Arkeolojide Dijitalleşme ve Türkiye'de Arkeoloji Eğitimi

Year 2021, Issue: 1, 117 - 142, 30.12.2021

N. Pınar Özgüner

https://doi.org/10.54930/TARE.2021.4

Abstract

Bu çalışmada, Türkiye’de arkeoloji lisans eğitimi içerisinde dijital arkeoloji uygulamaları olarak adlandırılan ve bilişim teknolojileri kullanılarak yapılan her türlü belgeleme, analiz ve yorumlamaya yönelik müfredat değerlendirilmiştir. İnceleme, dijital uygulamaların henüz sistematik olarak arkeoloji bölümlerinin tamamına yayılmadığı fakat ülke çapında farklı programlarda veri tabanı yönetimi, coğrafi bilgi sistemleri, dijital ortamda mimari ve buluntu çizimi, fotogrametri, insansız hava araçları kullanımı gibi farklı alanlarda lisans seviyesinde dersler verildiğini göstermektedir. Pandemi süreci ve bu süreçte online olarak yürütülen lisans eğitimi, Türkiye genelinde teknolojik cihazlara erişim ve internet bağlantı problemlerinin eğitimin kalitesi açısından aşılması gereken engeller olduğunu göstermiştir. Arkeoloji lisans öğrencilerine yönelik dijital bir müfredat hazırlanırken teknoloji sahipliği, dijital okur-yazarlık, teknolojik sıçrama gibi kavramların değerlendirmesi, derslerin etkinliğini arttırmada faydalı olacaktır.

Keywords

Arkeoloji, Lisans, Eğitim, Dijitalleşme, Bilişim Teknolojileri

Digitization in Archaeology and Archaeology Education in Turkey

Abstract

This study evaluates the undergraduate curriculums in Turkey that include digital applications
in archaeology, meaning all types of documentation, analysis, and interpretation using
information technologies in archaeological education. It highlights that digital applications have
not yet been systematically incorporated into all archaeology departments, however, undergraduate-
level courses are taught throughout the country in various fields such as database management,
geographic information systems, architectural and feature drawing in digital media, photogrammetry,
and the use of drones. The COVID-19 pandemic and the resulting online undergraduate
education have shown that access to technological devices and internet connectivity problems
in Turkey are issues that need to be overcome for students to receive a quality education. When
creating a digital curriculum for undergraduate archaeology students, reviewing concepts such as
technology ownership, digital literacy, and technology leaps should help increase the efficiency
of the courses.

Keywords

Archaeology, Undergraduate, Education, Digitization, Information Technologies

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