{"id":264,"date":"2021-02-25T08:40:00","date_gmt":"2021-02-25T11:40:00","guid":{"rendered":""},"modified":"2025-03-02T14:41:46","modified_gmt":"2025-03-02T17:41:46","slug":"sorun-uzaktan-egitim-mi-vurun-abaliya","status":"publish","type":"post","link":"https:\/\/myozden.info\/index.php\/2021\/02\/25\/sorun-uzaktan-egitim-mi-vurun-abaliya\/","title":{"rendered":"Sorun Uzaktan E\u011fitim mi? Vurun abal\u0131ya."},"content":{"rendered":"
Merhaba:<\/span><\/div>\n

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Ge\u00e7enlerde Facebook\u2019ta Say\u0131n Salih taraf\u0131ndan yap\u0131lan bir payla\u015f\u0131mda \u201c..Ara\u015ft\u0131rmaya dolay\u0131s\u0131yla da veriye dayal\u0131 e\u011fitim politikalar\u0131 olu\u015fturulmak e\u011fitime \u00f6nemli bir ivme kataca\u011f\u0131 gibi sistemi ileriye g\u00f6t\u00fcrecek anlaml\u0131 bir e\u011fitim vizyonu ortaya koyman\u0131n da ihmal edilemez ad\u0131m\u0131d\u0131r..\u201d Kaynak: Zaman\u0131 Gelmedi mi? – Salih Sarpten<\/a>” denilmi\u015fti. Yaz\u0131n\u0131n i\u00e7eri\u011finde ise 2 farkl\u0131 kaynaktan yap\u0131lan ara\u015ft\u0131rma sonu\u00e7lar\u0131 payla\u015f\u0131l\u0131yordu. Fikre kat\u0131lmama ra\u011fmen ara\u015ft\u0131rma sonu\u00e7lar\u0131na bakt\u0131\u011f\u0131mda konuyu ayn\u0131 \u015fekilde de\u011ferlendirmedi\u011fimizi g\u00f6r\u00fcnce bu payla\u015f\u0131ma yorum olarak a\u015fa\u011f\u0131daki c\u00fcmleleri yazd\u0131m;<\/span><\/p>\n


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Say\u0131n Sarpten, yaz\u0131n\u0131z\u0131 ilgiyle okudum veriye dayal\u0131 karar alma fikrine kat\u0131lmakla birlikte hangi veriyi kullanaca\u011f\u0131z k\u0131sm\u0131nda baz\u0131 \u00e7ekincelerim var. \u00d6rne\u011fin, “19 May\u0131s T\u00fcrk Maarif Koleji\u2019nin \u00f6\u011frencilerine y\u00f6nelik olarak ger\u00e7ekle\u015ftirdi\u011fi \u201c\u00c7evrimi\u00e7i E\u011fitim De\u011ferlendirme Anketi\u201d nin sonu\u00e7lar\u0131na bakt\u0131\u011f\u0131mda (492 kat\u0131larak g\u00f6r\u00fc\u015f bildirmi\u015f) kat\u0131l\u0131mc\u0131lar demi\u015fler ki;<\/span><\/div>\n

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%73,6\u2019s\u0131 g\u00fcn\u00fcn en az 5 saatini ekran kar\u015f\u0131s\u0131nda ge\u00e7iriyor.<\/span><\/div>\n
%84,4\u2019\u00fc uzaktan e\u011fitimi etkili bir \u00f6\u011frenme modeli olarak g\u00f6rm\u00fcyor.<\/span><\/div>\n
%93,5\u2019i uzaktan e\u011fitim sayesinden dersleri daha h\u0131zl\u0131 bir \u015fekilde \u00f6\u011frendi\u011fini d\u00fc\u015f\u00fcnm\u00fcyor.<\/span><\/div>\n
%88,6\u2019s\u0131 uzaktan e\u011fitim \u00f6\u011frenmeyi kolayla\u015ft\u0131rm\u0131yor.<\/span><\/div>\n
%78,7\u2019si uzaktan e\u011fitime devam etmek istemiyor.<\/span><\/div>\n
%87\u2019si uzaktan e\u011fitimi y\u00fcz y\u00fcze e\u011fitimle e\u015f de\u011fer olarak g\u00f6rm\u00fcyor.<\/span><\/div>\n

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Bu sonu\u00e7lara bak\u0131nca uzaktan e\u011fitimi a\u011fz\u0131m\u0131za bile almamam\u0131z gerekir   Fakat Y\u00fcksek\u00f6\u011fretim Kurulu\u2019nun \u00fcniversite \u00f6\u011frencilerine y\u00f6nelik ger\u00e7ekle\u015ftirdi\u011fi “\u00c7evrim i\u00e7i e\u011fitim s\u00fcreciyle ilgili de\u011ferlendirme, ileti\u015fim ve payla\u015f\u0131m gibi konularda fark\u0131ndal\u0131k\u201d anketine (Kaynak: Y\u00dcKSEK\u00d6\u011eRET\u0130ME \u0130L\u0130\u015eK\u0130N \u201cEN Y\u00dcKSEK KATILIMLI\u201d ANKET\u0130N SONU\u00c7LARI A\u00c7IKLANDI<\/a>) 207 \u00fcniversiteden 1 milyon 255 bin \u00f6\u011frenci ile 27 bin 820 \u00f6\u011fretim eleman\u0131 g\u00f6n\u00fcll\u00fc olarak kat\u0131lm\u0131\u015ft\u0131. Bu ankete g\u00f6re;<\/span><\/div>\n

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– \u00d6\u011frencilerin bahar d\u00f6nemindeki e\u011fitim tercihi<\/span><\/div>\n
\u00d6\u011frencilerin y\u00fczde 27’si bahar d\u00f6nemindeki e\u011fitim s\u00fcrecinin “y\u00fcz y\u00fcze” olmas\u0131n\u0131 isterken, y\u00fczde 47’si “\u00e7evrim i\u00e7i” olmas\u0131n\u0131 ve y\u00fczde 26’s\u0131 ise karma bir \u015fekilde yap\u0131lmas\u0131n\u0131 tercih etti. Ankete kat\u0131lan \u00f6\u011frencilerin y\u00fczde 46’s\u0131 Kovid-19 d\u00f6nemi sonras\u0131nda e\u011fitim s\u00fcrecinin s\u0131n\u0131f i\u00e7inde y\u00fcz y\u00fcze olmas\u0131n\u0131, y\u00fczde 29’u tamamen \u00e7evrim i\u00e7i olmas\u0131n\u0131 ve y\u00fczde 25’i ise karma olmas\u0131n\u0131 istedi.<\/span><\/div>\n

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\u00d6\u011frencilerin sadece %27’si \u00f6n\u00fcm\u00fczdeki d\u00f6nem i\u00e7in y\u00fcz y\u00fcze e\u011fitim istemi\u015fler.   %47\u2019si ise tercihlerini uzaktan e\u011fitimden yana kullanm\u0131\u015flar. <\/span><\/div>\n

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– \u00d6\u011fretim elemanlar\u0131n\u0131n \u00e7evrim i\u00e7i e\u011fitime dair g\u00f6r\u00fc\u015flerine bak\u0131nca;<\/span><\/div>\n

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\u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 69’u derslere haz\u0131rl\u0131k \u00e7al\u0131\u015fmalar\u0131na daha fazla zaman harcad\u0131\u011f\u0131n\u0131 belirtirken, y\u00fczde 43’\u00fc \u00f6\u011frencilerin hem derse kat\u0131l\u0131mlar\u0131n\u0131n hem de ba\u015far\u0131 durumlar\u0131n\u0131n azald\u0131\u011f\u0131n\u0131 ifade etti.<\/span><\/div>\n

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\u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 61’i \u00e7evrim i\u00e7i e\u011fitim s\u00fcrecinin ders verme d\u0131\u015f\u0131ndaki akademik faaliyetlere etkisinde bir de\u011fi\u015fiklik olmad\u0131\u011f\u0131n\u0131 veya olumlu y\u00f6nde etkiledi\u011fini ve y\u00fczde 64’\u00fc e\u011fitimleri verimli y\u00fcr\u00fctebilmek i\u00e7in ciddi bir g\u00fc\u00e7l\u00fck ya\u015famad\u0131\u011f\u0131n\u0131 belirtti.<\/span><\/div>\n

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\u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 74’\u00fc yeni teknolojik ve pedagojik beceriler edindi\u011fini belirtti\u011fi ankette y\u00fczde 61’i bahar d\u00f6neminde e\u011fitimlerin \u00e7evrim i\u00e7i, y\u00fczde 26’s\u0131 karma ve y\u00fczde 13’\u00fc y\u00fcz y\u00fcze olmas\u0131n\u0131 istedi.<\/span><\/div>\n

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\u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 44’\u00fc salg\u0131n d\u00f6nemi sonras\u0131nda e\u011fitimlerin y\u00fcz y\u00fcze, y\u00fczde 56’s\u0131 ise derslerin \u00e7evrim i\u00e7i veya \u00e7evrim i\u00e7i destekli olmas\u0131n\u0131 tercih etti<\/span><\/div>\n

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Bana Y\u00d6K anketi i\u00e7in \u00fcniversite seviyesi diyebilirsiniz fakat bu durumda sizin payla\u015ft\u0131\u011f\u0131n\u0131z TMK ise sadece bir okul yani bir sadece “Durum\/Case ” diye sorgulanabilir.  Dolays\u0131s\u0131yla, veri kullan\u0131m\u0131 s\u0131ras\u0131nda da dikkatli olmakta fayda var. Yurt d\u0131\u015f\u0131nda yap\u0131lan \u00e7al\u0131\u015fmalarda da TMK’y\u0131 destekleyen t\u00fcrde \u00e7al\u0131\u015fmalar olsa da \u00e7o\u011funluk de\u011fil. Asl\u0131nda, bu okulda ni\u00e7in sonu\u00e7lar zaman\u0131n ruhuna ayk\u0131r\u0131 \u00e7\u0131k\u0131yor diye bak\u0131labilir. <\/span><\/div>\n

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Buraya kadar veriye dayal\u0131 e\u011fitim politikalar\u0131 konusunda g\u00f6r\u00fc\u015flerimi bildirdikten sonra, sorunun as\u0131l kayna\u011f\u0131 nedir? Sorusunun cevab\u0131 i\u00e7in g\u00f6r\u00fc\u015flerimi \u015fu \u015fekilde payla\u015f\u0131ma devam ettim.<\/span><\/div>\n
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Son g\u00fcnlerde, s\u00f6z\u00fcm meclisten d\u0131\u015far\u0131 bir k\u0131s\u0131m \u201cTeknoloji d\u00fc\u015fman\u0131 ya da yetersiz teknolojik bilgisi olanlar\u201d vurun abal\u0131ya misali \u201ca\u011f\u0131zlar\u0131n\u0131 a\u00e7t\u0131klar\u0131nda\u201d uzaktan e\u011fitim \u015f\u00f6yle k\u00f6t\u00fc, b\u00f6yle k\u00f6t\u00fc diye yorum yap\u0131yorlar. \u00d6\u011frencilerin istemedi\u011fi s\u00f6ylenen uzaktan e\u011fitim uygulamalar\u0131 sorguland\u0131\u011f\u0131nda \u00f6\u011fretmenlerin y\u00fcz y\u00fcze e\u011fitimde s\u0131n\u0131f ortam\u0131nda kulland\u0131klar\u0131 sunum program\u0131 (PowerPoint) saydamlar\u0131 \u00fczerinden kendileri s\u00f6yleyip kendileri dinledikleri \u00f6rneklere var\u0131yoruz. Ki\u015fisel g\u00f6r\u00fc\u015f\u00fcme g\u00f6re, e\u011fitim sisteminin en b\u00fcy\u00fck sorunlar\u0131ndan birisi olan bu sunumlar y\u00fcz y\u00fcze \u00f6\u011fretim ortamlar\u0131ndan aynen buraya ta\u015f\u0131nm\u0131\u015f durumda. Bu sunum programlar\u0131 yard\u0131m\u0131yla i\u015flenen derslerdeki \u00f6\u011frenci ilgi ve motivasyonlar\u0131 ne ise durum burada da aynen devam etmektedir. Bir farkla, daha \u00f6nce y\u00fcz y\u00fcze e\u011fitim s\u0131ras\u0131nda kapal\u0131 kap\u0131lar ard\u0131nda kimsenin g\u00f6rmedi\u011fi, denetlemedi\u011fi\/denetleyemedi\u011fi muhte\u015fem uygulamalar uzaktan e\u011fitimin kullan\u0131m\u0131yla birlikte ya\u015fam\u0131m\u0131z\u0131n bir par\u00e7as\u0131 oldular. Art\u0131k, e\u011fitim\/\u00f6\u011fretim ortamlar\u0131nda s\u00f6z u\u00e7muyor ders kay\u0131tlar\u0131 sayesinde tekrar tekrar izlenebiliyor, canl\u0131 dersler sadece okulun kapal\u0131 s\u0131n\u0131flar\u0131nda gizli sakl\u0131 kalm\u0131yor neticede e\u011fitim ve \u00f6\u011fretim ortamlar\u0131 i\u00e7in art\u0131k \u201cKral \u00c7\u0131plak\u201d. Bu noktada yap\u0131lmas\u0131 gereken vurun abal\u0131ya demek yerine bunun nedeni ne? diye d\u00fc\u015f\u00fcnmek faydal\u0131 olabilir. E\u011fer COVID-19 felaketi ya\u015fanmas\u0131yd\u0131 daha uzun y\u0131llar bu sorunlar\u0131 g\u00f6rme \u015fans\u0131m\u0131z olmayacakt\u0131. Atalar\u0131m\u0131z\u0131n dedi\u011fi gibi \u201cbir musibet bin nasihatten iyidir\u201d. <\/span><\/div>\n

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Sonu\u00e7 olarak, ayn\u0131 \u00e7\u00f6z\u00fcm k\u00fcmesini kullanarak farkl\u0131 \u00e7\u00f6z\u00fcmler beklemek ak\u0131ll\u0131 insanlar\u0131n i\u015fi olmamal\u0131. K\u00f6k sorun daha derinlerde uzaktan e\u011fitim k\u00f6t\u00fclenerek y\u00fcz y\u00fcze e\u011fitimin sorunlar\u0131n\u0131n \u00fcst\u00fc kapat\u0131lamaz. <\/span><\/div>\n

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COVID-19’dan sonra art\u0131k end\u00fcstri devrimi e\u011fitim y\u00f6ntemleriyle var olmak m\u00fcmk\u00fcn olmayacak. Durumu anlamayanlara ge\u00e7mi\u015f olsun \u00f6n\u00fcm\u00fczdeki d\u00f6nemin “Digital Slaves” kategorisinde yerlerini ALACAKLAR. Bu i\u015fin \u015fakas\u0131 yok. Bir an \u00f6nce aya\u011f\u0131m\u0131z\u0131n alt\u0131ndan \u00e7ekilen hal\u0131n\u0131n fark\u0131na var\u0131p gere\u011fini yapmal\u0131y\u0131z. B\u00fct\u00fcn e\u011fitim\/\u00f6\u011fretim alanlar\u0131nda TEKNOLOJ\u0130K FORMASYON\u2019A (Kaynak:  Technological Formation Scale for Teachers (TFS): Development and Validation<\/a>) sahip bireylerin yeti\u015ftirilmesi i\u00e7in el ele vermeliyiz.<\/span><\/div>\n

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Sayg\u0131lar\u0131mla,<\/span><\/div>\n

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Merhaba: Ge\u00e7enlerde Facebook\u2019ta Say\u0131n Salih taraf\u0131ndan yap\u0131lan bir payla\u015f\u0131mda \u201c..Ara\u015ft\u0131rmaya dolay\u0131s\u0131yla da veriye dayal\u0131 e\u011fitim politikalar\u0131 olu\u015fturulmak e\u011fitime \u00f6nemli bir ivme kataca\u011f\u0131 gibi sistemi ileriye g\u00f6t\u00fcrecek anlaml\u0131 bir e\u011fitim vizyonu ortaya koyman\u0131n da ihmal edilemez ad\u0131m\u0131d\u0131r..\u201d Kaynak: Zaman\u0131 Gelmedi mi? – Salih Sarpten” denilmi\u015fti. Yaz\u0131n\u0131n i\u00e7eri\u011finde ise 2 farkl\u0131 kaynaktan yap\u0131lan ara\u015ft\u0131rma sonu\u00e7lar\u0131 payla\u015f\u0131l\u0131yordu. Fikre kat\u0131lmama ra\u011fmen ara\u015ft\u0131rma sonu\u00e7lar\u0131na bakt\u0131\u011f\u0131mda konuyu ayn\u0131 \u015fekilde de\u011ferlendirmedi\u011fimizi g\u00f6r\u00fcnce bu payla\u015f\u0131ma yorum olarak a\u015fa\u011f\u0131daki c\u00fcmleleri yazd\u0131m; Say\u0131n Sarpten, yaz\u0131n\u0131z\u0131 ilgiyle okudum veriye dayal\u0131 karar alma fikrine kat\u0131lmakla birlikte hangi veriyi kullanaca\u011f\u0131z k\u0131sm\u0131nda baz\u0131 \u00e7ekincelerim var. \u00d6rne\u011fin, “19 May\u0131s T\u00fcrk Maarif Koleji\u2019nin \u00f6\u011frencilerine y\u00f6nelik olarak ger\u00e7ekle\u015ftirdi\u011fi \u201c\u00c7evrimi\u00e7i E\u011fitim De\u011ferlendirme Anketi\u201d nin sonu\u00e7lar\u0131na bakt\u0131\u011f\u0131mda (492 kat\u0131larak g\u00f6r\u00fc\u015f bildirmi\u015f) kat\u0131l\u0131mc\u0131lar demi\u015fler ki; %73,6\u2019s\u0131 g\u00fcn\u00fcn en az 5 saatini ekran kar\u015f\u0131s\u0131nda ge\u00e7iriyor. %84,4\u2019\u00fc uzaktan e\u011fitimi etkili bir \u00f6\u011frenme modeli olarak g\u00f6rm\u00fcyor. %93,5\u2019i uzaktan e\u011fitim sayesinden dersleri daha h\u0131zl\u0131 bir \u015fekilde \u00f6\u011frendi\u011fini d\u00fc\u015f\u00fcnm\u00fcyor. %88,6\u2019s\u0131 uzaktan e\u011fitim \u00f6\u011frenmeyi kolayla\u015ft\u0131rm\u0131yor. %78,7\u2019si uzaktan e\u011fitime devam etmek istemiyor. %87\u2019si uzaktan e\u011fitimi y\u00fcz y\u00fcze e\u011fitimle e\u015f de\u011fer olarak g\u00f6rm\u00fcyor. Bu sonu\u00e7lara bak\u0131nca uzaktan e\u011fitimi a\u011fz\u0131m\u0131za bile almamam\u0131z gerekir   Fakat Y\u00fcksek\u00f6\u011fretim Kurulu\u2019nun \u00fcniversite \u00f6\u011frencilerine y\u00f6nelik ger\u00e7ekle\u015ftirdi\u011fi “\u00c7evrim i\u00e7i e\u011fitim s\u00fcreciyle ilgili de\u011ferlendirme, ileti\u015fim ve payla\u015f\u0131m gibi konularda fark\u0131ndal\u0131k\u201d anketine (Kaynak: Y\u00dcKSEK\u00d6\u011eRET\u0130ME \u0130L\u0130\u015eK\u0130N \u201cEN Y\u00dcKSEK KATILIMLI\u201d ANKET\u0130N SONU\u00c7LARI A\u00c7IKLANDI) 207 \u00fcniversiteden 1 milyon 255 bin \u00f6\u011frenci ile 27 bin 820 \u00f6\u011fretim eleman\u0131 g\u00f6n\u00fcll\u00fc olarak kat\u0131lm\u0131\u015ft\u0131. Bu ankete g\u00f6re; – \u00d6\u011frencilerin bahar d\u00f6nemindeki e\u011fitim tercihi \u00d6\u011frencilerin y\u00fczde 27’si bahar d\u00f6nemindeki e\u011fitim s\u00fcrecinin “y\u00fcz y\u00fcze” olmas\u0131n\u0131 isterken, y\u00fczde 47’si “\u00e7evrim i\u00e7i” olmas\u0131n\u0131 ve y\u00fczde 26’s\u0131 ise karma bir \u015fekilde yap\u0131lmas\u0131n\u0131 tercih etti. Ankete kat\u0131lan \u00f6\u011frencilerin y\u00fczde 46’s\u0131 Kovid-19 d\u00f6nemi sonras\u0131nda e\u011fitim s\u00fcrecinin s\u0131n\u0131f i\u00e7inde y\u00fcz y\u00fcze olmas\u0131n\u0131, y\u00fczde 29’u tamamen \u00e7evrim i\u00e7i olmas\u0131n\u0131 ve y\u00fczde 25’i ise karma olmas\u0131n\u0131 istedi. \u00d6\u011frencilerin sadece %27’si \u00f6n\u00fcm\u00fczdeki d\u00f6nem i\u00e7in y\u00fcz y\u00fcze e\u011fitim istemi\u015fler.   %47\u2019si ise tercihlerini uzaktan e\u011fitimden yana kullanm\u0131\u015flar.  – \u00d6\u011fretim elemanlar\u0131n\u0131n \u00e7evrim i\u00e7i e\u011fitime dair g\u00f6r\u00fc\u015flerine bak\u0131nca; \u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 69’u derslere haz\u0131rl\u0131k \u00e7al\u0131\u015fmalar\u0131na daha fazla zaman harcad\u0131\u011f\u0131n\u0131 belirtirken, y\u00fczde 43’\u00fc \u00f6\u011frencilerin hem derse kat\u0131l\u0131mlar\u0131n\u0131n hem de ba\u015far\u0131 durumlar\u0131n\u0131n azald\u0131\u011f\u0131n\u0131 ifade etti. \u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 61’i \u00e7evrim i\u00e7i e\u011fitim s\u00fcrecinin ders verme d\u0131\u015f\u0131ndaki akademik faaliyetlere etkisinde bir de\u011fi\u015fiklik olmad\u0131\u011f\u0131n\u0131 veya olumlu y\u00f6nde etkiledi\u011fini ve y\u00fczde 64’\u00fc e\u011fitimleri verimli y\u00fcr\u00fctebilmek i\u00e7in ciddi bir g\u00fc\u00e7l\u00fck ya\u015famad\u0131\u011f\u0131n\u0131 belirtti. \u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 74’\u00fc yeni teknolojik ve pedagojik beceriler edindi\u011fini belirtti\u011fi ankette y\u00fczde 61’i bahar d\u00f6neminde e\u011fitimlerin \u00e7evrim i\u00e7i, y\u00fczde 26’s\u0131 karma ve y\u00fczde 13’\u00fc y\u00fcz y\u00fcze olmas\u0131n\u0131 istedi. \u00d6\u011fretim elemanlar\u0131n\u0131n y\u00fczde 44’\u00fc salg\u0131n d\u00f6nemi sonras\u0131nda e\u011fitimlerin y\u00fcz y\u00fcze, y\u00fczde 56’s\u0131 ise derslerin \u00e7evrim i\u00e7i veya \u00e7evrim i\u00e7i destekli olmas\u0131n\u0131 tercih etti Bana Y\u00d6K anketi i\u00e7in \u00fcniversite seviyesi diyebilirsiniz fakat bu durumda sizin payla\u015ft\u0131\u011f\u0131n\u0131z TMK ise sadece bir okul yani bir sadece “Durum\/Case ” diye sorgulanabilir.  Dolays\u0131s\u0131yla, veri kullan\u0131m\u0131 s\u0131ras\u0131nda da dikkatli olmakta fayda var. Yurt d\u0131\u015f\u0131nda yap\u0131lan \u00e7al\u0131\u015fmalarda da TMK’y\u0131 destekleyen t\u00fcrde \u00e7al\u0131\u015fmalar olsa da \u00e7o\u011funluk de\u011fil. Asl\u0131nda, bu okulda ni\u00e7in sonu\u00e7lar zaman\u0131n ruhuna ayk\u0131r\u0131 \u00e7\u0131k\u0131yor diye bak\u0131labilir.  Buraya kadar veriye dayal\u0131 e\u011fitim politikalar\u0131 konusunda g\u00f6r\u00fc\u015flerimi bildirdikten sonra, sorunun as\u0131l kayna\u011f\u0131 nedir? Sorusunun cevab\u0131 i\u00e7in g\u00f6r\u00fc\u015flerimi \u015fu \u015fekilde payla\u015f\u0131ma devam ettim.   Son g\u00fcnlerde, s\u00f6z\u00fcm meclisten d\u0131\u015far\u0131 bir k\u0131s\u0131m \u201cTeknoloji d\u00fc\u015fman\u0131 ya da yetersiz teknolojik bilgisi olanlar\u201d vurun abal\u0131ya misali \u201ca\u011f\u0131zlar\u0131n\u0131 a\u00e7t\u0131klar\u0131nda\u201d uzaktan e\u011fitim \u015f\u00f6yle k\u00f6t\u00fc, b\u00f6yle k\u00f6t\u00fc diye yorum yap\u0131yorlar. \u00d6\u011frencilerin istemedi\u011fi s\u00f6ylenen uzaktan e\u011fitim uygulamalar\u0131 sorguland\u0131\u011f\u0131nda \u00f6\u011fretmenlerin y\u00fcz y\u00fcze e\u011fitimde s\u0131n\u0131f ortam\u0131nda kulland\u0131klar\u0131 sunum program\u0131 (PowerPoint) saydamlar\u0131 \u00fczerinden kendileri s\u00f6yleyip kendileri dinledikleri \u00f6rneklere var\u0131yoruz. Ki\u015fisel g\u00f6r\u00fc\u015f\u00fcme g\u00f6re, e\u011fitim sisteminin en b\u00fcy\u00fck sorunlar\u0131ndan birisi olan bu sunumlar y\u00fcz y\u00fcze \u00f6\u011fretim ortamlar\u0131ndan aynen buraya ta\u015f\u0131nm\u0131\u015f durumda. Bu sunum programlar\u0131 yard\u0131m\u0131yla i\u015flenen derslerdeki \u00f6\u011frenci ilgi ve motivasyonlar\u0131 ne ise durum burada da aynen devam etmektedir. Bir farkla, daha \u00f6nce y\u00fcz y\u00fcze e\u011fitim s\u0131ras\u0131nda kapal\u0131 kap\u0131lar ard\u0131nda kimsenin g\u00f6rmedi\u011fi, denetlemedi\u011fi\/denetleyemedi\u011fi muhte\u015fem uygulamalar uzaktan e\u011fitimin kullan\u0131m\u0131yla birlikte ya\u015fam\u0131m\u0131z\u0131n bir par\u00e7as\u0131 oldular. Art\u0131k, e\u011fitim\/\u00f6\u011fretim ortamlar\u0131nda s\u00f6z u\u00e7muyor ders kay\u0131tlar\u0131 sayesinde tekrar tekrar izlenebiliyor, canl\u0131 dersler sadece okulun kapal\u0131 s\u0131n\u0131flar\u0131nda gizli sakl\u0131 kalm\u0131yor neticede e\u011fitim ve \u00f6\u011fretim ortamlar\u0131 i\u00e7in art\u0131k \u201cKral \u00c7\u0131plak\u201d. Bu noktada yap\u0131lmas\u0131 gereken vurun abal\u0131ya demek yerine bunun nedeni ne? diye d\u00fc\u015f\u00fcnmek faydal\u0131 olabilir. E\u011fer COVID-19 felaketi ya\u015fanmas\u0131yd\u0131 daha uzun y\u0131llar bu sorunlar\u0131 g\u00f6rme \u015fans\u0131m\u0131z olmayacakt\u0131. Atalar\u0131m\u0131z\u0131n dedi\u011fi gibi \u201cbir musibet bin nasihatten iyidir\u201d.  Sonu\u00e7 olarak, ayn\u0131 \u00e7\u00f6z\u00fcm k\u00fcmesini kullanarak farkl\u0131 \u00e7\u00f6z\u00fcmler beklemek ak\u0131ll\u0131 insanlar\u0131n i\u015fi olmamal\u0131. K\u00f6k sorun daha derinlerde uzaktan e\u011fitim k\u00f6t\u00fclenerek y\u00fcz y\u00fcze e\u011fitimin sorunlar\u0131n\u0131n \u00fcst\u00fc kapat\u0131lamaz.  COVID-19’dan sonra art\u0131k end\u00fcstri devrimi e\u011fitim y\u00f6ntemleriyle var olmak m\u00fcmk\u00fcn olmayacak. Durumu anlamayanlara ge\u00e7mi\u015f olsun \u00f6n\u00fcm\u00fczdeki d\u00f6nemin “Digital Slaves” kategorisinde yerlerini ALACAKLAR. Bu i\u015fin \u015fakas\u0131 yok. Bir an \u00f6nce aya\u011f\u0131m\u0131z\u0131n alt\u0131ndan \u00e7ekilen hal\u0131n\u0131n fark\u0131na var\u0131p gere\u011fini yapmal\u0131y\u0131z. B\u00fct\u00fcn e\u011fitim\/\u00f6\u011fretim alanlar\u0131nda TEKNOLOJ\u0130K FORMASYON\u2019A (Kaynak:  Technological Formation Scale for Teachers (TFS): Development and Validation) sahip bireylerin yeti\u015ftirilmesi i\u00e7in el ele vermeliyiz. Sayg\u0131lar\u0131mla,<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-264","post","type-post","status-publish","format-standard","hentry","category-guncel"],"acf":[],"_links":{"self":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/264","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/comments?post=264"}],"version-history":[{"count":1,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/264\/revisions"}],"predecessor-version":[{"id":384,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/264\/revisions\/384"}],"wp:attachment":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/media?parent=264"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/categories?post=264"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/tags?post=264"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}