Eğitimde Dijitalleşmenin Oluşturduğu Sosyo-Kültürelliğin Öğretmenin Rolüne Etkisi

Abstract

Bu araştırmanın amacı dijitalleşmenin eğitim-öğretim faaliyetlerine ve öğretmenin rolüne etkisini incelemektir. Araştırma etnografik olarak desenlenen nitel araştırma yaklaşımı çerçevesinde iki akademik başarısı yüksek ve iki akademik başarısı düşük lisede gerçekleştirilmiştir. Araştırmanın katılımcıları kırk öğrenci ve sekiz öğretmenden oluşmaktadır. Araştırmanın verileri; gözlem, yapılandırılmamış ve yarı yapılandırılmış görüşmeler ve alanyazından elde edilen verilerden oluşmaktadır. Veriler tümevarım içerik analizi tekniğiyle çözümlenmiştir. Araştırma bulgularına göre dijitalleşme “karma eğitim” düzeni oluşturmakta ve öğretim kuramları bu eğitim düzeninde öğrenen-öğretenin konumlarını açıklamada yetersiz kalmaktadır. Ayrıca dijitalleşmenin öğretim bilgisini tek-tipleştirerek geleneksel öğretmen rolünü “kolaylaştırıcılık” yönünde değiştirdiği gösterilmiştir. Sonuç olarak, eğitim ortamının sosyo-kültürelliği dikkate alındığında eğitim-öğretimin aktörlerinin bedensel mevcudiyetinin salt dijitalliğe karşı bir direnç oluşturduğu için eğitim düşüncesinin karma eğitimin yeni gereklerine göre geliştirilmesi ve öğretmenin eğitim ve öğretim rolünün yeniden tanımlanması gerekmektedir.

Keywords

• dijitalleşme
• eğitim teknolojileri
• öğretmenin rolü
• kolaylaştırıcı öğretmen
• bilginin tek-tipleşmesi

The Effects of the Socio-Culturalism Formed by Digitalization in Education on Teachers’ Roles

Abstract

The aim of this research is to examine the effects digitalization has had on education/training activities and teachers’ roles. The research has been carried out in two high schools with high-academic achievement and in two other high schools with low-academic achievement within the framework of the qualitative research approach using an ethnographic design. The participants consist of 40 students and eight teachers. The data have been obtained from observations, unstructured as well as semi-structured interviews, and the literature. The data have been analyzed using inductive content analysis. According to the research findings, digitalization creates a mixed order of education, and learning theories are insufficient for explaining the positions of the learner and instructor in this educational order. In addition, this study shows digitalization to have changed traditional teachers’ roles toward being facilitators by standardizing educational knowledge. As a result, when considering the socio-culturalism of the educational environment, the physical presence of the agents of the education-training activity can be said to create a resistance toward pure digitalism. For this reason, educational thought should be developed according to the new requirements of mixed education, and teachers’ educator roles and how they teach should be redefined.

Keywords

• digitalization
• educational technologies
• role of the teacher
• the facilitator
• the standardisation of knowledge

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