DİJİTAL MİNİMALİZM: DİL EĞİTİMİ İÇİN NE İFADE EDİYOR?

Year 2024, , 746 - 758, 30.09.2024

Arif Bakla

https://doi.org/10.37999/udekad.1516754

Abstract

Dijital araçlar ve sosyal medya kişisel, sosyal ve eğitim hayatımızı istila etmiş durumdadır. Bilgi ve iletişim teknolojileri günümüzde eğitimin faydalı bir bileşeni haline gelmiştir. Ancak bağımlılığa sebep olan kullanım biçimleri, aşırı sosyal medya kullanımı, aşırı oyun oynama, aşırı dijital yüklenme ve sosyal medyadan kaynaklanan dikkat dağınıklığı nedeniyle odaklanma eksikliği gibi nedenlerle dil eğitiminde teknoloji kullanımı konusunda dikkatli olmak gerekmektedir. Dijital karmaşayı en aza indirmek ve dikkatli teknoloji kullanımı dil eğitimcilerinin ve öğrencilerin dil eğitiminde teknolojiden en iyi şekilde yararlanmalarına yardımcı olabilir. En iyi araçları bulmak ve bunlara odaklanmak için bazı stratejiler belirlemek de kıymetli minimalist stratejiler arasında yer almaktadır. Bu çalışma Cal Newport'un dijital minimalizm kavramının dil öğrenme bağlamlarına uyarlanmış bir versiyonunu sunmakta ve özellikle üniversite öğrencileri arasında psikolojik iyi oluşu ve akademik performansı olumsuz etkileyen faktörlere odaklanmaktadır. Çalışma ilk olarak, dijital minimalizm kavramına genel bir bakış ortaya koymaktadır. İkinci olarak, dijital minimalizmin dil eğitimine uyarlanabilecek ilkelerinin bir özetini sunmaktadır. Son olarak, dijital minimalizmin pedagojik sonuçlarını vurgulayarak dijital minimalizmin dil eğitimi için ne anlama geldiğini tartışmaktadır.

Keywords

Dijital minimalizm, Dil Eğitimi, Dijital Aşırı Yüklenme, Sosyal Medya, Farkındalık

Ethical Statement

Bu çalışmada tüm etik ilkelere uyulmuştur. Çalışma etik kurul izni gerektirmemektedir.

DIGITAL MINIMALISM: WHAT DOES IT IMPLY FOR LANGUAGE INSTRUCTION?

Abstract

Digital tools and social media deluge our personal, social and educational lives. Information and communication technologies are now an apparently useful component of education. However, it is necessary to exercise caution in technology use in language instruction, due to addictive use patterns, excessive social media use, excessive gaming, digital overload, along with lack of focus due to distractions from social media. Minimising digital clutter and mindful use could help language educators and students to make most out of technology in language instruction. Identifying some strategies for finding the best tools and focusing on them are also among valuable minimalist strategies. This paper presents an adapted version of Cal Newport’s concept of digital minimalism in language learning contexts, with a particular focus on factors that negatively affect psychological well-being and academic performance among university students. First, it provides and overview of digital minimalism in general terms. Secondly, it provides a summary of its principles that could be adapted to language education. Finally, it discusses what digital minimalism means for language instruction by highlighting its pedagogical implications.

Keywords

Digital minimalism, Language Education, Digital Overload, Social Media, Mindfulness

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