Escolar Documentos
Profissional Documentos
Cultura Documentos
Buket Akkoyunlu
To cite this article: Buket Akkoyunlu (2002) Educational Technology in Turkey: Past, Present and
Future, Educational Media International, 39:2, 165-174, DOI: 10.1080/09523980210155352
Abstracts
This paper explains the past, discusses the present and makes projections for the future of educational technology in Turkey.
Technology has an important role in enhancing educational progress. Therefore, educators need to adapt technology within
their eld of study. Educational materials such as textbooks, lms, radio, television, overhead projectors, video recorders and,
of course, computers enrich learning environments in schools. Educational materials motivate students and induce them to
study subject matter while providing opportunities for students to access and evaluate information. In Turkey, the use of
educational technology in schools has been taken very seriously by the Ministry of National Education since the 1930s.
Universities and other institutions are also interested in research and application of educational technology to their own
settings.
Introduction
Information Technology (IT) has had a big impact on society. Although there have been criticisms – its dangers
and costs – IT has been widely accepted and used in many elds. At the same time, technological changes have
been seen as a panacea, offering new opportunities of jobs and social progress. Undoubtedly, new technologies
have affected the social and educational system as well as the economic system. Thus, technological changes have
proved to be something to which societies must adapt (OECD, 1988).
The rapid development of IT is leading to the establishment of what is called ‘the information society’. It is
obvious that, nowadays, knowledge has become the key to the economic development of the developed countries.
Technology has also played an important role in assisting the educational progress. Educators not only need to be
aware of these changes within their eld of study, they must adapt to these changes in the society they live in as
well.
The industrial revolution extended the requirements for education vastly. After the establishment of university
education in the middle of the last century, educational materials such as textbooks, newspapers, magazines and
photographs, lms, radio and television grew. More recently in the classroom overhead projectors, video
recorders and of course nally, computers came into service. In the information society while educational
requirements of people are changing, their learning needs are changing as well. These requirements and needs
triggered the start of studies on ef ciency of learning and teaching processes in schools. Most of the societies have
been using educational technology in order to create effective environments for their students. They emphasize
production and use of instructional tools and materials.
Instructional tools and materials undoubtedly enrich learning environments in schools. They:
arouse interest and stimulate learning;
induce students to study subject matter;
connect new information with what has been learned previously;
relate subject matter to students’ life experiences;
provide opportunities for students accessing and evaluating information;
respond to pressing needs of society;
enable students to portray the world as they see it;
condense information for ease of understanding;
increase self instruction.
(Hackbarth, 1996)
Using educational technology in schools has been taken very seriously by the Ministry of National Education since
1930s in Turkey. Furthermore, universities and other institutions are also interested in studies on educational
technology. The aim of this paper is to review the past, discuss the present and make projections for the future of
educational technology in Turkey.
1. Abolished the Ministry of Pious Foundations (Madrasa) and Religious (Sharia) Courts (Law No 429/1924)
2. Placed all educational institutions (except Istanbul University but including all Madrasa) under the Ministry of
Education (Uni cation of Education Act, Law No 429/1924).
(Guvenc, 1998)
In 1928, the Latin alphabet was adapted and accepted. This important change affected the Turkish Educational
System deeply. Soon thereafter folk schools or courses were opened to teach the nation its new Latin alphabet
(Guvenc, 1998). Education was made compulsory for all people between the ages of 7–12 in 1929. In 1997, the
government extended the duration of compulsory education from ve years to eight years without any
interruption, making education compulsory between the ages of 6–14 (MONE, 1999).
Now, in Turkey, the Ministry of National Education (MONE) holds the responsibility of Educational Institutions
except some preschool educational institutions and universities. Universities have been governed by Higher
Education Board (YÖK) in accordance with the 1981 Higher Education Act.
Educational Technology in Turkey 167
Education everywhere
‘National education objectives will be pursued not only at educational institutions, but also at home, in the outer
society, on the job, and everywhere and at every opportunity’ (Principal Law of National Education, Article 24).
168 EMI 39:2 – PAST, PRESENT AND FUTURE OF EDUCATIONAL TECHNOLOGY
Continuity
It is essential that general and vocational education of individuals should continue throughout life. In addition to the
education of younger generations, necessary measures will be taken to provide adults with continuing education to help
them achieve constructive and productive adjustment to life and to their work environment
(Principal Law of National Education, Article 24).
Considering these aims, MONE has accepted the ‘learning centres’ approach and offers continuous education
to everybody, everywhere. If we consider the use of educational technology, we see that, in the early years,
educational technology was only using basic printed materials in classrooms. The production of these materials
was the responsibility of MONE. Similarly, between the 1950s and 1970s, educational technology was viewed
largely as using tools (hardware); MONE also produced tools and offered them to teachers to use in classrooms.
During these years, educational technology was de ned as ‘technology in education’, which meant ‘the appli-
cation of technology’. The main aim was to use the devices rather than focusing on the process. After these years,
educational technology was targeted at the process that resulted in learning. Several efforts were made to offer
educational technology to schools (Akkoyunlu and Imer, 1998). The development of the educational technology
concept as a process is not only found in Turkey but also in the rest of the world.
Accordingly, research began on how to use teaching devices effectively and ef ciently in learning and teaching
processes. Research studies also concentrated on testing the effectiveness of technological tools at universities.
Educational technology research is increasing, and provides general guidance for potential users. Universities
have started graduate programmes in order to train educational technologists.
One of the principles, ‘promotion of science and planning’ in the Basic Law of National Education Act
(1739/1973) is de ned as:
All curriculum, instructional methods and technology in all educational levels are to be improved continuously according
to the new scienti c and technological basis, innovations and requirements of society. Besides, the productivity increase in
education should be based on scienti c researches and evaluation.
On the other hand, the Sixth Five Year Development Plan (State Planning Of ce, 1991) also stressed that
scienti c research and technological innovations should guide the curriculum and instructional methods and tools
in order to increase productivity in education. In line with these developments, it is observed that the widespread
use of technologies by potential educational services and the ef ciency increase in education are progressively
gaining importance, and this is accepted as a government policy.
Principles of the Basic Education Programme. With the application of an eight-year primary education, basic principles
have been set. Some of the main principles of the programme are:
to increase the schooling rate up to 100% in primary education;
to make students and teachers computer literate;
to help students learn a foreign language;
to support formal education through distance education;
to provide opportunities for ve-year primary education graduates who are out of compulsory education
because of their age – to complete their eight year primary education through open education;
to ful l the most important principle of being a ‘learning society’, through training individuals who know how
to learn.
To realize these objectives, various actions are to be put in place:
to establish new classrooms for 3 500 000 students throughout Turkey;
to establish information technology classrooms in 15 000 schools;
Educational Technology in Turkey 169
technology, computer science and engineering programmes were established leading to Bachelor, MA and PhD
degrees. There were also some departments that trained software and hardware engineers. At the same time,
technical high schools opened programming departments to train intermediate manpower in this eld
(Akkoyunlu, 1991). Computers were used for commercial applications and also industrial and scienti c appli-
cations. But it was only recently that the educational system was affected by computers in Turkey.
In the 1980s, the Turkish Government, through the Ministry of National Education, has placed a special
emphasis on the utilization of computers in schools. As the acting Prime Minister stated: ‘Turkey is going to
provide the schools of the nation with one million microcomputers in the next decade’. It was the most costly and
largest education project in the history of the Turkish Republic, with approximately 600 million US dollars of
additional investment (Fidan, 1988).
Computers came into use in the Turkish Education System in 1984. The Ministry of National Education began
a pilot study, with 1100 computers spared for 121 secondary schools at a ratio of one computer to ten students.
A total of 2400 computers were purchased for secondary and vocational schools between 1985–1987 (Akkoyunlu,
1991). In-service training was given to 225 teachers, and the use of computers was integrated into the curriculum.
At rst, priority was given to hardware over software and to the teaching of BASIC and Pascal programming
languages. Computers were spread through schools and courseware for several subjects was developed.
MONE co-operated with 24 universities, and more than 750 teachers were trained from various schools. After
evaluating this 1989 pilot project, private computer companies and MONE signed an agreement with nine
companies in order to start computer-based education (CBE). These companies developed several courseware
packages for approximately 2000 hours in the 1989–90 school year, and they co-operated with universities to
train teachers.
In 1991, more than 6500 computers were disseminated to 2400 schools. In order to integrate computers into
schools, educational and scienti c institutions and private research and development centres were provided
(Askar, 1991). The General Directorate of Computer Education and Services (BILGEM) was established in 1992
under the responsibility of MONE. It aimed to integrate IT into schools by using computers at every level of
schooling, training the teachers and improving CBE.
In the 1995–1996 school year, educational software was produced for geography, history, Turkish and science.
MONE co-operated with the Scienti c and Technical Research Council of Turkey (TÜBITAK) to produce the
software. The software was developed at the Centre of Electronic Research and Develepment at TÜBITAK.
After the extension of compulsory education from ve to eight years, MONE made the decision to establish
computer labs in at least two primary schools in every city and town during the 1998–1999 school year. New
computer labs have been installed in 2541 primary and secondary schools in 80 cities and 921 towns. MONE
plans to establish Internet connections in 2500 primary and secondary schools, with the aim to connect teachers
and students to the world.
MONE has set a goal to set-up its largest network – MEBNET. MEBNET is an important project for the Turkish
Educational System; this network provides Internet use and makes sharing information easy for students and
teachers. However, MONE needs a considerable amount of nancial resources to realize this goal. In addition to
nancial problems, MONE also needs technical manpower and computer teachers for this project. Up to now,
almost 3000 computer labs for 25 000 computers have been established in 2481 schools in Turkey.
Reasons for placing computers in schools vary from country to country. The Turkish Ministry of National
Education’s policy is to meet the national need for catching up with the age of technology. The Ministry of
National Education declared a policy of widespread introduction of computers in schools. The Minister of
National Education is quoted as saying that training children to use computers at an early stage in the school
system makes it easier for them to grasp the concepts of advanced computer technology at a later stage.
Administration units
Department of Publications;
General Directorate of Educational Technology;
Department of Teaching Materials and Equipment.
Production units
Department of Education via Film, Radio and Television (FRTEB);
Centre of Production of Educational Tools (DAYM);
Printing House of the Ministry of National Education.
Distribution units
Centre of Teaching Materials and Equipment in Cities;
Publishing House of the Ministry of National Education (Akkoyunlu and Imer, 1998).
The Department of Publications produces printed educational materials for students and teachers. These
materials are printed in the publishing house of the Ministry of National Education and sold in its bookstores.
The production of textbooks used in primary and secondary schools is in accordance with regulations made in
1995 (MONE, 1999). Some of the textbooks that are used at these levels are prepared according to the needs of
the market ascertained by and published by MONE. Other textbooks are produced and published by private
publication houses.
The Department of Teaching Materials and Equipment de nes the needs of schools on educational technology
and produces and distributes teaching materials and equipment. While teaching materials are produced by
Department of Education via lm, radio and television, teaching equipment is also produced by the Centre of
Production of Educational Tools. All materials are distributed by the Centre of Teaching Materials and
Equipment.
The name of the General Directorate of Computer Education and Services (BILGEM) was changed to the
General Directorate of Educational Technology in 1998. This directorate aims to produce innovations in science
and technology; to support and spread education and instruction through technological developments; to increase
the quality of education; and to provide distance education to people who are outside the education system. The
Department of Information Technology in Education (EBIT) is under the responsibility of this directorate and is
in a great place to spread new information technologies in schools. Functions of this department are to plan and
carry out basic computer education (computer literacy) and CBE at every level and in all schools.
Universities
Studies in educational technology at universities are usually on research, curriculum studies and training
professionals in the eld of educational technology. The Faculty of Education and Anadolu University’s Open
Education Faculty are directly related to educational technology. The courses given and the research carried out
are on educational technology.
The most recent application is the reconstruction of Education Faculties in Turkey. Some new departments have
been established and curriculum of other programmes in the Faculty of Education have been revised and
changed. This new application is regulated by Higher Education Board (YÖK).
One of the new departments is ‘Computer Education and Instructional Technology’ in faculties of education. The
departments that will graduate primary and secondary school computer teachers will send their rst graduates in
the 2001–2002 school year. Again, within the framework of the reconstruction of the faculties, in all teacher
education departments, the modules ‘Computer Literacy’ and ‘Instructional Technologies and Material
Development’ are made compulsory.
The Internet was offered to Turkey for the rst time in co-operation with universities and TÜBITAK to parallel
the growing global interest in networking projects in Turkey. This began in the second half of the 1980s.
172 EMI 39:2 – PAST, PRESENT AND FUTURE OF EDUCATIONAL TECHNOLOGY
Undoubtedly, these early attempts were closely associated with the developments in telecommunication services
in Turkey.
Turkish Universities and Research Institutions Network (TÜVAKA), the rst Turkish network open to all
universities and non-commercial research institutions without a fee, was set up in 1986 at the Aegean University
to provide Bitnet connection. In October of the same year, TÜVAKA was connected to the European Academic
and Research Network (EARN) via Pisa in Italy. The TÜVAKA’s EARN connection enabled Turkish univer-
sities to gain access to similar networks around the world, such as Bitnet, and to use the Internet to communicate
with both European and American academic and research institutions.
Network facilities provided by TÜVAKA were rapidly exhausted. The increasing demand for networking
among Turkish universities and research institutions made a Turkish Internet connection necessary. In 1991,
co-operation between Middle East Technical University (METU) and TÜBITAK produced the Turkish Network
(TR INET), set up to establish the Internet connection of Turkey and promote it within the country (Tonta and
Kurbanoglu, 1995). The Turkish Internet connection was established on 12 April 1993 through a link between
the METU and National Science Foundation (NSF) in the USA. Although the national Internet structure has yet
to be completed, universities have been connected to National Academic Network (ULAKNET) since 1997.
There have been a number of important developments with regard to networking in Turkey since the 1980s. The
demand for network services has grown tremendously since Turkey joined the Internet in 1993. Universities,
governmental bodies and commercial companies have shown that they value information services gained over the
network. Today, it is thought that currently 800 000 individual and institutional computers are connected to the
Internet (State Planning Of ce, 2001).
regulation;
informatization of the government and public services;
leading ICT industry;
leading transition to a Knowledge Society.
Putting several functions in the hands of one ministry brings nancial problems and paperwork/in exibility. This
is the weakest point, but it can be overcome by the proposed ‘Knowledge Society Agency’ under the auspice of
the Ministry of Transportation. Financial resources for this institution may come from licenses/regulation fees,
advertising fees and/or from a ‘ Knowledge Society Fund’ (TUENA Final Report, 2000).
Final comments
In an information society, the basic aim of education is to equip people with necessary skills to access, process,
create, organize and communicate information. In order to teach these skills to students, educational technology
should be used in schools. On the other hand, the Turkish educational system is presently facing serious dif -
culties. As for the educational level, 46.1% of the population above the age of 6 have primary school education,
7.6% secondary education, 7.8% lycee and its equivalent, and 3% higher education.
Dif culties stemming from the structure and operation of this education system are still crucial. Centralized
structure of the MONE limits the activities of sub units and provincial organizations, thus delaying the decision
making process. There is an imbalance between existing needs and the availability of laboratory equipment,
computers, video, etc. Currently the available laboratory equipment meets 70% of the existing needs and
equipment such as computers, video, etc., meets 40%.
As mentioned earlier, studies in educational technology are on the rise in Turkey and these developments go far
beyond meeting the requirements. However, the latest information technologies are entering schools very slowly.
In order to use educational technologies effectively, teachers should be trained in the use of technologies and their
integration into the teaching/learning process.
References
Akkoyunlu, B (1992) Modelling CAL in the Turkish Educational System, unpublished PhD thesis, University of
Leicester.
Akkoyunlu, B and Imer, G (1998) Türkiye’de Egitim Teknolojisi’nin Görüntüsü (Views of Educational
Technology in Turkey). In Ozer, B (ed.) New Technologies in Contemporary Education, Open University Faculty
Publications, Anadolu University, Eskisehir.
Alkan, C (1998) Egitim Teknolojisi (Educational Technology), Any Yayyncylyk, Ankara.
Askar, P (1991) Unpublished Report Prepared for OECD International Seminar.
Fidan, N (1988) Problems and issues central to use of microcomputers in schools, Journal of Faculty of Education,
Hacettepe University, 3, 35–40.
Guvenc, B (1998) History of Turkish Education, Turkish Education Association, Ankara.
Hackbarth, S (1996) The Educational Technology Handbook, Educational Technology Publications, Englewood Cliffs,
NJ.
MONE (1999) The Report of Turkish Educational System, General Directorate of Foreign Relations, Ankara.
OECD (1988) New Technologies in the 1990s. A Socio-economic Strategy, Centre for Educational research (CERI), Paris.
State Planning Of ce (1991) The Sixth Fifth Year Development Plan, State Planning Of ce, Ankara.
State Planning Of ce (1996) The Seventh Fifth Year Development Plan, State Planning Of ce, Ankara.
State Planning Of ce (2001) The Eight Fifth Year Development Plan, Bilisim Teknolojileri ve Politikalary. (Information
Technologies and Policies), Special Group Report. 2560 / 576, State Planning Of ce, Ankara.
Tonta, Y and Kurbanoglu, S (1995) Networked Information in Turkey, Journal of Turkish Librarianship, 9, 3,
230–234.
TÜBITAK (1995) Bilim ve Teknolojide Atylym Projesi (Project in Science and Technology) TÜBITAK BTP 95/02,
TÜBITAK, Ankara.
Turkish National Information Infrastructure (TUENA) (1998) Final Report. Available online:
http://www.tuena.tubitak.gov.tr/rapor/pdf/3000G-T-A-01-2.pdf (accessed 11 September 2001).
174 EMI 39:2 – PAST, PRESENT AND FUTURE OF EDUCATIONAL TECHNOLOGY
Biographical note
Assoc. Prof. Dr Buket Akkoyunlu was born in 1962. She graduated from Hacettepe University’s Department
of Sociology (Turkey) in 1983. After earning her MA on Curriculum and Instruction from the Department of
Educational Sciences at Hacettepe University in 1986, Akkoyunlu completed her PhD on Educational
Technology at Leicester University’s (UK) School of Education in 1991Her publications on curriculum and
instruction, information technologies and information literacy have appeared both in scholarly periodicals and
books. . She has been working for Hacettepe University since 1984 and has also been working as an IT consultant
at K–12 schools.