The digital ecosystem of teacher education

Abstract

This paper aims to improve the effectiveness of the DESTE adaptive development, considering both intramural and regional educational needs and trends of the rapidly changing digital world. Empirical and analytical research methods were used. Analysis and synthesis of domestic and foreign researches in the field of creating educational ecosystems in the conditions of digitalization in education were performed. The results form the basis of an adaptive approach to create the DESTE and investigate its effectiveness in improving the quality of learning, which was performed using regression analysis. The paper substantiates the necessity and timeliness of creating the DESTE as a condition for accelerating intramural and cooperative (together with partners) innovative educational developments for their further transfer. The key features of DESTE and its significance for the training of digital education specialists were identified. A local digital ecosystem to study the "Information and Communication Technologies" subject was developed as a part of the university DESTE.

Leading Edge or Bleeding Edge: Designing a Framework for the Adoption of AI Technology in an Educational Organization

“…If any of them fail to do so will hinder the other two from obtaining the technology use goals. Therefore, the expected use of a specific technology must be trained before the adoption or technology transformation [118]. Students must be given enough training on how to obtain lectures, and course materials, upload assignments, attendance marking, ask questions, take part in the discussion, etc., all that students do in a natural classroom environment.…”

Pre-Service Turkish Language Teachers’ Anxiety and Attitudes Toward Artificial Intelligence

“…Nevertheless, when the literature is examined, it is known that studies investigating AI in language education are limited although there has been a worldwide increase in recent years and that these studies mainly When the literature was examined, it was determined that there were a limited number of studies on the pre-service teachers in the context of AI. A significant number of these studies have focused on AI applications for pre-service teachers (Ariawan et al, 2016;Bayram & Çelik, 2023;Kelleci & Aksoy, 2020;Tapan Broutin, 2023;Vlasova et al, 2019;Zhang et al, 2021) and the opinions of pre-service teachers about AI (Çam et al, 2021;Haseski, 2019). Although language education is emphasized in the 21 st century, it has been determined that there are very few studies on pre-service Turkish language teachers who will teach Turkish as a native or foreign language (Arıcı & Karacı, 2013;Haseski, 2019).…”