Educational Technology Research Patterns in the Realm of the Digital Knowledge Age

Abstract

Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993-1999 multimedia learning and instructional design; 2000-2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005-2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010-2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015-2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.

Dijital bilgi çağı: Dijital toplum, dijital dönüşüm, dijital eğitim ve dijital yeterlilikler

“…uyarlanması kadar soyut teknolojilerin de (örn: kuramlar, yaklaşımlar, modeller vb.) bütüncül bir denge içerisinde uyarlanması gerekliliğidir (Bozkurt, 2020). Bununla beraber dijital ortamlarda etkili, verimli ve çekici bir öğrenme/öğretme sürecinin tasarlanması sadece somut ve soyut teknolojilerin kullanımıyla ilişkili değil, aynı zamanda bu süreçte yer alan paydaşların sahip oldukları dijital yeterlilik, beceriler ve okuryazarlıkla da ilgilidir.…”

Teknoloji Bağlamında Eğitimde Fırsat Eşitsizliği: Eğitime Erişime Yönelik Sorunlar ve Çözüm Önerileri

“…Uzaktan eğitim sürecinde teknoloji harcamalarında artış yaşanıp yaşanmadığı konusunda velilerin verdikleri yanıtlara göre gruplar arasında fark bulunmamıştır. Salgın döneminde eğitimde açıklık, erişilebilirlik, esneklik temeline dayanan çevrimiçi uzaktan eğitim uygulamaları özyönelimli ve özyönetimli (Knowles, 1975) becerileri gerektirdiğinden öğrencilerin eğitimciler ve ebeveynler tarafından desteklenmesi gerektiği gibi uzaktan eğitime teknolojik ekipmanlar ile erişim olanaklarına da sahip olmaları gerektiği görülmüştür (Bozkurt, 2020). Uzaktan eğitim sürecinde teknoloji harcamalarında artış yaşamama gerekçesi açısından "Çocuğum uzaktan eğitim sürecinde çevrimiçi derslere erişimde sorun/sorunlar yaşadı.…”

Untitled

“…The term emergency remote education (ERE) was coined as an umbrella term to include distance education, e-learning, online education, homeschooling etc. According to Bozkurt (2020), all of these terms derive from the term distance education, but it is pointed out that the main distinction between distance education and emergency remote education is that the latter refers to an obligation, whereas the former refers to an option. Emergency remote education is, as the term suggests, a survival strategy adopted at the beginning of the pandemic in an attempt to ensure the continuity of education.…”

“…Emergency remote education is, as the term suggests, a survival strategy adopted at the beginning of the pandemic in an attempt to ensure the continuity of education. Distance learning, in contrast, is planned and put into practice on the basis of both theoretical and practical knowledge, in a specific field, whereas emergency remote education does, per se, not have a pedagogical concept, which is a major challenge (Bozkurt, 2020).…”

“…and live broadcasting features of social networking sites (e.g., Facebook Live, Instagram Live, YouTube etc.) to counteract teaching disruptions (Bozkurt, 2020).…”