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POST-COVID-19 EDUCATION AND EDUCATION TECHNOLOGY “SOLUTIONISM”: A SELLER’S MARKET

Yıl 2020, Cilt 4, Sayı 2, 47 - 67, 31.12.2020

Öz

The Covid-19 pandemic and the social distancing that followed have affected all walks of society, also education. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning. Many, including commercial digital learning platform providers, have rushed to provide their support and ‘solutions’, sometimes for free. The Covid-19 pandemic has therefore also created a sellers’ market in ed-tech. This paper employs a critical lens to reflect on the possible problems arising from hasty adoption of commercial digital learning solutions whose design might not always be driven by best pedagogical practices but their business model that leverages user data for profitmaking. Moreover, already before Covid-19, there has been increasing critique of how ed-tech is redefining and reducing concepts of teaching and learning. The paper also challenges the narrative that claims, ‘education is broken, and it should and can be fixed with technology’. Such technologization, often seen as neutral, is closely related to educationalization, i.e. imposing growing societal problems for education to resolve. Therefore, this is a critical moment to reflect how the current choices educational institutions are making might affect with Covid-19 education and online learning: Will they reinforce capitalist instrumental view of education or promote holistic human growth? This paper urges educational leaders to think carefully about the decisions they are currently making and if they indeed pave the way to a desirable future of education.

Kaynakça

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Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası

Yıl 2020, Cilt 4, Sayı 2, 47 - 67, 31.12.2020

Öz

Covid-19 salgını ve beraberinde gelişen sosyal mesafe, eğitim dahil olmak üzere toplumun tüm kurumlarında etkisini gösterirken özellikle eğitim kurumunun, devam etme gerekliliğinden ötürü, pandemi koşullarına hızla uyum sağlaması gerekiyordu. Bu noktada çevrimiçi eğitim/öğrenme daha önce eşi benzeri görülmemiş bir ilgi ile karşılandı. Çoğu ticari dijital öğrenme platformu sağlayıcılarının da desteği ile “çözüm”e yönelik, genellikle ücretsiz erişim hakkına sahip, pek çok çevrimiçi tabanlı kurum ve kuruluşlar kuruldu ve hızla harekete geçirildi. Bu nedenle Covid-19 salgını, eğitim teknolojisinde bir satıcı piyasasının da önünü açmış oldu. Elinizdeki çalışma, tasarımı her zaman en iyi pedagojik uygulamalarla değil, kâr elde etmek için kullanıcı verilerini kullanan iş modelleriyle yönlendirilen, dijital öğrenme çözümlerinin ticari kaygılarla ve aceleyle benimsenmesinden kaynaklanan olası sorunlara kritik bir mercekten bakmayı amaçlamaktadır. Dahası, yeni eğitim teknolojisinin, Covid-19'dan önce, öğretme ve öğrenme kavramlarını nasıl yeniden tanımladığı ve indirgediğine dair artan eleştirilere de açıklık getirmeye çalışılacaktır. Makalemiz ayrıca “Eğitim bir çöküşte ve teknoloji ile düzeltilmesi gerekiyor/düzeltilebilir.” iddialarına da meydan okumaktadır. Genellikle tarafsızmış gibi görünen bu tür bir teknolojileştirme, -eğitimin çözmesi için büyüyen sosyal problemleri kendi bünyesine empoze etmek gibi- pek çok bakımdan pedogoglar, öğretmenler ve bizzat eğitim kurumunun kendisi ile yakından ilişkilidir. Bu nedenle, eğitim kurumlarının yaptığı mevcut seçimlerin Covid-19 eğitimi ve çevrimiçi öğrenmeyi nasıl etkileyebileceği noktası artık oldukça kritik bir andadır: Eğitim kurumları kapitalist araçsal eğitim görüşünü güçlendirecek mi yoksa bütüncül insan büyümesini teşvik edecek mi? Hazırlamış olduğumuz makale, eğitim liderlerini şu anda aldıkları kararlar ve gerçekten arzu edilen bir eğitim geleceğine giden yolu açıp açmadıkları konusunda dikkatlice düşünmeye teşvik etmektedir.

Kaynakça

  • August. https://www.theguardian.com/technology/2013/aug/23/tech-giants-data. Accessed 17 June 2020.
  • Bastani, A. (2019). Fully automated luxury communism: A manifesto. London and Brooklyn: Verso.
  • Bates, T., & Sangrà, A. (2011). Managing technology in higher education: strategies for transforming teaching and learning. San Francisco: Jossey-Bass.
  • Bayne, S. (2015). What’s the matter with ‘technology-enhanced learning’? Learning, Media and Technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851.
  • Birch, K., Chiappetta, M., & Artyushina, A. (2020). The problem of innovation in technoscientific capitalism:data rentiership and the policy implications of turning personal digital data into a private asset. Policy Studies, 1–20. https://doi.org/10.1080/01442872.2020.1748264.
  • Broughan, C., & Prinsloo, P. (2019). (Re)centring students in learning analytics: In conversation with Paulo
  • Freire. Assessment & Evaluation in Higher Education, 1–12. https://doi.org/10.1080/02602938.2019.1679716.
  • Bulfin, S., Johnson, N., & Bigum, C. (Eds.). (2015). Critical perspectives on technology and education. New York: Palgrave.
  • Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw-Hill.
  • Corrin, L., Kennedy, G., French, S., Shum, B., Simon, K., Pardo, A., West, D., Mirriahi (2019). The ethics of learning analytics in Australian higher education. A Discussion Paper.https://melbourne-cshe.unimelb.edu.au/research/research-projects/edutech/the-ethical-use-of-learninganalytics. Accessed 15 June 2020.
  • Couldry, N., & Yu, J. (2018). Deconstructing datafication’s brave new world. New Media & Society, 20(12),4473–4491. https://doi.org/10.1177/1461444818775968.
  • Cuban, L. (2004). The blackboard and the bottomline. Why schools can’t be businesses. Cambridge, MA: Harvard University press.
  • Cuban, L., & Jandrić, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12(3–4), 425–439. https://doi.org/10.1177/2042753015579978.
  • Cuban, L., Kirkpatrick, H., & Peck, G. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.
  • Czerniewicz, L. (2020). What we learnt from “going online” during university shutdowns in South Africa. Philon EdTech, 15 March. https://philonedtech.com/what-we-learnt-from-going-online-during-universityshutdowns-in-south-africa/. Accessed 22 April 2020.
  • DeFreitas, S., Gibson, D., Du Plessis, C., Halloran, P., Williams, E., Ambrose, M., Dunwell, I., & Arnab, S. (2015). Foundations of dynamic learning analytics: Using university student data to increase retention.British Journal of Educational Technology, 46(6), 1175–1188. https://doi.org/10.1111/bjet.12212.
  • Drachsler, H., & Greller, W. (2016). Privacy and learning analytics - It’s a DELICATE issue. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK ‘16 (pp. 89–98). https://doi.org/10.1145/2883851.2883893. Postdigital Science and Education
  • Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic: And independent report on approaches to distance learning during COVID19 school closures. https://issuu.com/educationinternational/docs/2020_research_covid-19_eng. Accessed 3 June 2020.
  • Fernback, J. (2018). Academic/digital work: ICTs, knowledge capital, and the question of educational quality. tripleC, 16(1), 143–158. https://doi.org/10.31269/triplec.v16i1.878.
  • Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40(2), 205–225.
  • Freire, P. (2018). Pedagogy of the oppressed (50th Anniversary ed.). New York: Bloomsbury.
  • Fuchs, C. (2020a). Communicative socialism/digital socialism. tripleC, 18(1), 1–31. https://doi.org/10.31269/triplec.v18i1.1144.
  • Fuchs, C. (2020b). Communication and capitalism: A critical theory. London: University of Westminster Press. https://doi.org/10.16997/book45.
  • Giroux, H. A. (2020a). The COVID-19 pandemic is exposing the plague of neoliberalism. Truthout, 7 April. https://truthout.org/articles/the-covid-19-pandemic-is-exposing-the-plague-of-neoliberalism/. Accessed 22 April 2020.
  • Giroux, H. A. (2020b). The plague of neoliberalism and the politics of pandemics. In B. Evans (Ed.), The quarantine files. Thinkers in Self-Isolation. Los Angeles: Los Angeles Review of Books. https://lareviewofbooks.org/article/quarantine-files-thinkers-self-isolation/. Accessed 15 May 2020.
  • Harwell, D. (2020). Mass school closures in the wake of the coronavirus are driving a new wave of student surveillance. Washington Post, 1 April. https://www.washingtonpost.com/technology/2020/04/01/onlineproctoring-college-exams-coronavirus/. Accessed 22 April 2020.
  • Hendrick, C. (2018). Challenging the “education is broken” and Silicon Valley narratives. researchED, 6 July. https://researched.org.uk/challenging-the-education-is-broken-and-silicon-valley-narratives/. Accessed 18 June 2020.
  • Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. London: Routledge.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/thedifference-between-emergency-remote-teaching-and-online-learning. Accessed 19 April 2020.
  • Howland, J. L., Jonassen, D. H., & Marra, R. M. (2011). Meaningful learning with technology (4th ed.). Boston: Pearson Education.
  • Illich, I. (1971). Deschooling society. New York: Harper & Row.
  • Jandrić, P. (2017). Learning in the age of digital reason. Rotterdam: Sense Publishers.
  • Jandrić, P. (2020a). Deschooling. In M. Peters (Ed.), Encyclopedia of teacher education. Singapore: Springer. https://doi.org/10.1007/978-981-13-1179-6_115-1.
  • Jandrić, P. (2020b). Postdigital research in the time of Covid-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8.
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Ayrıntılar

Birincil Dil Türkçe
Konular Sosyoloji
Bölüm Çeviri
Yazarlar

Marko TERÄS Bu kişi benim
TAMK School of Professional Teacher Education, Tampere University of Applied Sciences
Finland


Juha SUORANTA Bu kişi benim
Faculty of Social Sciences, Tampere University
Finland


Hanna TERÄS Bu kişi benim
TAMK School of Professional Teacher Education, Tampere University of Applied Sciences
Finland


Mark CURCHER Bu kişi benim
TAMK School of Business, Tampere University of Applied Sciences
Finland

Çevirmenler

Mustafa DEMİRKAN

Yayımlanma Tarihi 31 Aralık 2020
Yayınlandığı Sayı Yıl 2020, Cilt 4, Sayı 2

Kaynak Göster

Bibtex @Çeviri { sosnot844724, journal = {Sosyoloji Notları}, eissn = {2618-5903}, address = {}, publisher = {Cihad ÖZSÖZ}, year = {2020}, volume = {4}, number = {2}, pages = {47 - 67}, title = {Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası}, key = {cite}, author = {Teräs, Marko and Suoranta, Juha and Teräs, Hanna and Curcher, Mark} }
APA Teräs, M. , Suoranta, J. , Teräs, H. & Curcher, M. (2020). Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası (M. Demirkan, Çev.) . Sosyoloji Notları , 4 (2) , 47-67 . Retrieved from https://dergipark.org.tr/tr/pub/sosnot/issue/59194/844724
MLA Teräs, M. , Suoranta, J. , Teräs, H. , Curcher, M. "Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası" Çev. Mustafa Demirkan . Sosyoloji Notları 4 (2020 ): 47-67 <https://dergipark.org.tr/tr/pub/sosnot/issue/59194/844724>
Chicago Teräs, M. , Suoranta, J. , Teräs, H. , Curcher, M. "Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası". Çev., Mustafa Demirkan. Sosyoloji Notları 4 (2020 ): 47-67
RIS TY - JOUR T1 - Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası AU - MarkoTeräs, JuhaSuoranta, HannaTeräs, MarkCurcher Y1 - 2020 PY - 2020 N1 - DO - T2 - Sosyoloji Notları JF - Journal JO - JOR SP - 47 EP - 67 VL - 4 IS - 2 SN - -2618-5903 M3 - UR - Y2 - 2020 ER -
EndNote %0 Sosyoloji Notları Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası %A Marko Teräs , Juha Suoranta , Hanna Teräs , Mark Curcher %T Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası %D 2020 %J Sosyoloji Notları %P -2618-5903 %V 4 %N 2 %R %U
ISNAD Teräs, Marko , Suoranta, Juha , Teräs, Hanna , Curcher, Mark . "Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası". Çev. Mustafa Demirkan. Sosyoloji Notları 4 / 2 (Aralık 2020): 47-67 .
AMA Teräs M. , Suoranta J. , Teräs H. , Curcher M. Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası. sosnot. 2020; 4(2): 47-67.
Vancouver Teräs M. , Suoranta J. , Teräs H. , Curcher M. Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası. Demirkan M, Çev. Sosyoloji Notları. 2020; 4(2): 47-67.
IEEE M. Teräs , J. Suoranta , H. Teräs ve M. Curcher , "Post-Covid-19, Eğitim ve Eğitim Teknolojisindeki “Çözümcülük”: Satıcı Piyasası", Sosyoloji Notları, c. 4, sayı. 2, ss. 47-67, Ara. 2020