Teknoloji Okuryazarlığı
Özet
Çağdaş eğitimde teknoloji okuryazarlığı, özellikle dil eğitimi alanında önemli bir rol oynamaktadır. Teknoloji okuryazarlığı, bireylerin teknolojiyi etkili kullanma ve değerlendirme becerilerini içerir, bu beceriler eğitim çıktılarının iyileştirilmesine katkı sağlar. Eğitim kurumları, teknolojiyi öğrenme süreçleri ile bütünleştirerek öğretmen ve öğrenciler arasında daha derin etkileşimler ve işbirlikçi öğrenme fırsatları yaratmaktadır. Bu durum, öğrencilerin özelleştirilmiş öğrenme deneyimlerine erişmesini ve öğretmenlerin derslerini daha etkileşimli hale getirmesini sağlar. Teknolojik araçlar, öğrencilere kişiselleştirilmiş öğrenme fırsatları sunarak dil öğrenme süreçlerini güçlendirir. Ancak, teknolojinin eğitim sistemleri ile bütünleştirilmesinde bazı zorluklarla karşılaşmaktadır; bunlar arasında öğretmenlerin yetersiz eğitimi, sınırlı kaynaklar ve teknolojiye karşı farklı bilinç seviyeleri yer almaktadır. Bu nedenle, öğretmenlerin dijital teknolojileri pedagojik uygulamalarla nasıl entegre edeceklerini öğrenmeleri önemlidir. Ayrıca, teknolojinin dil eğitiminde etkin kullanımı, öğrencilere farklı kültür ve dillerle etkileşim kurma fırsatı sunar, ancak dijital uçurum gibi eşitsizlikler bazı öğrencilerin bu fırsatlardan yararlanmasını zorlaştırmaktadır. Eğitim politikalarının, teknolojiye erişimi herkes için eşit hale getirmesi gerektiği vurgulanmaktadır. Teknoloji okuryazarlığı, dil eğitiminde verimli öğrenme süreçleri için önemli bir araçtır.
Referanslar
Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The Impact of Podcasts on EFL Students' Listening Comprehension. International Journal of Language Education, 2(2), 23-33. https://doi.org/10.26858/ijole.v2i2.5878
Azuma, R.T., 1997. A survey of augmented reality. Presence: Teleoperators & Virtual Environments. 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE computer graphics and applications, 21(6), 34-47. https://doi.org/10.1109/38.963459
Berk, R. R., & Açık, F. (2021). Yabancı Dil Olarak Türkçe Öğretiminde Elektronik Dinletilerin Dinlediğini Anlama Başarısı ve Dinleme Kaygısına Etkisi. Bayburt Eğitim Fakültesi Dergisi, 16(32), 329-348. https://doi.org/10.35675/befdergi.747319
Berk, R., Berk, G., & Ustabulut, M.Y. (2018). Yabancılara Türkçe Öğretiminde Bilişim Teknolojilerinin Ölçme Aracı Olarak Kullanılması: Kahoot Örneği. Presented at the 27th International Conference on Educational Sciences, 2018.
Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1). https://doi.org/10.4000/alsic.2413
Cajas, F. and Gallagher, J.J. (2001), The interdependence of scientific and technological literacy. Journal of Research in Science Teaching, 38(7): 713-714. https://doi.org/10.1002/tea.1027
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Crowe, A. R. (2006). Technology, citizenship, and the social studies classroom: Education for democracy in a technological age. International Journal of Social Education, 21(1), 111-121.
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45–52. DOI: 10.1007/s11528-011-0527-3
Elverici, S. E. (2024). Mobile Technologies in Blended Learning Environments for Better Speaking Classes via Voki. Shanlax International Journal of Education, 12(2), 1-7. https://doi.org/10.34293/education.v12i2.6229
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. DOI: 10.1016/j.compedu.2012.02.001
Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. LanguageLearning & Technology, 10(3), 8–14.
Fuchs, B. (2014). The writing is on the wall: Using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7-9.
Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2.Baskı). Hasan Aydın (Çev.Ed.). Ankara: Anı.
Godwin-Jones, B. (2003). Blogs and wikis environments for on-line collaboration. Language Learning & Technology, 7(2), 12-16.
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9–19.
Hasan, M. M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English language teaching, 6(2), 128-135. https://doi.org/10.5539/elt.v6n2p128
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hughes, T. P. (2004). Human-built world: How to think about technology and culture. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226120669.001.0001
ITEA (International Technology Education Association). (2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: Author
Li, M. (2012). Use of wikis in second/foreign language classes: A literature review. CALL-EJ, 13(1), 17-35.
Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.
Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M. ve Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers and Education, 57(3), 1893-1906. https://doi.org/10.1016/j.compedu.2011.04.003
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of computer assisted learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197
MEB. (2018). Türkçe dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB Yayınları
Millî Eğitim Bakanlığı (MEB) (2020). Dijital okuryazarlık öğretmen kılavuzu. Ankara. http://Cdn.Eba.Gov.Tr/Kitap/Digital/
Millî Eitim Bakanlıgı (MEB) (2024). Turkiye Yuzyılı Maarif Modeli Öretim Programları Ortak Metni. Ankara: MEB Yayınları.
Moore, D. R. (2011). Technology literacy: The extension of cognition. International journal of technology and design education, 21, 185-193. https://doi.org/10.1007/s10798-010-9113-9
OECD (2001), “Understanding the Digital Divide”, OECD Digital Economy Papers, No. 49, OECD Publishing, Paris, https://doi.org/10.1787/236405667766.
Özdemir, O. (2021). Türkçe öğretiminde teknoloji kullanımı. E. Kolaç & S. Dal (Ed.). Etkinliklerle Türkçe öğretimi (2. baskı) içinde (s. 589-627). Nobel Akadamik.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. https://doi.org/10.1177/2379298116689783
Rosell-Aguilar, F. (2007). Top of the Pods—In Search of a Podcasting “Podagogy” for Language Learning, Computer Assisted Language Learning, 20(5), 471-492, DOI: 10.1080/09588220701746047
Sever, S. (2000). Türkçe Öğretimi ve Tam Öğrenme. Anı Yayınları, Ankara
Shih, Y. C. (2015). A virtual walk through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407-428. https://doi.org/10.1080/09588221.2013.851703
Skophammer, R. & Reed, P. A. (2014). Technological literacy courses in pre-service teacher education. The Journal of Technology Studies, 40(2), 68–81. https://doi.org/10.21061/jots.v40i2.a.2
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343–355. DOI: 10.1016/j.compedu.2004.04.003
Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88–103. Retrieved from http://llt.msu.edu/vol13num2/sun.pdf
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558-572. https://doi.org/10.1558/cj.v25i3.558-572
U.S. Department of Education. (1996, June). Getting America’s students ready for the 21st century: Meeting the technology literacy challenge (online). Retrieved September 29, 2008, from http://www.ed.gov/Technology/Plan/NatTechPlan/.
Van Dijk, J. A. G. M. (2006). Digital divide research, achievements, and shortcomings. Poetics, 34(4-5), 221–235. DOI: 10.1016/j.poetic.2006.05.004
Vesselinov, R. & Grego, J. (2016) The Babbel efficacy study: Final report. Queens College, City University of New York.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. DOI: 10.3102/0091732X09349791
Weller, A. (2013). The use of Web 2.0 technology for pre-service teacher learning in science education. Research in Teacher Education, 3(2), 40-46.
Zhou, F., Duh, H. B. L., ve Billinghurst, M. (2008), Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. Ieee International Symposium on Mixed and augmented reality,15-18.
Referanslar
Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The Impact of Podcasts on EFL Students' Listening Comprehension. International Journal of Language Education, 2(2), 23-33. https://doi.org/10.26858/ijole.v2i2.5878
Azuma, R.T., 1997. A survey of augmented reality. Presence: Teleoperators & Virtual Environments. 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE computer graphics and applications, 21(6), 34-47. https://doi.org/10.1109/38.963459
Berk, R. R., & Açık, F. (2021). Yabancı Dil Olarak Türkçe Öğretiminde Elektronik Dinletilerin Dinlediğini Anlama Başarısı ve Dinleme Kaygısına Etkisi. Bayburt Eğitim Fakültesi Dergisi, 16(32), 329-348. https://doi.org/10.35675/befdergi.747319
Berk, R., Berk, G., & Ustabulut, M.Y. (2018). Yabancılara Türkçe Öğretiminde Bilişim Teknolojilerinin Ölçme Aracı Olarak Kullanılması: Kahoot Örneği. Presented at the 27th International Conference on Educational Sciences, 2018.
Blattner, G., & Lomicka, L. (2012). Facebook-ing and the social generation: A new era of language learning. Alsic. Apprentissage des Langues et Systèmes d’Information et de Communication, 15(1). https://doi.org/10.4000/alsic.2413
Cajas, F. and Gallagher, J.J. (2001), The interdependence of scientific and technological literacy. Journal of Research in Science Teaching, 38(7): 713-714. https://doi.org/10.1002/tea.1027
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Crowe, A. R. (2006). Technology, citizenship, and the social studies classroom: Education for democracy in a technological age. International Journal of Social Education, 21(1), 111-121.
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45–52. DOI: 10.1007/s11528-011-0527-3
Elverici, S. E. (2024). Mobile Technologies in Blended Learning Environments for Better Speaking Classes via Voki. Shanlax International Journal of Education, 12(2), 1-7. https://doi.org/10.34293/education.v12i2.6229
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. DOI: 10.1016/j.compedu.2012.02.001
Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. LanguageLearning & Technology, 10(3), 8–14.
Fuchs, B. (2014). The writing is on the wall: Using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7-9.
Gay, G. (2014). Kültürel değerlere duyarlı eğitim: Teori, araştırma ve uygulama (2.Baskı). Hasan Aydın (Çev.Ed.). Ankara: Anı.
Godwin-Jones, B. (2003). Blogs and wikis environments for on-line collaboration. Language Learning & Technology, 7(2), 12-16.
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9–19.
Hasan, M. M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English language teaching, 6(2), 128-135. https://doi.org/10.5539/elt.v6n2p128
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hughes, T. P. (2004). Human-built world: How to think about technology and culture. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226120669.001.0001
ITEA (International Technology Education Association). (2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: Author
Li, M. (2012). Use of wikis in second/foreign language classes: A literature review. CALL-EJ, 13(1), 17-35.
Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.
Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M. ve Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers and Education, 57(3), 1893-1906. https://doi.org/10.1016/j.compedu.2011.04.003
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of computer assisted learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197
MEB. (2018). Türkçe dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: MEB Yayınları
Millî Eğitim Bakanlığı (MEB) (2020). Dijital okuryazarlık öğretmen kılavuzu. Ankara. http://Cdn.Eba.Gov.Tr/Kitap/Digital/
Millî Eitim Bakanlıgı (MEB) (2024). Turkiye Yuzyılı Maarif Modeli Öretim Programları Ortak Metni. Ankara: MEB Yayınları.
Moore, D. R. (2011). Technology literacy: The extension of cognition. International journal of technology and design education, 21, 185-193. https://doi.org/10.1007/s10798-010-9113-9
OECD (2001), “Understanding the Digital Divide”, OECD Digital Economy Papers, No. 49, OECD Publishing, Paris, https://doi.org/10.1787/236405667766.
Özdemir, O. (2021). Türkçe öğretiminde teknoloji kullanımı. E. Kolaç & S. Dal (Ed.). Etkinliklerle Türkçe öğretimi (2. baskı) içinde (s. 589-627). Nobel Akadamik.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. https://doi.org/10.1177/2379298116689783
Rosell-Aguilar, F. (2007). Top of the Pods—In Search of a Podcasting “Podagogy” for Language Learning, Computer Assisted Language Learning, 20(5), 471-492, DOI: 10.1080/09588220701746047
Sever, S. (2000). Türkçe Öğretimi ve Tam Öğrenme. Anı Yayınları, Ankara
Shih, Y. C. (2015). A virtual walk through London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5), 407-428. https://doi.org/10.1080/09588221.2013.851703
Skophammer, R. & Reed, P. A. (2014). Technological literacy courses in pre-service teacher education. The Journal of Technology Studies, 40(2), 68–81. https://doi.org/10.21061/jots.v40i2.a.2
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers & Education, 44(3), 343–355. DOI: 10.1016/j.compedu.2004.04.003
Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88–103. Retrieved from http://llt.msu.edu/vol13num2/sun.pdf
Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities,” new media literacies, and advanced foreign language proficiency. Calico Journal, 25(3), 558-572. https://doi.org/10.1558/cj.v25i3.558-572
U.S. Department of Education. (1996, June). Getting America’s students ready for the 21st century: Meeting the technology literacy challenge (online). Retrieved September 29, 2008, from http://www.ed.gov/Technology/Plan/NatTechPlan/.
Van Dijk, J. A. G. M. (2006). Digital divide research, achievements, and shortcomings. Poetics, 34(4-5), 221–235. DOI: 10.1016/j.poetic.2006.05.004
Vesselinov, R. & Grego, J. (2016) The Babbel efficacy study: Final report. Queens College, City University of New York.
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. DOI: 10.3102/0091732X09349791
Weller, A. (2013). The use of Web 2.0 technology for pre-service teacher learning in science education. Research in Teacher Education, 3(2), 40-46.
Zhou, F., Duh, H. B. L., ve Billinghurst, M. (2008), Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. Ieee International Symposium on Mixed and augmented reality,15-18.
