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DIGITAL TRANSFORMATION AND TECHNOLOGY IN EDUCATION COMMUNICATION

Yıl 2025, Cilt: 5 Sayı: 2, 173 - 189

Öz

The integration of digital tools into educational environments is essential for making the learning process more effective and efficient. This study examines the use of digital tools in education and their benefits for students and teachers through a literature review. Digital tools, such as interactive course materials, online assignments, and student tracking systems, enrich learning processes and enable teachers to monitor student progress effectively. Interactive simulations and virtual reality applications enhance learning experiences, making them more engaging and impactful. In virtual classroom settings, communication dynamics are strengthened through LMS platforms and video conferencing tools. These tools, with features like announcements, online discussion forums, and easy access to course materials, increase student participation. Strategies such as providing feedback, using interactive materials, and organizing engaging activities are crucial for boosting student motivation and active participation in lessons. Enhancing teachers' digital skills improves technology-based communication competencies, facilitating a more effective learning process.

Kaynakça

  • Anderson, C. A., & Dron, J. (2011). Gamification and education: A new frontier for research. Journal of Educational Technology & Society, 14(4), 110-121.
  • Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 100, 31-43.
  • Aras, K. S., & Kocasaraç, H. (2022). Eğitimin dijital boyutunda öğrenme-öğretme araçları. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 4(2), 117-134.
  • Aydın, G., & Dedeoğlu, Ş. (2017). Ortaöğretim okullarındaki öğretmenlerin mesleki alanda eğitim teknolojilerini kullanma düzeylerinin incelenmesi. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 27-50.
  • Aydın, Ö. (2022). The impact of digital transformation. İzmir Akademi Derneği.
  • Bates, T., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Wiley/Jossey-Bass.
  • Bawarshi, A., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Parlor Press.
  • Bozkurt, A., Hamutoğlu, N. B., Liman Kaban, A., Taşçı, G., & Aykul, M. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(2), 35-63.
  • Cheong, C., Filippi, S., & Grant, M. (2014). Exploring the role of mobile learning in enhancing student motivation in higher education. International Journal of Mobile Learning and Organisation, 8(2), 148-167. https://doi.org/10.1504/IJMLO.2014.063249
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). SAGE Publications.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 2011 annual conference on Human factors in computing systems (pp. 2425-2428). ACM.
  • Duman, O. (2021). Digital transformation in educational institutions: Bandırma Onyedi Eylül University children's university example. In G. Koca & Ö. Eğilmez (Eds.), Digital transformation and business (pp. 25-42). Efe Academy.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Gillpatrick, T. (2020). Innovation and the digital transformation of education. The Journal of Limitless Education and Research, 5(3), 194-201.
  • Harasim, L. (2012). Learning theory and online technologies. Routledge.
  • Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52, 78–82.
  • Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn and Bacon.
  • Lenhart, A., Madden, M., & Smith, A. (2013). Teens and social media. Pew Internet & American Life Project. https://www.pewresearch.org/wp-content/uploads/sites/9/2013/05/PIP_TeensSocialMediaandPrivacy_PDF.pdf
  • Lin, T. J., Yu, T. Y., & Chen, C. H. (2021). Enhancing student engagement and motivation using virtual reality (VR) and augmented reality (AR) technologies in higher education. Journal of Educational Computing Research, 59(3), 451-475. https://doi.org/10.1177/07356331211010576
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of Education 4.0. Technological Forecasting and Social Change, 194, 1-21.
  • OECD. (2020). Education in the digital age: Healthy and happy children. https://www.oecd.org/education/education-in-the-digital-age-1209166a-en.htm
  • Özdemir, M., & Tabanyeli, S. (2023). Dijital diplomaside habercilik anlayışı. The Journal of Academic Social Science, 137, 165-178.
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533
  • Salmon, G. (2013). E-tivities: The key to active online learning. RoutledgeFalmer.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
  • Secundo, G., Rippa, P., & Meoli, M. (2020). Digital transformation in entrepreneurship education centres: Preliminary evidence from the Italian Contamination Labs network. International Journal of Entrepreneurial Behavior & Research, 26(7), 1589-1605.
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. John Wiley & Sons.
  • Simonson, M. (2012). Teaching and learning at a distance: Foundations of distance education (6th ed.). Routledge.
  • Smith, J. (2017). The impact of digital transformation on educational communication: A case study. International Journal of Educational Research, 15(2), 145-158.
  • Smith, J. (2019). The impact of digital transformation on education policies: A comparative study. Education and Science Journal, 44(2), 45-59.
  • Smith, L. (2020). Developing digital literacy and information management skills. Journal of Educational Technology, 7(3), 112.
  • Taşkıran, A. (2017). Dijital çağda yükseköğretim. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
  • Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yadav, N. (2024). The impact of digital learning on education. International Journal of Multidisciplinary Research in Arts Science and Technology, 2(1), 24-34.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldız, E. P. (2022). Teaching in the digital age: New skills and competencies. Education and Science Journal, 41(3), 145-158.
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.

EĞİTİM İLETİŞİMİNDE DİJİTAL DÖNÜŞÜM VE TEKNOLOJİ

Yıl 2025, Cilt: 5 Sayı: 2, 173 - 189

Öz

Eğitim ortamlarının dijital araçlarla bütünleşmesi, öğrenme sürecini etkili ve verimli hale getirmek için önemlidir. Bu çalışmada, literatür taraması yöntemiyle dijital araçların eğitimdeki kullanımı ve öğrenci-öğretmenlere sağladığı faydalar incelenmiştir. Dijital araçlar, interaktif ders materyalleri, çevrimiçi ödevler ve öğrenci takip sistemleri ile öğrenme süreçlerini zenginleştirir ve öğretmenlerin öğrenci ilerlemesini takip etmelerini sağlar. İnteraktif simülasyonlar ve sanal gerçeklik uygulamaları, öğrenme deneyimini daha etkili ve keyifli hale getirir. Sanal sınıf ortamlarında iletişim dinamikleri, LMS platformları ve video konferans uygulamaları sayesinde güçlendirilir. Bu araçlar, duyuru, çevrimiçi tartışma forumları ve ders materyallerine kolay erişim gibi imkanlarla öğrenci katılımını artırır. Geri bildirim verme, interaktif materyaller kullanma ve etkileşimli aktiviteler düzenleme gibi stratejiler, öğrenci motivasyonu ve derslere aktif katılım için önemlidir. Öğretmenlerin dijital becerilerinin geliştirilmesi, teknoloji odaklı iletişim yetkinliklerini artırarak daha etkili bir öğrenme süreci sunar.

Etik Beyan

Çalışma etik kurul raporu gerektirmemektedir.

Kaynakça

  • Anderson, C. A., & Dron, J. (2011). Gamification and education: A new frontier for research. Journal of Educational Technology & Society, 14(4), 110-121.
  • Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 100, 31-43.
  • Aras, K. S., & Kocasaraç, H. (2022). Eğitimin dijital boyutunda öğrenme-öğretme araçları. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 4(2), 117-134.
  • Aydın, G., & Dedeoğlu, Ş. (2017). Ortaöğretim okullarındaki öğretmenlerin mesleki alanda eğitim teknolojilerini kullanma düzeylerinin incelenmesi. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 27-50.
  • Aydın, Ö. (2022). The impact of digital transformation. İzmir Akademi Derneği.
  • Bates, T., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Wiley/Jossey-Bass.
  • Bawarshi, A., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Parlor Press.
  • Bozkurt, A., Hamutoğlu, N. B., Liman Kaban, A., Taşçı, G., & Aykul, M. (2021). Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(2), 35-63.
  • Cheong, C., Filippi, S., & Grant, M. (2014). Exploring the role of mobile learning in enhancing student motivation in higher education. International Journal of Mobile Learning and Organisation, 8(2), 148-167. https://doi.org/10.1504/IJMLO.2014.063249
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Eurepas, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-583). SAGE Publications.
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 2011 annual conference on Human factors in computing systems (pp. 2425-2428). ACM.
  • Duman, O. (2021). Digital transformation in educational institutions: Bandırma Onyedi Eylül University children's university example. In G. Koca & Ö. Eğilmez (Eds.), Digital transformation and business (pp. 25-42). Efe Academy.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Gillpatrick, T. (2020). Innovation and the digital transformation of education. The Journal of Limitless Education and Research, 5(3), 194-201.
  • Harasim, L. (2012). Learning theory and online technologies. Routledge.
  • Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52, 78–82.
  • Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn and Bacon.
  • Lenhart, A., Madden, M., & Smith, A. (2013). Teens and social media. Pew Internet & American Life Project. https://www.pewresearch.org/wp-content/uploads/sites/9/2013/05/PIP_TeensSocialMediaandPrivacy_PDF.pdf
  • Lin, T. J., Yu, T. Y., & Chen, C. H. (2021). Enhancing student engagement and motivation using virtual reality (VR) and augmented reality (AR) technologies in higher education. Journal of Educational Computing Research, 59(3), 451-475. https://doi.org/10.1177/07356331211010576
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Mukul, E., & Büyüközkan, G. (2023). Digital transformation in education: A systematic review of Education 4.0. Technological Forecasting and Social Change, 194, 1-21.
  • OECD. (2020). Education in the digital age: Healthy and happy children. https://www.oecd.org/education/education-in-the-digital-age-1209166a-en.htm
  • Özdemir, M., & Tabanyeli, S. (2023). Dijital diplomaside habercilik anlayışı. The Journal of Academic Social Science, 137, 165-178.
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533
  • Salmon, G. (2013). E-tivities: The key to active online learning. RoutledgeFalmer.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
  • Secundo, G., Rippa, P., & Meoli, M. (2020). Digital transformation in entrepreneurship education centres: Preliminary evidence from the Italian Contamination Labs network. International Journal of Entrepreneurial Behavior & Research, 26(7), 1589-1605.
  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. John Wiley & Sons.
  • Simonson, M. (2012). Teaching and learning at a distance: Foundations of distance education (6th ed.). Routledge.
  • Smith, J. (2017). The impact of digital transformation on educational communication: A case study. International Journal of Educational Research, 15(2), 145-158.
  • Smith, J. (2019). The impact of digital transformation on education policies: A comparative study. Education and Science Journal, 44(2), 45-59.
  • Smith, L. (2020). Developing digital literacy and information management skills. Journal of Educational Technology, 7(3), 112.
  • Taşkıran, A. (2017). Dijital çağda yükseköğretim. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
  • Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yadav, N. (2024). The impact of digital learning on education. International Journal of Multidisciplinary Research in Arts Science and Technology, 2(1), 24-34.
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldız, E. P. (2022). Teaching in the digital age: New skills and competencies. Education and Science Journal, 41(3), 145-158.
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İletişim Eğitimi, Yeni İletişim Teknolojileri
Bölüm Derlemeler
Yazarlar

Taylan Maral 0000-0003-4508-4001

Erken Görünüm Tarihi 13 Nisan 2025
Yayımlanma Tarihi
Gönderilme Tarihi 9 Aralık 2024
Kabul Tarihi 16 Şubat 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 5 Sayı: 2

Kaynak Göster

APA Maral, T. (2025). EĞİTİM İLETİŞİMİNDE DİJİTAL DÖNÜŞÜM VE TEKNOLOJİ. İletişim Bilimi Araştırmaları Dergisi, 5(2), 173-189.

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