For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.

For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.

Öğrenme için Evrensel Tasarım İlkeleri (ETİ, en: UDL), yetenekleri veya engelleri ne olursa olsun öğrenmeyi tüm bireyler için erişilebilir kılmayı amaçlayan bir eğitim çerçevesidir. Bu çerçeve, eğitim materyalleri ve ortamlarının geniş bir öğrenci yelpazesi düşünülerek tasarlanarak daha kapsayıcı ve etkili öğrenme deneyimlerinin yaratılabileceği ilkesine dayanmaktadır. ETİ'nin önemli bir yönü, esnek ve uyarlanabilir öğrenme materyalleri ve ortamları yaratmak için teknolojinin, özellikle e-öğrenmenin kullanılmasıdır. E-öğrenme ile öğrenciler ders materyallerine erişebilir ve çevrimiçi etkinliklere ve tartışmalara kendi hızlarında ve kendileri için en uygun şekilde katılabilir. Bu, ders içeriğini engelli öğrenciler için daha erişilebilir hale getirmek için metin okuma araçlarının, video altyazılarının ve diğer yardımcı teknolojilerin kullanılmasını içerebilir. ETİ aynı zamanda öğrencilere farklı ortamlar (metin, resim, video ve ses gibi) ve birden çok ifade yöntemi (yazma, konuşma, çizim veya sunum) tasarlanmasında da rehberlik etmektedir. Bu, öğrencilerin kendileri için en uygun öğrenme yaklaşımlarını seçmelerine olanak tanır ve tüm öğrencilerin öğrenmek ve başarılı olmak için eşit fırsatlara sahip olmasını sağlamaya yardımcı olur. Bu makalede, ETİ ilkelerini ve e-öğrenme aracı uygulaması için IMS Küresel Standartlarını dikkate alarak Canvas öğrenme yönetim sisteminin bir değerlendirmesi sunulmaktadır.