Serpil Tuti SARI
Instructional Technology Professional & EdTech Consultant
Serpil Tuti-Sari, a native of Turkey, lives in Providence, Rhode Island, USA. She is currently working at Providence College, Instructional Technology Development Program as an instructional technologist. Serpil received her bachelor of science in Computer Education and Instructional Technology Teaching at Hacettepe University, Ankara, Turkey, in 2002. She received her master of science in Computer Education and Instructional Technology at the same university in 2005.
While she was a senior undergraduate student, she started to work as a part-time ICT teacher at Ihsan Dogramaci Foundation Bilkent Schools (K-8) and continued as full-time upon graduation. Also worked with teachers on integrating technology into education until 2011. Her leadership at Bilkent Schools resulted in three computer laboratories. Two of them were for teaching with interactive white boards, printer and including 25 computers. The other laboratory was for the library. It was designed for students’ research projects. After conducting the fully-equipped computer laboratories, she offered computer classes to teachers for their integration of ICT into their lessons in three different levels. After two years’ time all the teachers have had good ICT literacy and were able to create web pages for their courses.
By the year 2007, there was no clear ICT curriculum in the school, seeing this, she published 11 books by considering ICT skills in the world and student levels in Turkey. Three of them are for ICT teachers as guide books, on how to teach and how to use student book, including all lesson plans and activities. The other eight books are for 1-8 grades students including one-to-one computer activities. Her books are still in use in many schools in Turkey.
By the year 2008, she started to work as an instructor at Bilkent University Graduate School of Education while she was still teaching Bilkent Schools. She offered many courses, some of which were computer teaching methods for computer teacher candidates, and educational technology and material development for English teacher candidates. She also supervised the teacher candidates in her classroom. Her positions at Graduate School of Education at Bilkent University and Bilkent Schools provided a strong feedback loop and connect theory and practice for teacher candidates and students.
By the year 2011 February, she went to Singapore for her husband’s research for five months. She took this time examining the education system of Singapore and she made some school visits to see different examples, and to see how to diversity work in the school. The feedbacks were also very useful for her.
After turn back to Turkey, she wanted to see business side of educational technology, and she worked as an instructional designer and then as a project manager at an e-learning firm, Enocta, in Ankara. She had a chance to work with several companies in their e-learning projects. Also for a short term, she worked and played a key role at Intel Turkey office as a pedagogical project managerfor a nation-wide 1-to-1 tablet project. She visited pilot schools and had interviewed principals, teachers, students.
While she was a senior undergraduate student, she started to work as a part-time ICT teacher at Ihsan Dogramaci Foundation Bilkent Schools (K-8) and continued as full-time upon graduation. Also worked with teachers on integrating technology into education until 2011. Her leadership at Bilkent Schools resulted in three computer laboratories. Two of them were for teaching with interactive white boards, printer and including 25 computers. The other laboratory was for the library. It was designed for students’ research projects. After conducting the fully-equipped computer laboratories, she offered computer classes to teachers for their integration of ICT into their lessons in three different levels. After two years’ time all the teachers have had good ICT literacy and were able to create web pages for their courses.
By the year 2007, there was no clear ICT curriculum in the school, seeing this, she published 11 books by considering ICT skills in the world and student levels in Turkey. Three of them are for ICT teachers as guide books, on how to teach and how to use student book, including all lesson plans and activities. The other eight books are for 1-8 grades students including one-to-one computer activities. Her books are still in use in many schools in Turkey.
By the year 2008, she started to work as an instructor at Bilkent University Graduate School of Education while she was still teaching Bilkent Schools. She offered many courses, some of which were computer teaching methods for computer teacher candidates, and educational technology and material development for English teacher candidates. She also supervised the teacher candidates in her classroom. Her positions at Graduate School of Education at Bilkent University and Bilkent Schools provided a strong feedback loop and connect theory and practice for teacher candidates and students.
By the year 2011 February, she went to Singapore for her husband’s research for five months. She took this time examining the education system of Singapore and she made some school visits to see different examples, and to see how to diversity work in the school. The feedbacks were also very useful for her.
After turn back to Turkey, she wanted to see business side of educational technology, and she worked as an instructional designer and then as a project manager at an e-learning firm, Enocta, in Ankara. She had a chance to work with several companies in their e-learning projects. Also for a short term, she worked and played a key role at Intel Turkey office as a pedagogical project managerfor a nation-wide 1-to-1 tablet project. She visited pilot schools and had interviewed principals, teachers, students.
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