Abstract
Bu çalışmanın amacı iki yönlüdür. Birinci gaye,
eğitim alanında sıklıkla görülen felsefe eksikliği sorununu veya uygulamaların
var olan eğitim felsefesi ve teorik prensiplerle çatışması problemini
irdelemektir. İkinci amaç, eğitim teknolojileri alanındaki gelişmeleri gözler
önüne sermek ve FATİH projesi ile bağlantılı olarak tutarsızlıkları
tartışmaktır. Bu iki amacı gerçekleştirirken Uludağ Üniversitesi, Bilimsel
Araştırma Projeleri Birimi tarafından desteklenen ve başarıyla uygulanmış olan
3 boyutlu Second Life platformu üzerinde İngilizce eğitimi projesini anlatmak
ve geleceğe ışık tutabilecek bazı bulgu ve fikirleri paylaşmak
hedeflenmektedir. Sonuç olarak, bu çalışma hem eğitim uygulamaları hem de
eğitim teknolojilerinin gelişimleri için yön gösterici, yenilikçi ve ilerici
bir niteliğe sahiptir; küreselleşmenin getirdiği mobil yaşam, hayat boyu
öğrenme, uzaktan öğrenme, bilişim ve iletişim teknolojileri alanındaki
gelişmelerin eğitim alanına nasıl entegre edilmesi gerektiği ile ilgili felsefi
ve teorik alt yapı niteliğinde temel prensipleri ortaya koymaktadır.
References
- Ahonen, A. K., & Kankaanranta, M. (2015). Introducing assessment tools for 21st century skills in Finland. In Patrick Griffin & Esther Care (Ed.), Assessment and teaching of 21st century skills: Methods and approach (pp. 213-225). Dordrecht, New York: Springer.
- Bastawrous, A., Hennig, B., & Livingstone, I. (2013). mHealth possibilities in a changing world. Distribution of global cell phone subscriptions. Journal of Mobile Technology in Medicine, 2(1), 22-25.
- Ishii, K. (2004). Internet use via mobile phone in Japan. Telecommunications Policy, 28(1), 43-58.
- Ito, M. (2005). Mobile phones, Japanese youth, and the re-placement of social contact. In Mobile Communications (pp. 131-148). London: Springer.
- Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
- Oksman, V., & Rautiainen, P. (2003). Perhaps it is a body part: How the mobile phone became an organic part of the everyday lives of Finnish children and teenagers. In James Everett (Ed.), Machines that become us: The social context of communication technology (pp. 293-308). New Brunswick: Transaction Publishers.
- Baykent, U. Ö. (2015). Philosophical investigations for a holistic approach to education: Towards the welfare of mankind. In I. Koleva, R. Efe, Z. Blagoeva Kostova, & E. Atasoy (Ed.), Education in the 21st century: theory and practice (pp. 524-535). Sofia, Bulgaria: St. Klimentski University Press.
- Baykent, U. Ö. (2016). Reading Aristotle’s Educatino for the 21st century. Advances in Social Sciences Research Journal, 3(12) 94-100.
- Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.
- Rice, R. E., & Katz, J. E. (2003). Comparing internet and mobile phone usage: Digital divides of usage, adoption, and dropouts. Telecommunications Policy, 27(8), 597-623.
- Taylor, A. S., & Harper, R. (2002). Age-old practices in the 'new world': A study of gift-giving between teenage mobile phone users. Proceedings of the SIGCHI conference on Human factors in computing systems, 439-446.
- 21st century skills: Rethinking how students learn. (2010). J. Bellanca, R. Brandt (Ed.), Bloomington: Solution Tree Press.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Hoboken, NJ: John Wiley & Sons.
- Uzun, L. (2012a). The Internet and computer enhanced foreign language learning and intercultural communication. World Journal on Educational Technology, 4(2), 99-112.
- Uzun, L. (2012b). What is your educational philosophy? Modern and postmodern approaches to foreign language education. Studies in Second Language Learning and Teaching, 2(3), 333-348.
Abstract
The purpose of the present study is
twofold. First, it is aimed to discuss the lack of philosophy in education, and
the inconsistencies and incompatibilities between the educational applications
and the philosophies or theories that underlie them. Second, it is aimed to
state the improvements in the field of educational technologies, and to
determine the critical points with regard to the FATİH project. Additionally,
it is aimed to introduce the project, namely English language education in a 3D
digital environment that has been carried out by the help of Second Life
platform and successfully concluded at Uludağ University. The discussions and
conclusions of the present study are intended to illuminate the innovative and
progressive attempts in education, which will be the inevitable conclusion of
the mobile, distance, and lifelong learning principles of education that are
accelerated by the globalization. The present study clarifies the links between
philosophy in education and the theoretical framework of the practical
applications that should be woven together with the information and
communication technologies.
References
- Ahonen, A. K., & Kankaanranta, M. (2015). Introducing assessment tools for 21st century skills in Finland. In Patrick Griffin & Esther Care (Ed.), Assessment and teaching of 21st century skills: Methods and approach (pp. 213-225). Dordrecht, New York: Springer.
- Bastawrous, A., Hennig, B., & Livingstone, I. (2013). mHealth possibilities in a changing world. Distribution of global cell phone subscriptions. Journal of Mobile Technology in Medicine, 2(1), 22-25.
- Ishii, K. (2004). Internet use via mobile phone in Japan. Telecommunications Policy, 28(1), 43-58.
- Ito, M. (2005). Mobile phones, Japanese youth, and the re-placement of social contact. In Mobile Communications (pp. 131-148). London: Springer.
- Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
- Oksman, V., & Rautiainen, P. (2003). Perhaps it is a body part: How the mobile phone became an organic part of the everyday lives of Finnish children and teenagers. In James Everett (Ed.), Machines that become us: The social context of communication technology (pp. 293-308). New Brunswick: Transaction Publishers.
- Baykent, U. Ö. (2015). Philosophical investigations for a holistic approach to education: Towards the welfare of mankind. In I. Koleva, R. Efe, Z. Blagoeva Kostova, & E. Atasoy (Ed.), Education in the 21st century: theory and practice (pp. 524-535). Sofia, Bulgaria: St. Klimentski University Press.
- Baykent, U. Ö. (2016). Reading Aristotle’s Educatino for the 21st century. Advances in Social Sciences Research Journal, 3(12) 94-100.
- Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.
- Rice, R. E., & Katz, J. E. (2003). Comparing internet and mobile phone usage: Digital divides of usage, adoption, and dropouts. Telecommunications Policy, 27(8), 597-623.
- Taylor, A. S., & Harper, R. (2002). Age-old practices in the 'new world': A study of gift-giving between teenage mobile phone users. Proceedings of the SIGCHI conference on Human factors in computing systems, 439-446.
- 21st century skills: Rethinking how students learn. (2010). J. Bellanca, R. Brandt (Ed.), Bloomington: Solution Tree Press.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Hoboken, NJ: John Wiley & Sons.
- Uzun, L. (2012a). The Internet and computer enhanced foreign language learning and intercultural communication. World Journal on Educational Technology, 4(2), 99-112.
- Uzun, L. (2012b). What is your educational philosophy? Modern and postmodern approaches to foreign language education. Studies in Second Language Learning and Teaching, 2(3), 333-348.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | April 2, 2017 |
| Published in Issue | Year 2017 Volume: 14 Issue: 1 |
