Yükseköğretimde Dijital Pedagoji

Year 2024, Volume: 7 Issue: 1, 74 - 82, 20.03.2024

Miray Doğan , Kadir Tunçer , Hasan Arslan

https://doi.org/10.32329/uad.1368321

Abstract

Bu çalışmanın konusu, dijital pedagojiye ve yükseköğretimdeki önemine kapsamlı bir genel bakış sunmaktır. Dijital pedagoji, öğretme ve öğrenme deneyimlerini geliştirmek için dijital teknolojilerin kullanılmasını içerir. Teknolojinin hayatımızda giderek yaygınlaşmasıyla, akademisyenler eğitimin dijital boyutlarına aşina olmalı ve öğrencilerinin benzersiz ihtiyaçlarını karşılayan pedagojik çözümlere başvurmalıdırlar. Bu çalışma, teoriye dayalı, Bilgi ve İletişim Teknolojileri (BİT) destekli öğretimi planlama ve yürütme ile ilgili tutumlarını, bilgilerini ve becerilerini tutarlı bir şekilde değerlendirmeyi ve geliştirmeyi içeren dijital pedagojik yeterliliğini geliştiren üniversitelerin ve akademisyenlerin önemini vurgulamaktadır. Bu, yalnızca dijital araçlar ve kaynaklar hakkında derinlemesine bir anlayış değil, aynı zamanda dijital pedagojiye dayalı öğrenmeyi teşvik etmek için bunların nasıl etkili bir şekilde kullanılacağına dair bir farkındalık gerektirir. Akademisyenlerin teknolojiyi dijital pedagojik yaklaşımlarla kullanmaları, mevcut eğitim ortamları için hem fırsatlar hem de riskler sunabilir. Dijital çağda sürekli öğrenme ve teknolojinin doğru zamanda doğru yerde kullanımını göz önünde tutulmalıdır. Akademisyenlere, gelişen teknolojiler ve dijital pedagojide en iyi uygulamalar konusunda güncel kalmaları için sürekli mesleki gelişim fırsatları sunulmalıdır. Yükseköğretim örgütleri dijital pedagojiyi kendi öğretme ve öğrenme ortamlarına etkili bir şekilde kullanırsa sonuçta hem akademisyenler hem de öğrenciler için etkili verimli bir eğitim deneyimi gerçekleşir.

Keywords

Dijital Pedagoji, yükseköğretim, öğretim üyesi, derleme

References

• Aldawood, H. A. Alhejaili, M. Alabadi, O. Alharbi ve G. Skinner (2019). Integrating Digital Leadership in an Educational Supervision Context: A Critical Appraisal, 2019 International Conference in Engineering Applications (ICEA), 2019, 1-7.
• Aljanazrah, A. Yerousis, G. Hamed, G. ve Khlaif, Z. N. (2022). Digital transformation in times of crisis: Challenges, attitudes, opportunities and lessons learned from students’ and faculty members’ perspectives. Frontiers in Education, 28(7).
• Anderson, V. (2020). A digital pedagogy pivot: re-thinking higher education practice from an HRD perspective. Human Resource Development International, 23(4), 452-467.
• Arslan, H. ve Doğan, M. (2020). Yüksek Öğretimde Hibrid Öğrenme Modeli. (Hybrid Learning Model in Higher Education Institutions) Azerbaijan National Academy of Sciences Social Sciences, (2), 140-150.
• Ataş, H. ve Gündüz, S. (2019). Yükseköğretimde dijital dönüşüm. Dijital Dönüşüm Ekonomik ve Toplumsal Boyutuyla. Gazi Kitabevi.
• Avrupa Komisyonu (European Commission) (2020). Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. European Union. https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communication-sept2020_en.pdf
• Avrupa Üniversiteler Birliği (EUA) (2021). Universities without walls – A vision for 2030. Duvarları Olmayan Üniversiteler: 2030 Vizyonu. https://eua.eu/downloads/publications/universities%20without%20walls%20%20a%20vision%20for%202030.pdf
• Avidov-Ungar, O. ve Eshet-Alkalai, Y. (2011). Teachers in a world of change: Teachers’ knowledge and attitudes towards the implementation of innovative technologies in schools. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 291-303.
• Azionya, C. ve Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the COVID-19 lockdown. Turkish Online Journal of Distance Education, 22(11), 164–182.
• Bates, A. W. ve Sangrà, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. Jossey-Bass.
• Bećirović, S. (2023). Digital Pedagogy: The Use of Digital Technologies in Contemporary Education, Springer. Coovadiaa, H. ve Ackermann, C. (2021). Digital Pedagogy–An Opportunity or A Threat? Accounting Education,30(1), 42–62
• Croxall, B. ve Koh, A. (2012). A Digital Pedagogy Unconference. Modern Language Association Convention. Boston.
• Dziuban, C. Moskal, P. Kramer, L. ve Thompson, J. (2014). Student satisfaction with online learning: Lessons from organizational behaviour. Online Learning, 18(3), 7-24.
• Ertmer, P. A. Ottenbreit-Leftwich, A. T. Sadik, O. Sendurur, E. ve Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers ve Education, 59(2), 423–435.
• Garrison, D. R. ve Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. John Wiley ve Sons.
• Howell, D. J. (2012). Digital mismatch: Expectations and realities of digital competency amongst pre-service education students. Australasian Journal of Educational Technology, 28(5).
• Ilomäki, L. Paavola, S. Lakkala, M. ve Kantosalo, A. (2016). Digital competence—An emergent boundary concept for policy and educational research. Education and Information Technologies, 21, 655–679.
• Istrate, O. (2022). Digital Pedagogy. Definition and Conceptual Area. Journal of Digital Pedagogy, 1(1) 3-10. Bucharest: Institute for Education.
• Juniu, S. (2006). Use of Technology for Constructivist Learning In a Performance Assessment Class. Measurement in Physical Education and Exercise Science, 10(1).
• Khodabandelou, R. Fathi, M. Amerian, M. ve Fakhraie, M. R. (2022). Comprehensive analysis of the 21st century’s research trends in English Mobile Learning: A bibliographic review of the literature. International Journal of Information and Learning Technology, 39(1), 29–49.
• Küslü, F. (2022). Öğretmenlerin eleştirel dijital okuryazarlık becerilerinin çeşitli değişkenler açısından incelenmesi. (Yayınlanmamış Doktora Tezi) Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü. Eskişehir
• León, L. D. Corbeil, R. ve Corbeil, M. E. (2023) The development and validation of a teacher education digital literacy and digital pedagogy evaluation, Journal of Research on Technology in Education, 55(3), 477-489.
• Lewin, D. Lundie, D. (2016). Philosophies of Digital Pedagogy. Studies Philosophy and Education 35 (3), 235–240. Mayer, R. E. (2002). Rote versus meaningful learning: Revising. Bloom’s taxonomy. Theory into Practice, 41(4), 226-232
• Miller, M. ve Petriwskyj, A. (2013). New Directions in Intercultural Early Education in Australia. Springer Science + Business Media Dordrecht.
• Morchid, N. (2020). Mobile assisted language learning: Evidence of an Emerging Paradigm. International Journal of English Literature and Social Sciences (IJELS), 5(1).
• Murty, R. ve Rao, K. N. (2019). Integrating digital pedagogies into a typical student learning lifecycle and Its Effect On Exam Performance for Proceedings On, Digital Pedagogy B.V (Gayatri Vidya Parishad College of Engineering (A), Visakhapatnam, Ap, India. Icdp 2019: International Conference On Digital Pedagogies
• Nanjappa, A. ve Grant, M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education, 2(1).
• Nanjundaswamy, C. BaskaranS. Leela, M.H. (2021). Digital Pedagogy for Sustainable Learning. Shanlax International Journal of Education, 9 (3), 179-185
• OECD (2020). A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020, Retrieved from: https://read.oecd-ilibrary.org/view/?ref=126_126988-t63lxosohsvetitle=A-framework-to-guide-an-education-response-to-the-Covid-19-Pandemic-of-2020 .
• Pettersson, L.E. (2018). Mobile-Assisted Learning and Higher-Education ESP: English for Physiotherapy. Ling. Poznan. 60, 81–94.
• Petko, D. (2012).Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computersve Education, 58(4), 1351-1359.
• Piaget, J. (1973). To understand is to invent: The future of education. (G. Roberts, Trans.). NY: Grossman Publishers.
• Prestridge, S. (2010). The alignment of digital pedagogy to current teacher beliefs. Paper presented at ACEC2010: Digital Diversity. Melbourne, Australia: Australian Council for Computers in Education.
• Prensky, M. (2001). Digital Natives, Digital İmmigrants, MCB University Press,
• Polz, E. ve Be´cirovi´c, S. (2022). Competency-based teaching and learning. MAP.
• Reddy, P. Sharma, B. ve Chaudhary, K. (2020). Digital Literacy: A Review of Literature. International Journal of Technoethics (IJT), 11(2), 65-94.
• Roman, J. (2020, June 9). About 60% of universities reported online learning provisions in their strategic planning pre-COVID-19, but only few appeared to be prepared for a quick shift to full online programmes. Multirank. Universities compared
• Santoveña-Casal, S. ve López, S. R. (2023). Mapping of digital pedagogies in higher education. Journal of Education and Information Technologies
• Sean, M. M. (2013). Decoding digital pedagogy, pt. 1: Beyond the LMS. Hybrid Pedagogy. https://hybridpedagogy.org/decoding-digital-pedagogy-pt-1-beyond-the-lms
• Shonfeld, M. Cotnam-Kappel, M. Judge, M. (2021). Learning in Digital Environments: a model for cross-cultural alignment. Education Tech Research Dev (69), 2151–2170.
• Sulasmi, E. (2021). Effectiveness of modelling learning strategies to improve student learning outcomes. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 926-936
• Stommel, J. (2014). Critical digital pedagogy: A definition. Hybrid Pedagogy. https:// hybridpedagogy.org/critical-digital-pedagogy-definition/
• Tabesh, Y. (2018). Digital pedagogy in mathematical learning. (G. Kaiser, H. Forgasz, M. Graven, A.
• Kuzniak, E. Simmt, ve B. Xu (Eds.), Invited lectures from the 13th International Congress on mathematical education. ICME-13 monographs. Cham, Switzerland: Springer International Publishing.
• Taber, K. S. (2017). The Role of New Educational Technology in Teaching and Learning: Constructivist Perspective on Digital Learning. In A. Marcus-Quinn ve T. Hourigan(Eds.), Handbook on Digital Learning for K-12 Schools. Switzerland: Springer International Publishing
• Toktarova, V. I. ve Semenova, D. A. (2020). Üniversite uygulamaları bağlamında dijital pedagojinin rolü: Çağdaş eğitim süreci ile sıkı bir bağlantı. Journal of Physics: Conference Series, 1691(1)
• Winkler, R. ve Söllner, M. (2018). Students› technology acceptance towards required and non-Required use of technology: A structural equation modelling approach. Computers in Human Behavior, 84, 114-127.
• Väätäjä, J. O. ve Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology.
• Yadav, P. ve Ingole, M. (2023). Why digital pedagogy for school education? An Overview Journal of Education and Society, 3(3) 269-282
• Zhong, L. (2017). Indicators of digital leadership in the context of K-12 education. Journal of Education of Technology Development. 10, 27–40.