2024 Türkiye Yüzyılı Maarif Modeli Ortaokul Türkçe Dersi Öğretim Programı'nın Dijital Okuryazarlık Açısından İncelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sedat MADEN
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Gelişen teknoloji ile beraber okuma ve yazma kavramlarının tanımlarında çeşitli değişmeler meydana gelmiş, dijital cihazlar üzerinden okuma ve yazma eylemi yapmayı temel alan, dijital tabanlı okuryazarlık türleri meydana gelmiştir. Özellikle eğitim öğretim sürecine yönelik hazırlanan programların güncelliği takip etmesi, bir gerekliliktir. Araştırmada 2024 Türkiye Yüzyılı Maarif Modeli Ortaokul Türkçe Dersi Öğretim Programı'nın dijital okuryazarlık açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırmada nitel araştırma yöntemlerinden olan doküman inceleme tekniği kullanılmıştır. Araştırmanın örneklemini, Milli Eğitim Bakanlığı tarafından hazırlanan 2024 Türkiye yüzyılı maarif modeli ortaokul Türkçe ders programı oluşturmaktadır. Ele alınan programın her başlığı ayrı ayrı incelenerek, dijital okuryazarlıkla ilgili olan, dijital, teknoloji, yapay zeka, sosyal medya, genel ağ, video, film, infografik, vlog, e-posta, çoklu ortam, kitle iletişim, web, elektronik, reklam, ekran sanal şeklindeki anahtar sözcükler ile sıklıklarına bakılmıştır. Araştırma sonuçlarına göre 2024 Türkçe Dersi Öğretim Programında, özellikle dijital okuryazarlıkla ilgili en fazla, dijital (f=187), çoklu ortamlar(f=124), ve teknoloji (f=36) kavramlarına yer verildiği dikkati çekerken programda yeni olarak ifade edilebilecek yapay zeka, infografik, vlog gibi kavramların da kullanıldığı gözlenmiştir. Bu açıdan programın dijital okuma ve yazma kavramlarını, teknolojiyi ve çağın gereksinimlerini gözeterek hazırlandığı ifade edilebilir.
With the developing technology, various changes have occurred in the definitions of reading and writing concepts, and digital-based literacy types have emerged, which are based on reading and writing on digital devices. It is a necessity that the programs prepared especially for the education and training process should follow the current situation. In the study, it was aimed to examine the 2024 Turkish Century Education Model Secondary School Turkish Curriculum in terms of digital literacy. For this purpose, document analysis technique, which is one of the qualitative research methods, was used in the study. The sample of the study consists of the 2024 Turkish century education model secondary school Turkish course curriculum prepared by the Ministry of National Education. Each title of the program was examined separately and the keywords related to digital literacy such as digital, technology, artificial intelligence, social media, general network, video, film, infographic, vlog, e-mail, multimedia, mass communication, web, electronic, advertising, screen virtual and their frequencies were examined. According to the results of the research, it is noteworthy that in the 2024 Turkish Lesson Teaching Program, the concepts of digital (f=187), multimedia (f=124), and technology (f=36) are used the most, especially related to digital literacy, while concepts such as artificial intelligence, infographic, vlog, which can be expressed as new in the program, are also used. In this respect, it can be stated that the program was prepared by considering the concepts of digital reading and writing, technology and the needs of the age.
With the developing technology, various changes have occurred in the definitions of reading and writing concepts, and digital-based literacy types have emerged, which are based on reading and writing on digital devices. It is a necessity that the programs prepared especially for the education and training process should follow the current situation. In the study, it was aimed to examine the 2024 Turkish Century Education Model Secondary School Turkish Curriculum in terms of digital literacy. For this purpose, document analysis technique, which is one of the qualitative research methods, was used in the study. The sample of the study consists of the 2024 Turkish century education model secondary school Turkish course curriculum prepared by the Ministry of National Education. Each title of the program was examined separately and the keywords related to digital literacy such as digital, technology, artificial intelligence, social media, general network, video, film, infographic, vlog, e-mail, multimedia, mass communication, web, electronic, advertising, screen virtual and their frequencies were examined. According to the results of the research, it is noteworthy that in the 2024 Turkish Lesson Teaching Program, the concepts of digital (f=187), multimedia (f=124), and technology (f=36) are used the most, especially related to digital literacy, while concepts such as artificial intelligence, infographic, vlog, which can be expressed as new in the program, are also used. In this respect, it can be stated that the program was prepared by considering the concepts of digital reading and writing, technology and the needs of the age.
Açıklama
Anahtar Kelimeler
Turkish Education, Türkçe Eğitimi
Kaynak
Social Sciences: Theory and Practice
Kuram ve Uygulamada Sosyal Bilimler Dergisi
Kuram ve Uygulamada Sosyal Bilimler Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
1
