The governance of a particular educational philosophy is indispensable for any developed nation in the sense of ruling and governing over its current and future political sociology. Therefore, the purpose of this study is to determine the relationships between mathematics teachers' applied instructional styles and their identified educational philosophical backgrounds. The study was conducted on 124 math teachers working in secondary schools during the 2016-2017 education years. This study aims to use a quantitative research method through the "Philosophical Preference Rating Scale" and the "Teaching Style Scale". The evidence indicates that teachers prefer personal model the most and authoritative teaching style the least. However, it is also determined that these teachers have predominantly experimentalist philosophical backgrounds. The least preferred philosophical approach is the existentialist understanding. In addition, teachers are able to predict their teaching styles, especially from idealistic, realistic, and perennial philosophical points. These indications inform us further on how and why the means of education system has remained much the same while education policies have been reformed many times throughout the recent years in Turkey.
Information and communications technology (ICT) is crucial in any contemporary society, especially if its online presence is to be widely significant, but, in a national context, it is important to investigate whether there is a compelling ICT 'politic' in the education sector in Turkey. This study specifically focuses on the ICT for Educational Development (ICT4ED) (Fatih) project, valued at US$8 billion, which is an embodiment of future educational reform in centralist Turkey. The study investigates the level of policy-making capacity within the scope of the Fatih project, which promises to fully integrate ICT into education in order to solve many educational issues, such as establishing entrepreneurialism in education, improving ICT sectors, exporting educational services to other nations for profit, and, ultimately, meeting the overarching purpose of Turkey becoming a competitive nation. The discourse of the government is to explore technological opportunities within education in order to create new 'profitable' avenues that conceive education as a 'commodity' and a 'private good', which is another feature of fragmented centralisation through public-private partnership(s) for both covert and overt privatisations. While the Fatih project defines the future as having new, 'fully integrated ICT in education', this study presents three main normative argumentswith regard to the project's political execution, technical development and philosophical conceptionto refute its objectives and highlight that it is destined to fail, and to suggest what urgent matters the ICT4ED politic should highlight in future education.
Finansal bütçe eksikliği, zorlu coğrafik koşullar ve demografik durum gibi çeşitli nedenlerden dolayı ülkemizin birçok şehrinde birleştirilmiş sınıflı okullar bulunmaktadır. Bununla birlikte bu okullar için önemli olan uygulanan eğitim modeli şeklinin olumlu ya da olumsuz yönlerini tartışmak değil, tarafsız bir gözle ele alıp ne yapılması gerektiği konusunda yetkililere öneriler sunabilmektir. Bu okullarda uygulanan öğretim etkinlikleri ve bu etkinliklerin verimliliğinden istenen sonucu elde etmek için, öğretmenlerin birleştirilmiş sınıflı eğitim hakkındaki algıları çok önemli etkileyicilerden biridir. Bu nedenle, bu çalışma sınıf öğretmeni adaylarının birleştirilmiş sınıflı okulları katılımcı, bir araştırma yaklaşımı ile ziyaret ettikten sonra, öğretim uygulamalarını nasıl algıladıklarını araştırmayı amaçlamaktadır. Bu çalışma öncelikle eğitim ve sosyoloji kavramlarını tanımlamak ve kişiselleştirilmiş öğrenmedeki ilerici eğitim yaklaşımını, politik göreceliliği ve eğitim merkezileştirmesinin değerini azaltmak, eğitim öznelciliği ve insancıl faydacılığı yeniden değerlemeyi önermektedir. Çalışma aynı zamanda, birleştirilmiş sınıflı okullardaki sorumluluk ve hesap verebilirlik konusunu ve ilerici eğitimin kişiselleştirilmesine; neden ve nasıl yaklaşılacağını açıklığa kavuşturmayı da amaçlamaktadır. Anahtar Sözcükler: Kişiselleştirilmiş öğrenme, eğitim politikası, eğitim felsefesi ve sosyolojisi, birleştirilmiş sınıflı okullar, sınıf öğretmeni öğretmen adayları Published: XX.XX.XXXX There are many schools of multigrade classes in many cities in Turkey due to the fact that there are various reasons, from a lack of financial budget to a harsh geographic demographic condition. Nevertheless, what should not be forgotten that this schooling is neither good nor bad, or is it neutral. Rather what the important is how they are utilized and how they came to be in the present practices in order to provide particular suggestions to authorities. To achieve the desired educational outcome of effectiveness and efficiency in these schools, the teachers' perception of these schooling is one of the crucial influencers. Therefore, this study aims to investigate how candidates of classroom teachers perceive the educational practices, in particular after visiting several of multigrade classes' schools through a participatory research approach. This study actually introduces the notions of education and sociology; particularly personalized learning in which the aim of progressive education approach ought to devalue political relativism and educational centralization and to revalue educational subjectivism and humanitarian utilitarianism. Particularly, this study aims to clarify the issue of responsibility and accountability in this schooling, and why and how this personalization of progressive education would be approached by whom.
ÖzBu çalışma, Özgür / Libre Açık Kaynak Kodlu Yazılımın (ÖLAKK) Dijital Bölünme'yi kapatmadaki potansiyel etkisini ve Türkiye'nin ÖLAKK ekosistemindeki mevcut konumuna vurgu yapmaktadır. ÖLAKK birbiriyle bağlantılı olarak sosyal faydaları olduğunu söyleyebiliriz; ve bunları faydaları, ekonomik faydalar, teknolojilere uyum, yerel kapasitenin inşası, paradigmanın değişmesi ve yenilikçi toplumun boyutlarına ulaşılması olarak tanımlayabiliriz. Türkiye çift haneli yazılım endüstrisine ve güçlü FLOSS topluluklarına sahip olmasına rağmen Türkiye dijital uçurumun kapatılmasında ÖLAKK faydalarına henüz ulaşamamıştır. Bunun nedenlerini: ÖLAKK politikanın olmayışı, Pardus projesinin başarısızlığı, merkezi hükümet desteğinin azlıgı ve ilgi eksikliği, yetersiz eğitim fırsatları ve satıcı kilitleme sorunu olarak gruplandırabiliriz. AbstractThis study focuses on to what extent and how Free/Libre Open Source Software (FLOSS) has the potential to bridge the digital divide and what Turkey's current position is in the ecosystem of FLOSS? This study argues that FLOSS has interlink and interdependent social benefits; technological benefits, economic benefits, adaptation technology, construction of local capacity, and shifting of paradigm and reaching dimensions of the innovative society. Although, these benefits have influence upon efforts of bridging the digital divide and the condition of Turkey indicates that there are significant Turkish FLOSS products, double-digit growth software industry and strong FLOSS communities, Turkey has not achieved FLOSS benefits yet due mainly to no FLOSS policy, failure of Pardus project, lack of centre government support/interest, insufficient educational opportunities and vendor lock-in issue.
Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.
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