reviewed articles and 60 books or chapters in books since the beginning of 2002. In 2009, he was awarded the Stals Prize of the South African Academy of Science and Arts for exceptional research and contributions to psychology. Prof Maree has supervised 43 doctoral theses and master’s dissertations since 2001.

He was awarded the Chancellor’s Medal for Teaching and Learning from the University of Pretoria in 2010 and has been nominated successfully as an Exceptional Academic Achiever on three consecutive occasions. He has a B rating from the NRF.

A regular keynote speaker, he was invited to be one of the State-of-the-Science speakers at the International Congress of Applied Psychology, the flagship event on the international psychology calendar, which will be held in Paris, 8-13 July 2014. Topic: Connecting life-themes to construct self-portraits.


Prof.Dr. Uğurcan Akyüz
Faculty of Fine Arts and Design
Near East University, TRNC

Keynote Title:  “An approach to art, science and education”

Abstract: Everything that appears in nature is the result of reality. It is only through experimentation; that it is possible to prove how this result was born, how it came from the beginning. To accept the fact that the objective phenomena will be reached by experimental method means accepting that knowledge has given power to people.

The work of a person, artist or scientist who wants to recreate him as an informational being is to understand the meaning and order of human life. Then the knowledge turns into a power in his brain; Art is also the means by which to make him human, to create himself by his own creation. Science and art are the source of human existence that constantly improves what he creates with his own capabilities. This source is like large rivers, but small rivers also feed continuously and regularly large rivers. Art and science are individual genius products. However, if individual figures stand out, art and science should be regarded not as individual efforts as the Renaissance but as a product of socially engaged common labour. The laws of nature do not change: If it is known to be processed through education, good crops grow in good soil.

Education is the provision of specific improvements and improvements in people’s attitudes and behaviours in line with the stated objectives. Education is the tool of educating society and reaching a good standard of living. Like education, diverting knowledge from purpose; as well as social consciousness and awareness, they do not think well and also perceive their power need to perceive.

It should be thought in this context that directing information and creating an ‘information society’ requires social effort. The fact that mankind dominates the means of disseminating, information depends on the acquisition of this social consciousness. However, information may turn into an illness that is poisoned by the side effects in the hands of the ignorant, that it would be tolerated by the illness.

Because of the technical means of control of human from every direction and the superiority of his individual and social liberty, to direct the information, to try to educate the people in the direction of this guided information, is emerging as one of the important problems of our time. Undoubtedly, superior technology is the greatest asset that the previous century has left us.

Knowledge fields and art directly affect the human being. Human beings establish these things as being human beings. Knowledge and art, as individuals, are the good forces in man, a dangerous tool in the hands of those who misuse them. From the internet, the latest tool of information transfer, to the media where artistic activities are reflected, people have to demonstrate this power of protection by equipping themselves with information. There is no other choice. Otherwise, what is being conveyed to himself, he will have to be content with what is offered to him.

Today, neither the scientist nor the artist dominates what he creates. The arts and sciences have also become acquaintances. Artists and scientists have to save their creation from the lenders. The human being cannot make out of himself anything except beauty and truth. The role of education in learning human truth and beauty is unquestionable. However, as the educated person, it is the artist who will transmit beauty, and the scientist who will transmit truth.

Everything that appears in nature is the result of reality. It is only through experimentation; that it is possible to prove how this result was born, how it came from the beginning. To accept the fact that the objective phenomena will be reached by experimental method means accepting that knowledge has given power to people.

The work of a person, artist or scientist who wants to recreate him as an informational being is to understand the meaning and order of human life. Then the knowledge turns into a power in his brain; Art is also the means by which to make him human, to create himself by his own creation. Science and art are the source of human existence that constantly improves what he creates with his own capabilities. This source is like large rivers, but small rivers also feed continuously and regularly large rivers. Art and science are individual genius products. However, if individual figures stand out, art and science should be regarded not as individual efforts as the Renaissance but as a product of socially engaged common labour. The laws of nature do not change: If it is known to be processed through education, good crops grow in good soil.

Education is the provision of specific improvements and improvements in people’s attitudes and behaviours in line with the stated objectives. Education is the tool of educating society and reaching a good standard of living. Like education, diverting knowledge from purpose; as well as social consciousness and awareness, they do not think well and also perceive their power need to perceive.

It should be thought in this context that directing information and creating an ‘information society’ requires social effort. The fact that mankind dominates the means of disseminating, information depends on the acquisition of this social consciousness. However, information may turn into an illness that is poisoned by the side effects in the hands of the ignorant, that it would be tolerated by the illness.

Because of the technical means of control of human from every direction and the superiority of his individual and social liberty, to direct the information, to try to educate the people in the direction of this guided information, is emerging as one of the important problems of our time. Undoubtedly, superior technology is the greatest asset that the previous century has left us.

Knowledge fields and art directly affect the human being. Human beings establish these things as being human beings. Knowledge and art, as individuals, are the good forces in man, a dangerous tool in the hands of those who misuse them. From the internet, the latest tool of information transfer, to the media where artistic activities are reflected, people have to demonstrate this power of protection by equipping themselves with information. There is no other choice. Otherwise, what is being conveyed to himself, he will have to be content with what is offered to him.

Today, neither the scientist nor the artist dominates what he creates. The arts and sciences have also become acquaintances. Artists and scientists have to save their creation from the lenders. The human being cannot make out of himself anything except beauty and truth. The role of education in learning human truth and beauty is unquestionable. However, as the educated person, it is the artist who will transmit beauty, and the scientist who will transmit truth.

Bio: Prof Akyüz is a faculty member of Fine Arts and Design, at the Near East University. He graduated from Gazi University, Faculty of Education.

He has an MA on image analysis on portrait photography, and a PhD in Graphic Design. He has supervised several MA and PhD dissertations. Published a book, six peer-reviewed journals, four symposium proceedings books, three artist’ retrospective book, eight graduation exhibition catalogues, twentyseven various exhibition brochures; over 150 articles for newspapers, and prepared and presented 85 TV programmes in art, education and design fields. He also organized several exhibitions and took part in workshops, national and international level.

He worked as a founder dean for Near East University Faculty of Fine Arts and Design; as dean at Hacettepe University Faculty of Fine Arts; and Near East University Faculty of Architecture.

Ugurcan Akyüz, one of the pioneer practitioners of digital art in Turkey and TRNC, has developed a new presentation language for reality by combining the fancies of the instant frames of everyday life into layers of different times with cultural imagery. His language; consists of surreal forms that emerge when controlling technical possibilities at the pixel level in the digital medium. Akyüz has created numerous art works, that have re-poeticized these manipulated forms with using traditional methods.

He opened a total of nineteen solo exhibitions, nine of them were abroad. Akyüz also received many awards including the “award of success” given for a digital print work for the first time in the history of Turkish art. He has a lot of works on the domestic and abroad museums, in the private and public collections. He was a member of 16. Asian Art Biennale, Bangladesh.

He was invited and spoke as a keynote speaker on art, design, academy and education at five important congresses.


Jan Germen Janmaat,
UCL Institute of Education, London, UK
Editor of Compare: A Journal of Comparative and International Education

Keynote Title: Can Education Promote Tolerance?

Abstract: In this presentation I examine whether education, in one way or another, has the capacity to make young people more accepting of cultural difference. In view of the growing support for populist Islamophobic parties and the spate of recent attacks of radicalised Muslim youth in many western countries, the relevance of the virtue of tolerance for democracy and social cohesion can hardly be overstated. I will first discuss the nature of tolerance: how has this concept been understood? Can different levels of tolerance be distinguished? At which stage in people’s lives is the virtue of tolerance taking shape? Which groups are usually the objects of tolerance? I then examine the empirical evidence on tolerance: have western societies become ever more accepting of a variety of minority groups as is sometimes claimed or can clear trends not be identified and do we see pronounced differences between societies in levels of tolerance? I will then review the various ways in which education can foster tolerance, according to the academic literature on the topic. This review will include looking at the role of educational attainment, distinct programmes and pedagogies, and school social and ethnic composition. I will examine the evidence for each of these ways, and will assess their impact in comparison to other influences on tolerance. I will conclude on the disconcerting note that the dramatic educational expansion that many societies have experienced in the last five decades has not resulted in these societies becoming ever more tolerant.

Bio: Jan Germen Janmaat is a Reader in Comparative Social Science at the Department of Education, Practice and Society of UCL Institute of Education. He is also a founding member of the Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). His research interests are wide ranging, including themes, such as inequality, social cohesion, civic culture and the integration of migrant communities, which typically cross disciplinary boundaries. He is the author of Regimes of Social Cohesion (Palgrave; co-authored with Andy Green) and published a prominent article on this topic in Social Indicators Research, establishing him as a leading scholar in this field. Since becoming Reader his research focuses more narrowly on the role of education in promoting civic values, a catch-all term that includes outcomes such as tolerance, trust and political engagement. These values are considered to be the cultural prerequisites of democracy by many scholars. Educational characteristics that have his particular attention in terms of how they influence civic outcomes include the social and ethnic composition of schools, educational tracking, the curriculum, distinct pedagogies and democratic practices in schools. His research on the effect of the ethnic composition of classrooms on attitudes towards immigrants has been widely published in esteemed journals, such as European Sociological Review, Social Science Research and Journal of Ethnic and Migration Studies and received a lot of media


Prof. Dr. Ümit Girgin

Keynote Title: Developing strategies for pre-school reading/writing: Shared reading activity

Abstract: Story telling and reading is an important language skill, it is important for reading, comprehension and academic success. Starting from the pre-school period, children are expected to share, with fellow children and teachers. It has been stressed that sharing helps developed listening, letter-sound interactivity, vocabulary, syntax and writing strategies. Reading a story aloud in a classroom, or in other words shared reading helps to improve children’s reading development. Starting from the early years of children shared reading is a reading activity it that helps pre-school, first, second and third year primary school children who are beginning to learn to read and write to recognize words and to focus on understanding. It has been reported in research that this activity helps children’s vocabulary and their knowledge of life and by improving their listening and comprehension skills it helps to alter children’s attitude towards books and reading. The aim of this presentation is to share the process of preparation and application of shared reading applied to pre-school children.

Bio: Professor Girgin was born in Trabzon in 1954. After graduating from primary and secondary schools in Ankara, she had studied in Hacettepe University English Language Teaching Department. In 1979, after the university graduation, she started to work for Anadolu University Research and Education Center for Children with Hearing Impairment (İÇEM). Professor Girgin, has master and doctorate degree on Education of the Hearing Impaired from Anadolu University. She is currently a lecturer at Anadolu University, Faculty of Education, Department of Special Education, and HearingImpaired Teacher Training Program. Furthermore, Professor Girgin is the head of Anadolu University Research and Education Center for Children with Hearing Impairment (İÇEM). She has published books, book chapters, conference proceedings and many articles in both national and international peer-reviewed journals. She also supervised and actively took part in national and international research projects. Her research interests are, education of hearing impaired, development of language skills, development and evaluation of literacy skills.

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