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EXAMINATION OF CURRENT APPLICATIONS IN EDUCATIONAL TECHNOLOGIES

Year 2023, , 173 - 186, 10.11.2023
https://doi.org/10.59320/alanyazin.1369322

Abstract

The use of educational technologies started in the past centuries and has been shaped by significant recent developments such as movies, radio, television, computers, mobile phones, internet, etc. Current areas in the context of educational technologies include the internet of things, augmented reality, virtual reality, wearable technologies, 360-degree videos, intelligent systems, massive open online courses, learning analytics and artificial intelligence. The use of current applications in educational technologies contributes to individualization, digital and physical interaction, increasing learning performance, gaining practical experience, gamification, motivating, encouraging, improving the learning experience and increasing its effectiveness, concretization, networking, feedback, providing effective and original content, creating alternative learning processes, data-based guidance and prediction. However, it has some limitations in terms of data security, data privacy, excessive use of technology, cognitive overload, and the transformation of a tool into an end. Considering these contributions and limitations, it is recommended that current applications in educational technologies should be utilized within the scope of educational goals and in appropriate educational contexts.

References

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  • Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185, 1-19. https://doi.org/10.1016/j.compedu.2021.104185
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  • Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, (88), 343-353.
  • Bozkurt, Ö. A. (2015). Kitlesel açık çevrimiçi dersler (Massive Open Online Courses-MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1), 56-81.
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  • Cihak, D. F., Moore, E., Wright, R., McMahon, D., Gibbons, M. M., & Smith, C. C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. https://doi.org/10.1177/0162643416651724
  • Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683-695. https://doi.org/10.1080/13562517.2013.827653
  • Cypress, B. S. and Caboral‐Stevens, M. (2022). “sense of presence” in immersive virtual reality environment. Dimensions of Critical Care Nursing, 41(5), 235-245. https://doi.org/10.1097/dcc.0000000000000538
  • Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. The International Journal of Management Education, 20(1), 100562.
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EĞİTİM TEKNOLOJİLERİNDE GÜNCEL UYGULAMALARIN İNCELENMESİ

Year 2023, , 173 - 186, 10.11.2023
https://doi.org/10.59320/alanyazin.1369322

Abstract

Eğitim teknolojilerinin kullanımı, geçmiş yüzyıllarda başlayıp film, radyo, televizyon, bilgisayar, mobil telefon, internet vb. önemli yakın geçmişteki gelişmelerle şekillenmiştir. Eğitim teknolojileri bağlamında güncel alanlar olarak; nesnelerin interneti, artırılmış gerçeklik, sanal gerçeklik, giyilebilir teknolojiler, 360 derece videolar, zeki sistemler, kitlesel açık çevrimiçi dersler, öğrenme analitikleri ve yapay zeka alanları öne çıkmaktadır. Eğitim teknolojilerinde güncel uygulamaların kullanımı, bireyselleştirme, dijital ve fiziksel etkileşim, öğrenme performansını artırma, pratik deneyim kazanma, oyunlaştırma, motive etme, teşvik etme, öğrenme deneyimini iyileştirme ve etkinliğini artırma, somutlaştırma, ağ oluşturma, geri bildirim, etkili ve özgün içerik sunma, alternatif öğrenme süreçleri oluşturma, veriye dayalı yönlendirme ve öngörü gibi katkılar sunmaktadır. Bununla birlikte veri güvenliği, veri gizliği, aşırı teknoloji kullanımı, aşırı bilişsel yüklenme ve aracın amaca dönüşmesi gibi yönleriyle bazı sınırlıkları bulunmaktadır. Bu katkı ve sınırlılıkların göz önünde bulundurularak eğitim teknolojilerinde güncel uygulamalardan eğitim hedefleri kapsamında ve uygun eğitsel bağlamlarda yararlanılması önerilmektedir.

References

  • Abd-Ali, R. S., Radhi, S. A., & Rasool, Z. I. (2020). A survey: the role of the internet of things in the development of education. Indonesian Journal of Electrical Engineering and Computer Science, 19(1), 215-221. https://doi.org/10.11591/ijeecs.v19.i1.pp215-221
  • Al-Absy, M. S. M. (2023). Effects of covid-19 pandemic on accounting students’ capability to use technology. International Journal of Learning, Teaching and Educational Research, 22(1), 247-267. https://doi.org/10.26803/ijlter.22.1.14
  • Al-Emran, M., Al-Maroof, R., Al-Sharafi, M. A., & Arpaci, I. (2022). What impacts learning with wearables? An integrated theoretical model. Interactive Learning Environments, 30(10), 1897-1917.
  • Alfy, S. E., Gómez, J. M., & Dani, A. (2019). Exploring the benefits and challenges of learning analytics in higher education institutions: a systematic literature review. Information Discovery and Delivery, 47(1), 25-34. https://doi.org/10.1108/idd-06-2018-0018
  • Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185, 1-19. https://doi.org/10.1016/j.compedu.2021.104185
  • An, B.W.; Shin, J.H.; Kim, S.-Y.; Kim, J.; Ji, S.; Park, J.; Lee, Y.; Jang, J.; Park, Y.-G.; Cho, E., and et al. (2017). Smart sensor systems for wearable electronic devices. Polymers 9 (8), 1-42. https://doi.org/10.3390/polym9080303
  • Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: a systematic literature review. Education Research International, 2021, 1-17. https://doi.org/10.1155/2021/7061623
  • Bagheri, M., & Movahed, S. H. (2016, November). The effect of the Internet of Things (IoT) on education business model. In 2016 12th International Conference on Signal-Image Technology & Internet-Based Systems (SITIS) (pp. 435-441). IEEE. https://doi.org/10.1109/sitis.2016.74
  • Bingol, I., Kursun, E., & Kayaduman, H. (2020). Factors for success and course completion in Massive Open Online Courses through the lens of participant types. Open Praxis, 12(2), 223-239. https://doi.org/10.5944/openpraxis.12.2.1067
  • Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, (88), 343-353. https://doi.org/10.1016/j.compedu.2015.07.013
  • Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, (88), 343-353.
  • Bozkurt, Ö. A. (2015). Kitlesel açık çevrimiçi dersler (Massive Open Online Courses-MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1), 56-81.
  • Buchori, A., Prasetyowati, D., & Wijayanto, .. (2022). Design of virtual lab geometry using virtual to supplement learning in mathematics classes. KnE Social Sciences, 444-453. https://doi.org/10.18502/kss.v7i19.12464
  • Carroll, J., Hopper, L., Farrelly, A. M., Lombard-Vance, R., Bamidis, P. D., & Konstantinidis, E. I. (2021). A scoping review of augmented/virtual reality health and wellbeing interventions for older adults: redefining immersive virtual reality. Frontiers in Virtual Reality, (2). https://doi.org/10.3389/frvir.2021.655338
  • Challenor, J. & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39. https://doi.org/10.3390/mti3020039
  • Chan, A. K. M., Botelho, M., & Lam, O. (2019). Use of learning analytics data in health care–related educational disciplines: systematic review. Journal of Medical Internet Research, 21(2), e11241. https://doi.org/10.2196/11241
  • Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, (191), 104641.
  • 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
  • Chen, W., Liu, X., Qiao, L., Wang, J., & Zhao, Y. (2020). Construction of virtual reality-interactive classroom based on deep learning algorithm. Wireless Communications and Mobile Computing, 2020, 1-9. https://doi.org/10.1155/2020/8870536
  • Cihak, D. F., Moore, E., Wright, R., McMahon, D., Gibbons, M. M., & Smith, C. C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. https://doi.org/10.1177/0162643416651724
  • Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683-695. https://doi.org/10.1080/13562517.2013.827653
  • Cypress, B. S. and Caboral‐Stevens, M. (2022). “sense of presence” in immersive virtual reality environment. Dimensions of Critical Care Nursing, 41(5), 235-245. https://doi.org/10.1097/dcc.0000000000000538
  • Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. The International Journal of Management Education, 20(1), 100562.
  • Donno, M. D., Tange, K., & Dragoni, N. (2019). Foundations and evolution of modern computing paradigms: cloud, iot, edge, and fog. IEEE Access, 7, 150936-150948. https://doi.org/10.1109/access.2019.2947652
  • Dubé, A. K. and Wen, R. (2021). Identification and evaluation of technology trends in k-12 education from 2011 to 2021. Education and Information Technologies, 27(2), 1929-1958. https://doi.org/10.1007/s10639-021-10689-8 Ecampus, (2023). Bloom’s taxonomy revisited. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/blooms-taxonomy-revisited.pdf
  • Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International journal of emerging technologies in learning, 14(3). 234-242.
  • Evens, M., Empsen, M., & Hustinx, W. (2023). A literature review on 360-degree video as an educational tool: towards design guidelines. Journal of Computers in Education, 10(2), 325-375.
  • Fardinpour, A., Pedram, M. M., & Burkle, M. (2014). Intelligent learning management systems. International Journal of Distance Education Technologies, 12(4), 19-31. https://doi.org/10.4018/ijdet.2014100102
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Educational Technology and Computing
Journal Section Review Article
Authors

İsmail Tonbuloğlu 0000-0001-7059-9125

Early Pub Date October 25, 2023
Publication Date November 10, 2023
Submission Date September 30, 2023
Published in Issue Year 2023

Cite

APA Tonbuloğlu, İ. (2023). EĞİTİM TEKNOLOJİLERİNDE GÜNCEL UYGULAMALARIN İNCELENMESİ. Alanyazın, 4(2), 173-186. https://doi.org/10.59320/alanyazin.1369322