Eğitimde Kullanılan Dijital Üretim Araçları ve Örnek Uygulamalar
Özet
Günümüz eğitim anlayışında, öğrencilerin teknolojiyi sadece tüketen pasif alıcılar olmaktan çıkıp, problem çözen ve dijital ürünler geliştiren üreticilere dönüşmesi kritik bir gereklilik haline gelmiştir. Bu doğrultuda hazırlanan bu çalışma, çağdaş eğitim ekosistemini şekillendiren yenilikçi teknolojilerin kuramsal temellerini ve öğretimsel avantajlarını somutlaştırarak literatürdeki önemli bir boşluğu doldurmayı amaçlamaktadır. “Eğitimde Kullanılan Dijital Üretim Araçları ve Örnek Uygulamalar” başlıklı bu bölümde; bilgisayarsız kodlamadan robotik sistemlere, blok ve metin tabanlı programlamadan mikrodenetleyiciler ile Nesnelerin İnterneti (IoT) uygulamalarına kadar geniş bir teknolojik yelpaze derinlemesine incelenmektedir. Ayrıca FabLab uygulamaları, sanal laboratuvarlar, artırılmış/sanal gerçeklik teknolojileri, yapay zekâ destekli araçlar, dijital hikâye anlatımı ve Maker Hareketi eğitimsel boyutlarıyla ele alınmaktadır. Bölüm kapsamında incelenen tüm bu dijital üretim araçları, fen eğitimi bağlamındaki dinamikleri ve uygulama örnekleriyle ilişkilendirilerek, teorik bilginin sınıf içi pratiklere nasıl dönüştürüleceğine dair özgün bir çerçeve sunmaktadır.
In contemporary educational paradigms, it has become a critical necessity for students to transition from passive consumers of technology into active producers who solve complex problems and develop digital products. In line with this imperative, this study aims to fill a significant gap in the literature by substantiating the theoretical foundations and pedagogical affordances of innovative technologies that shape the modern educational ecosystem. Throughout this chapter, titled “Digital Production Tools Used in Education and Sample Applications,” a broad technological spectrum is comprehensively analyzed, ranging from unplugged coding to robotic systems, and from block-based and text-based programming to microcontrollers and Internet of Things (IoT) applications. Furthermore, FabLab practices, virtual laboratories, augmented/virtual reality technologies, artificial intelligence-driven tools, digital storytelling, and the Maker Movement are critically evaluated within their educational dimensions. All digital production tools investigated within the scope of this chapter are seamlessly integrated with the dynamics and practical applications of science education, thereby offering a distinctive framework for translating theoretical knowledge into classroom practices.
Referanslar
Ashton, K. (2009). That 'Internet of Things' thing. RFID Journal, 22(7), 97–114.
Atzori, L., Iera, A., & Morabito, G. (2010). The Internet of Things: A survey. Computer Networks, 54(15), 2787–2805. https://doi.org/10.1016/j.comnet.2010.05.010
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355
Banzi, M., & Shiloh, M. (2022). Getting started with Arduino (4th ed.). Maker Media.
Barr, M., & Massa, A. (2006). Programming embedded systems: With C and GNU development tools (2nd ed.). O'Reilly Media.
Bell, T., Alexander, J., Freeman, I., & Grimley, M. (2009). Computer science unplugged: School students doing real computing without computers. New Zealand Journal of Applied Computing and Information Technology, 13(1), 20–29.
Bell, T., Witten, I. H., & Fellows, M. (2005). Computer Science Unplugged: An enrichment and extension programme for primary-aged children. Computer Science Unplugged.
Benitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978–988. https://doi.org/10.1016/j.compedu.2011.10.006
Bers, M. U. (2018). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge. https://doi.org/10.4324/9781315398942
Blikstein, P. (2013). Digital fabrication and ‘making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors (pp. 1–21). Transcript Verlag.
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional laboratories: A review of the empirical research. Computers & Education, 87, 218–237. https://doi.org/10.1016/j.compedu.2015.07.003
Brown, T., Bock, D., & Weisberg, D. (2020). Generative design: Artificial intelligence for design optimization. Autodesk Research Reports.
Burdea, G. C., & Coiffet, P. (2003). Virtual reality technology. Wiley.
Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg.
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579
Eguchi, A. (2014). Educational robotics for promoting 21st century skills. Journal of Automation, Mobile Robotics and Intelligent Systems, 8(1), 5–11.
Ford, S., & Minshall, T. (2019). Where and how 3D printing is used in teaching and education. Additive Manufacturing, 25, 131–150. https://doi.org/10.1016/j.addma.2018.10.028
Gershenfeld, N. (2005). Fab: The coming revolution on your desktop—from personal computers to personal fabrication. Basic Books.
Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Gubbi, J., Buyya, R., Marusic, S., & Palaniswami, M. (2013). Internet of Things (IoT): A vision, architectural elements, and future directions. Future Generation Computer Systems, 29(7), 1645–1660. https://doi.org/10.1016/j.future.2013.01.010
Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495–504. https://doi.org/10.17763/haer.84.4.34j1g68140382063
Hatch, M. (2013). The maker movement manifesto. McGraw Hill.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98.
Jordan, M. I., & Mitchell, T. M. (2015). Machine learning: Trends, perspectives, and prospects. Science, 349(6245), 255–260. https://doi.org/10.1126/science.aaa8415
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Lodi, M., & Martini, S. (2021). Computational thinking, between Papert and Wing. Science & Education, 30(4), 883–908. https://doi.org/10.1007/s11191-021-00202-5
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K–12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012
Maloney, J., Resnick, M., Rusk, N., Silverman, B., & Eastmond, E. (2010). The Scratch programming language and environment. ACM Transactions on Computing Education, 10(4), 1–15. https://doi.org/10.1145/1868358.1868363
Marwedel, P. (2018). Embedded system design: Embedded systems foundations of cyber-physical systems and the Internet of Things (4th ed.). Springer. https://doi.org/10.1007/978-3-319-93515-3
Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research, 5(1), 30–39. https://doi.org/10.7771/2157-9288.1099
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033
Miorandi, D., Sicari, S., De Pellegrini, F., & Chlamtac, I. (2012). Internet of Things: Vision, applications and research challenges. Ad Hoc Networks, 10(7), 1497–1516. https://doi.org/10.1016/j.adhoc.2012.02.016
Mubin, O., Stevens, C. J., Shahid, S., Al Mahmud, A., & Dong, J.-J. (2013). A review of the applicability of robots in education. Journal of Technology in Education and Learning, 1, 1–7. https://doi.org/10.2316/Journal.209.2013.1.209-0015
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18, 1533–1543. https://doi.org/10.1007/s00779-013-0747-y
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330–348. https://doi.org/10.3102/0034654312457429
Resnick, M., Maloney, J., Monroy‐Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67. https://doi.org/10.1145/1592761.1592779
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4th ed.). Pearson.
Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Sentance, S., Waite, J., Hodges, S., MacLeod, E., & Yeomans, L. (2017). “Creating cool stuff”: Pupils’ experience of the BBC micro:bit. Proceedings of the 2017 ACM SIGCSE Technical Symposium, 531–536. https://doi.org/10.1145/3017680.3017749
Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. Harvard Educational Review, 84(4), 505–531. https://doi.org/10.17763/haer.84.4.brr34733723j648u
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Upton, E., & Halfacree, G. (2014). Raspberry Pi user guide (3rd ed.). Wiley.
Van Rossum, G., & Drake, F. L. (2009). Python 3 reference manual. CreateSpace.
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Physics Teacher, 46(9), 498–504. https://doi.org/10.1119/1.2887328
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A, 366(1881), 3717–3725. https://doi.org/10.1098/rsta.2008.0118
Wing, J. M. (2017). Computational thinking's influence on research and education for all. Italian Journal of Educational Technology, 25(2), 7–14. https://doi.org/10.17471/2499-4324/922
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
