Author(s): Ä°lyas YAZAR

Nowadays, learning and teaching processes quickly witness change and transformation. Many advanced educational tools from yesterday have lost their importance in a short time which are rapidly moving away from being an active element of the teaching proces s. One of our most fundamental goals when considering the conditions of the present age, it should be an occasion where individuals of all ages, either directly or indirectly, leave themselves to the flow of the informatics era, and maximize the use of theoccasion and returns of this age in the structuring of the educational processes. To return our backs, to stay insensitive, to try to preserve our understanding within the cliché patterns of the past, as individuals or as representatives of different layers within social structures in the face of the growing widespread impact of informatics age in today's world, these consist of non-equivalent actions. The needs of individuals at all levels of education age are diversied by the perception management of their age, and are reshaped at any moment with the elements based on cognition. In this context, starting from the basic training for the development of the language skills of the individual in the training process, a number of traditional coercion and oppressive methods in the way to the higher education process, instead of in individuals in the information age ?n the development of these skills through the digital applications, alternative methods and tools can become the focus of attention. Learning management systems such as Angel, Blackboard, Desire2Learn, WEBCT, Moodle, and Sakai that the age we live in our study offers to educators; Social networks like Facebook, Twitter and Instagram; The diversity of instructional technology provided by a wide range of messaging systems, such as text messages, Skype, Hangouts, FaceTime, and the development of language skills for individuals at different learning level. will focus on the contributions.


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