How to Transform Language Education for Next Generation Learners: A Path to Follow in Higher Education in the 21st Century

Öz

With the changing face of education, technology is a powerful asset for the 21st century teachers and students if pedagogy is considered as the major concern rather than technology itself. Technology seems very attractive to teachers and students, but it is good to keep in mind that it is not just games and applications. We must see not only it as fun, but also its functional power on learning, teaching and assessing. As teachers change the way they teach due to new technologies, the traditional pedagogy is replaced by student-centered and project-based learning and teaching. This can provide a deeper understanding and learning, and greater student success. Therefore, an effective next generation teaching needs to meet the 21st century expectations. Schools and teachers must be well-equipped with new genres and resources so that they can enhance the necessary skills and attitudes of students; creative and critical thinking, team work and collaboration, digital literacy and others. In order to do this, schools and teachers must change the way they regard teaching in many ways, individually or along with professional aid and development. This paper is a descriptive one which aims to raise awareness in the changing face of education. Its purpose is to assist schools of foreign language administrators and teachers whose target audience is Next Generation Learners (NGL). It highlights some of their generalized characteristics and interests so that schools and teachers regard this paper as a reference guide. Also, the paper provides some specific strategies and models as examples for schools and teachers to enhance effective teaching and learning environments for Next Generation Learners.

Keywords: technology, next generation learners (NGL), interactive, teaching and learning strategies, collaboration

Anahtar Kelimeler

• technology, next generation learners (NGL), interactive, teaching and learning strategies, collaboration

How to Transform Language Education for Next Generation Learners: A Path to Follow in Higher Education in the 21st Century

Öz

Değişmekte olan eğitim programı içerisinde pedagoji ön planda tutulduğu takdirde, teknoloji 21. yüzyıl öğretmenleri ve öğrencileri için büyük bir değerdir. Teknolojinin sadece oyunlar ve uygulamalardan ibaret olmadığı göz önünde bulundurulmalıdır. Bizler teknolojinin sadece eğlendirici yönünü değil, eğitim, öğretim ve değerlendirme alanlarındaki etkin varlığının da farkına varmalıyız. Öğretmenler, öğretim metodlarını teknoloji doğrultusunda değiştirebilirlerse, o zaman geleneksel pedagoji; öğrenci odaklı, proje bazlı bir öğrenme ve öğretim ile yer değişterecektir. Bu değişim daha derin bir anlama ve öğrenme ile birlikte daha çok başarı getirecektir. İşte bu sebepten dolayı, etkin yeni eğitim ve öğretim 21. yüzyıl beklentilerini yerine getirmek durumundadır. Okullar ve öğretmenlerin, öğrenciler için gerekli olan yaratıcılık ve eleştirel düşünme, takım çalışması ve yardımlaşma, dijital okur-yazarlık gibi beceri ve davranışları ortaya çıkartmak için gerekli donanım ve kaynaklara sahip olmaları gerekmektedir. Bunu gerçekleştirebilmek için ise okulların ve öğretmenlerin kişisel ya da profesyonel destek almalarına ihtiyaç duyulmaktadır. Kurumlar ve öğretmenlerin, gerekli dijital donanım ve becerileri kazanmak için diğer meslektaşlarından veya eğitmenlerden yardım almaları gerekmektedir. Bu makale, eğitimin değişen yüzünün gerçeklerine farkındalık sağlamak ve hedef kitlesi yeni nesil öğrenciler olan yabancı dil yöneticileri ve öğretmenlerine yol göstermek amacıyla yazılmıştır. Bu yazı aynı zamanda, yeni nesil öğrencilerinin bazı genel özelliklerine değinmiş olup, okullar ve öğretmenlerin yeni nesil öğrencilerine daha etkin eğitim ve öğretim olanakları sağlamaları için bir takım strateji ve model örnekleri de sunmuştur

Anahtar Kelimeler

• teknoloji, yeni nesil öğrenciler, etkileşim, eğitim ve öğrenme stratejileri, 21.yüzyıl

Kaynakça

1. Abdous, M.,Camarena, M.M., & Facer, B.R. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1), 76-95.
2. Bennett, R. E. (1999). Article first published online: 25 OCT 2005. Retrieved from http://search.ets.org/researcher/query.html?col=rsrchr&op0=&fl0=AU%3A&ty0=p&tx0=Bennett,+Randy+Elliot&qt=+&st=41
3. Berk, R. A. (2009). Teaching strategies for the net generation, transformative dialogue: Teaching & Learning Journal, 3, 25-48.
4. Berk, R. A. 2009). Multimedia teaching with video clips: TV, movies,YouTube, and mtvU in the college classroom. International Journal on Technology in Teaching and Learning. 5(1),1-21.
5. Berk, R. A. (2011). No teacher left behind: Teaching strategies for the next generation, transformative dialogues, Teaching and Learning Journal, 3(2),1-23. http://images.pearsonassessments.com/images/NES_Publications/2011_09Berk.pdf
6. Berenson, S. K. (2009). Educating Millenial Law Students for Public Obligation, Charlotte L. Rev. 51, 53.
7. Blickenstorfer, C. (2005). ‘A Brief History of Tablet PCs’, WebProNews, Retriewed 23 April 2015, http://www.webpronews.com/expertarticles/2005/12/20/a-brief-history-oftablet-pdf
8. Brown, J. S. (2005). Learning in a digital age. Retrieved from https://www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf

9. Brown, V. (2007). The power of PowerPoint: is it in the user or the program? Childhood Education, 83.4, 231(3), (online journal Galegroup).
10. Calkins, A., Vogt, K., Next Generation Learning Challenges, EDUCAUSE. Retrieved from www.educause.edu http://creativecommons.orglicenses(by-nc-nd/3.0/), Retrieved on 15 April 2015.
11. Carlson, J. F. (2005). Preparing an effective syllabus. College Teaching Fall, 53 (4), 159-164.
12. Corbell, J.R., Corbell, M.E.V. (2007). Are you ready for mobile learning? Educause Quarterly 2, p.57.
13. Cornelius –White, J.( 2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113-43.
14. Gardiner, L. (1998). Why we must change: The research evidence. NEA Higher Education Journal, Spring: 71-88.
15. Godfrey, C. (2005). Computers in schools: From machines to thinking tools, Quick, 95,3- 6.
16. Heritage, M. (2010). Formative assessment and next-generation systems: Are we losing an opportunity? Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved from file:///C:/Users/asus_/Downloads/formative_assessment_next_generation_2010.pdf
17. Howe, N. & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books.
18. Hunt, J. E., & Tucciarone, J. (2011). The Challenges and Opportunities of Teaching “Generation Y”, J Grad Med Educ. 3(4), 458–461. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3244307/
19. Kaplan, B. & Darvil, K. (2011). Think (and practice) like a lawyer; legal research for the new millennials, 8 Legal Communication and Rhetoric: JAWLD 153. http://www.law.nyu.edu/sites/default/files/upload_documents/Benfer-Shanahan%20-%20Educating%20Invincibles.pdf
20. Milli Eğitim Bakanlığı. (2012). Milli Eğitim Bakanlığı, Milli Eğitim bakanlığı istatistikleri. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2011_2012.pdf , 20 April 2015.
21. Milli Eğitim Bakanlığı. (2012). Milli Eğitim Bakanlığı, Milli Eğitim bakanlığı istatistikleri. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2011_2012.pdf , 20 April 2015.
22. Milli Eğitim Bakanlığı. (2012). Milli Eğitim Bakanlığı, FATİH Projesi. http://fatihprojesi.meb.gov.tr, 20 April 2015.
23. Munzur, Z. (2013). Technology is our friend: Using technology to teach english learning strategies, Journal of Education and Future, 4, 51-64.
24. National Research Council https://www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf
25. Niess, M. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523. Online Journal Elsevier. Retrieved from http://monash.edu/eeducation/assets/documents/atiec/2009/2009atiec-nadineadams-clintonhayes.pdf
26. Oblinger, D. (2005). Learners, learning and technology: The Educause learning initiative. Educause Review, 40, 66-75.
27. Pernsky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), 1-6. Pernsky, http://www.marcpernsky.com/writing/default.asp>.
28. Tzeng, S. (2011). Teach Only When Understanding: The strategies of teaching industrial design to the net generation. The Online Journal of New Horizons in Education, 1(2), 39.
29. Skiba, D. J., Barton, A. J. (2006). Adapting your teaching to accommodate the next generation of learners. OJIN: The Online Journal of Issues in Nursing. 11, (2),
30. Tapscott, D. (1998). Growing up Digital: The rise of the net generation. New York: McGraw-Hill.
31. Victoria, J. R., Ulla, G. F., Donald, F. R. (2010). Generation m2 media in the lives of 8-18 year olds, A Kaiser Family Foundation Study, Menlo Park, California, USA. http://files.eric.ed.gov/fulltext/ED527859.pdf
32. Vavoula, G. (2005). A Study of Mobile Learning Practices, pp.1-20. Retrieved from http://www.mobilelearn.org/download/results/public_deliverables/MOBIlearn_D4.4_Final.pdf
33. Web pages
34. The Council of Chief State Officers, CCSSO, www.ccsso.org
35. Institude of Corporate Directors (ICD) 2012. https://www.icd.ca/Courses/Directors-Education-Program.aspx
36. US Department of Education, Understanding the Implications of Online Learning for Educational Productivity, 2012.
37. http://tech.ed.gov/files/2013/10/implications-online-learning.pdf
38. htttp://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_TheLearningPyramid.pdf