The Role of Digital Tools in Teaching Imam-Hatip High School Vocational Courses

Bülent Koçoğlu; Şeref Göküş

Makale detayları

The Role of Digital Tools in Teaching Imam-Hatip High School Vocational Courses

Yazarlar:

Bülent Koçoğlu | Şeref Göküş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Akademi Issue 21, pp.233-260

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353045

pISSN:

2149-3979

Anahtar kelimeler:

Özet:

 In a world which has become a global village, digital tools have affected the education sector, changing the diversity and content of courses, student behaviors, and teacher duties, as well as the field of religious education, which aim to create the type of good person expected from the individual. Digital communication Technologies and the pioneers of digitalization have become powerful tools which connect people on a global and local scale, from far distances to close circles, in wide and narrow spaces. These devices, which transformed communication into one-to-one, collective, written, audio and video environment, have provided a fast and easy sharing ground for all segments of the society, regardless of age, gender, profession and location. In todays education system, with many digital tools consisting of hardware, software, communication and media-based products, students, teachers and administrators have started to share among themselves purposes such as course content, information, follow-up and announcements to support educational processes. In this process, it can be said that by each passing day and with each new tool produced, even if it has some problems, it facilitates the individuals learning and makes it more enjoyable. In todays world, various scientific studies have begun to be conducted on these tools, which have strongly influenced human life, education in general and religious education in particular, and created a perfect storm. A significant portion of these studies have focused on areas such as the philosophy of digitalization and its social, cultural, economic and educational effects. Various studies have also been conducted on the teaching of different branches such as Turkish, mathematics, chemistry, religious culture and ethics, which are taught in basic and secondary education institutions. In some of the studies, the opinions of students, teachers and administrators in the field were also consulted separately to provide a healthier analysis. In the literature, there is no specific study on the role of digital tools in the teaching of vocational courses in imam-hatip high schools, nor is there a study that deals with the components of education, namely students, teachers and administrators together. From this point of view, the problem of the study was determined as What is the role of digital tools used in the teaching of vocational courses in Imam-hatip high schools?. In the content of the study, the role of digital tools in the teaching of vocational courses in imam-hatip high schools was discussed. In the study, the case study model, which is one of the qualitative methods, was applied and the data was collected with semi-structured interview technique and the findings were analyzed by content analysis. In this process, the researcher personally interviewed 24 students, 24 teachers and 24 school administrators from six different Anatolian Imam-Hatip High Schools in Muratpaşa, Konyaaltı, Kepez and Döşemealtı districts of Antalya province in the 2023-2024 academic year. After the face-to-face question and answer session, the audio recordings were coded and classified according to the participants status as students, teachers and administrators student: T, teacher: MTS, administrator: Y and transcribed without intervention. Under the main theme of digital tool knowledge levels of students, teachers and administrators and its impact on learning-teaching processes, firstly, the knowledge levels of all participants and their competence in using digital tools, then the status of preparing content, using them during or after the lesson and following new products, and finally, the use of digital tools for educational communication purposes, transfer to daily life and adaptation to daily life were tried to be interpreted with three different sub-themes. The findings obtained from the data show that digital tools are used in the teaching of vocational courses in imam-hatip high schools and that all group members are generally satisfied with this situation despite various setbacks and negativities. The first of the main approaches that the participants united and expressed is that although there are differences in terms of hardware in todays schools, there are tools such as smart boards, internet, computers, printers, photocopies, and students and teachers do not have problems in accessing them. The second is that students and teachers actively use digital tools in preparing content, presenting it in the classroom, and sharing it outside the classroom, while administrators make maximum use of them in school business and operations, and all participants are satisfied with this. Thirdly, instead of avoiding and not using digital products due to the possible harms of digital products, it is necessary to give the new generation technologys necessary role in the learning-teaching processes by managing these tools.

 Dijital araçlar, küresel bir köy haline gelen dünyada eğitim sektörünü de etkileyerek derslerin çeşitliliğini, içeriğini, öğrenci davranışlarını, öğretmen görevlerini değiştirdiği gibi bireyden beklenen iyi insan tipinin ortaya çıkması yönünde hedefleri olan, din eğitimi alanına da tesir etmiştir. Dijitalleşmenin öncüsü olan dijital iletişim teknolojileri, insanları küresel ve yerel ölçekte, uzak mesafelerden yakın çevrelere kadar, geniş ve dar alanlarda birbirine bağlayan güçlü araçlar haline gelmiştir. İletişimi bire bir, toplu, yazılı, sesli ve görüntülü bir ortama dönüştüren bu aygıtlar, toplumun tüm kesimlerine, yaşı, cinsiyeti, mesleği, nerede olduğu fark etmeksizin hızlı ve kolay bir paylaşım zemini sağlamıştır. Günümüz eğitim sisteminde; donanım, yazılım, iletişim ve ortam temelli ürünlerden oluşan birçok dijital araçla, öğrenci, öğretmen ve yöneticiler kendi aralarında, eğitim süreçlerini destekleyecek ders içeriği, bilgilendirme, takip, duyuru gibi amaçlarla paylaşım yapmaya başlamıştır. Bu süreçte her geçen günün ve her üretilen yeni aracın, kendi içinde birtakım sorunlar barındırmış olsa bile, bireyin öğrenmesini kolaylaştırdığı ve daha eğlenceli hale getirdiği dile getirilebilir. Günümüz dünyasında insan hayatını, genel anlamda eğitimi, özelde ise din eğitimini çok güçlü bir şekilde tesiri altına alan ve kusursuz bir fırtına oluşturan bu araçlar hakkında çeşitli bilimsel araştırmalar yapılmaya başlanmıştır. Söz konusu çalışmaların önemli bir bölümü, dijitalleşmenin felsefesi, sosyal, kültürel, ekonomik ve eğitime dönük etkileri gibi alanlara yoğunlaşmıştır. Temel öğretim ve ortaöğretim kurumlarında okutulmakta olan Türkçe, matematik, kimya, din kültürü ve ahlak bilgisi gibi birbirinden farklı branşların öğretimiyle ilgili de çeşitli araştırmalar yapılmıştır. Ortaya çıkartılan araştırmaların bir kısmında daha sağlıklı bir analizin gerçekleşebilmesi için sahada bulunan öğrenci, öğretmen ve yöneticilerin de görüşlerine ayrı ayrı baş vurulmuştur. Alanyazında imam-hatip lisesi meslek derslerinin öğretiminde dijital araçların rollerinin ne olduğu ile ilgili özel bir çalışmaya rastlanılmadığı gibi eğitimin bileşenleri olan öğrenci, öğretmen ve yöneticileri birlikte ele alan bir araştırmaya da ulaşılamamıştır. Buradan hareketle, çalışmanın problemi İmam-hatip lisesi meslek derslerinin öğretiminde kullanılan dijital araçların rolü nedir? sorusu olarak belirlenmiştir. Çalışmanın içeriğinde, dijital araçların imam-hatip lisesi meslek derslerinin öğretiminde rolünün olup olmadığı ele alınmıştır. Araştırmada, nitel yöntemlerden olan durum çalışması modeli uygulanarak yarı yapılandırılmış görüşme tekniği ile veriler toplanmış ve elde edilen bulguların içerik analiziyle çözümlenmesi yapılmıştır. Bu süreçte, bizzat araştırmacı tarafından 2023-2024 eğitim-öğretim yılında Antalya ili Muratpaşa, Konyaaltı, Kepez ve Döşemealtı ilçesindeki altı farklı Anadolu İmam-Hatip Lisesinde öğrenim gören 24 öğrenci, 24 öğretmen ve 24 okul yöneticisiyle mülakatlar yapılmıştır. Yüz yüze yapılan soru-cevap bölümünden sonra, elde edilen ses kayıtları katılımcıların öğrenci, öğretmen ve yönetici olma durumlarına göre kodlanarak sınıflandırılmış öğrenci: Ö, öğretmen: MDÖ, yönetici: Y ve müdahale edilmeksizin metne dönüştürülmüştür. Bu çerçevede belirlenen, öğrenci, öğretmen ile yöneticilerin dijital araç bilgi seviyeleri ve öğrenme-öğretme süreçlerine etkisi ana teması altında tüm katılımcıların ilk önce, dijital araç bilgi düzeyleri ve kullanma yeterlik durumu, ardından içerik hazırlama, ders sırasında veya sonrasında kullanma ile yeni çıkan ürünleri takip durumu ve son olarak eğitime yönelik iletişim amaçlı kullanma, günlük yaşama transfer ve uyum durumları, üç farklı alt temayla yorumlanmaya çalışılmıştır. Verilerden elde edilen bulgular, dijital araçların imam-hatip lisesi meslek derslerinin öğretiminde kullanıldığını ve tüm grup üyelerinin çeşitli aksaklık ve olumsuzluklarına rağmen bu durumdan genel anlamda memnun kaldığını göstermektedir. Katılımcıların birleşip de ifade ettikleri temel yaklaşımlardan ilki, günümüz okullarında donanımsal anlamda farklılıklar olsa da akıllı tahta, internet, bilgisayar, yazıcı, fotokopi gibi araçların bulunduğu ve öğrenci ve öğretmenlerin bunlara ulaşmada sorun yaşamadıklarıdır. İkincisi, dijital araçlardan öğrenci ve öğretmenlerin içerik hazırlamada, sınıf içerisinde sunmada, sınıf dışında paylaşma hususunda aktif kullandıkları, yöneticilerin ise okul iş ve işlemlerinde maksimum seviyede yararlandıkları ve tüm katılımcıların bundan da memnun olduklarıdır. Üçüncüsü ise dijital ürünlerin olası zararlarından dolayı bunlardan kaçmak ve kullanmamak yerine bu araçları yöneterek öğrenme-öğretme süreçlerinde bahse konu olan yeni nesil teknolojiye gerektiği kadar rol vermektir.

 In a world which has become a global village, digital tools have affected the education sector, changing the diversity and content of courses, student behaviors, and teacher duties, as well as the field of religious education, which aim to create the type of good person expected from the individual. Digital communication Technologies and the pioneers of digitalization have become powerful tools which connect people on a global and local scale, from far distances to close circles, in wide and narrow spaces. These devices, which transformed communication into one-to-one, collective, written, audio and video environment, have provided a fast and easy sharing ground for all segments of the society, regardless of age, gender, profession and location. In todays education system, with many digital tools consisting of hardware, software, communication and media-based products, students, teachers and administrators have started to share among themselves purposes such as course content, information, follow-up and announcements to support educational processes. In this process, it can be said that by each passing day and with each new tool produced, even if it has some problems, it facilitates the individuals learning and makes it more enjoyable. In todays world, various scientific studies have begun to be conducted on these tools, which have strongly influenced human life, education in general and religious education in particular, and created a perfect storm. A significant portion of these studies have focused on areas such as the philosophy of digitalization and its social, cultural, economic and educational effects. Various studies have also been conducted on the teaching of different branches such as Turkish, mathematics, chemistry, religious culture and ethics, which are taught in basic and secondary education institutions. In some of the studies, the opinions of students, teachers and administrators in the field were also consulted separately to provide a healthier analysis. In the literature, there is no specific study on the role of digital tools in the teaching of vocational courses in imam-hatip high schools, nor is there a study that deals with the components of education, namely students, teachers and administrators together. From this point of view, the problem of the study was determined as What is the role of digital tools used in the teaching of vocational courses in Imam-hatip high schools?. In the content of the study, the role of digital tools in the teaching of vocational courses in imam-hatip high schools was discussed. In the study, the case study model, which is one of the qualitative methods, was applied and the data was collected with semi-structured interview technique and the findings were analyzed by content analysis. In this process, the researcher personally interviewed 24 students, 24 teachers and 24 school administrators from six different Anatolian Imam-Hatip High Schools in Muratpaşa, Konyaaltı, Kepez and Döşemealtı districts of Antalya province in the 2023-2024 academic year. After the face-to-face question and answer session, the audio recordings were coded and classified according to the participants status as students, teachers and administrators student: T, teacher: MTS, administrator: Y and transcribed without intervention. Under the main theme of digital tool knowledge levels of students, teachers and administrators and its impact on learning-teaching processes, firstly, the knowledge levels of all participants and their competence in using digital tools, then the status of preparing content, using them during or after the lesson and following new products, and finally, the use of digital tools for educational communication purposes, transfer to daily life and adaptation to daily life were tried to be interpreted with three different sub-themes. The findings obtained from the data show that digital tools are used in the teaching of vocational courses in imam-hatip high schools and that all group members are generally satisfied with this situation despite various setbacks and negativities. The first of the main approaches that the participants united and expressed is that although there are differences in terms of hardware in todays schools, there are tools such as smart boards, internet, computers, printers, photocopies, and students and teachers do not have problems in accessing them. The second is that students and teachers actively use digital tools in preparing content, presenting it in the classroom, and sharing it outside the classroom, while administrators make maximum use of them in school business and operations, and all participants are satisfied with this. Thirdly, instead of avoiding and not using digital products due to the possible harms of digital products, it is necessary to give the new generation technologys necessary role in the learning-teaching processes by managing these tools.

 In a world which has become a global village, digital tools have affected the education sector, changing the diversity and content of courses, student behaviors, and teacher duties, as well as the field of religious education, which aim to create the type of good person expected from the individual. Digital communication Technologies and the pioneers of digitalization have become powerful tools which connect people on a global and local scale, from far distances to close circles, in wide and narrow spaces. These devices, which transformed communication into one-to-one, collective, written, audio and video environment, have provided a fast and easy sharing ground for all segments of the society, regardless of age, gender, profession and location. In todays education system, with many digital tools consisting of hardware, software, communication and media-based products, students, teachers and administrators have started to share among themselves purposes such as course content, information, follow-up and announcements to support educational processes. In this process, it can be said that by each passing day and with each new tool produced, even if it has some problems, it facilitates the individuals learning and makes it more enjoyable. In todays world, various scientific studies have begun to be conducted on these tools, which have strongly influenced human life, education in general and religious education in particular, and created a perfect storm. A significant portion of these studies have focused on areas such as the philosophy of digitalization and its social, cultural, economic and educational effects. Various studies have also been conducted on the teaching of different branches such as Turkish, mathematics, chemistry, religious culture and ethics, which are taught in basic and secondary education institutions. In some of the studies, the opinions of students, teachers and administrators in the field were also consulted separately to provide a healthier analysis. In the literature, there is no specific study on the role of digital tools in the teaching of vocational courses in imam-hatip high schools, nor is there a study that deals with the components of education, namely students, teachers and administrators together. From this point of view, the problem of the study was determined as What is the role of digital tools used in the teaching of vocational courses in Imam-hatip high schools?. In the content of the study, the role of digital tools in the teaching of vocational courses in imam-hatip high schools was discussed. In the study, the case study model, which is one of the qualitative methods, was applied and the data was collected with semi-structured interview technique and the findings were analyzed by content analysis. In this process, the researcher personally interviewed 24 students, 24 teachers and 24 school administrators from six different Anatolian Imam-Hatip High Schools in Muratpaşa, Konyaaltı, Kepez and Döşemealtı districts of Antalya province in the 2023-2024 academic year. After the face-to-face question and answer session, the audio recordings were coded and classified according to the participants status as students, teachers and administrators student: T, teacher: MTS, administrator: Y and transcribed without intervention. Under the main theme of digital tool knowledge levels of students, teachers and administrators and its impact on learning-teaching processes, firstly, the knowledge levels of all participants and their competence in using digital tools, then the status of preparing content, using them during or after the lesson and following new products, and finally, the use of digital tools for educational communication purposes, transfer to daily life and adaptation to daily life were tried to be interpreted with three different sub-themes. The findings obtained from the data show that digital tools are used in the teaching of vocational courses in imam-hatip high schools and that all group members are generally satisfied with this situation despite various setbacks and negativities. The first of the main approaches that the participants united and expressed is that although there are differences in terms of hardware in todays schools, there are tools such as smart boards, internet, computers, printers, photocopies, and students and teachers do not have problems in accessing them. The second is that students and teachers actively use digital tools in preparing content, presenting it in the classroom, and sharing it outside the classroom, while administrators make maximum use of them in school business and operations, and all participants are satisfied with this. Thirdly, instead of avoiding and not using digital products due to the possible harms of digital products, it is necessary to give the new generation technologys necessary role in the learning-teaching processes by managing these tools.

Makale detayları

The Role of Digital Tools in Teaching Imam-Hatip High School Vocational Courses

Yazarlar:

Bülent Koçoğlu | Şeref Göküş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Akademi Issue 21, pp.233-260

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353045

pISSN:

2149-3979

Religious Education

Digital Tools

Imam-Hatip High School Vocational Courses

Administrator

Teacher

Student.Din Eğitimi

Dijital Araçlar

İmam-Hatip Lisesi Meslek Dersleri

Yönetici

Öğretmen

Öğrenci.

Sayı

Makale detayları

Yazarlar: Bülent Koçoğlu | Şeref Göküş

Yayıncı: Gaziantep University

Ana Başlıklar: Din Eğitimi

Dergi: İlahiyat Akademi Issue 21, pp.233-260

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001353045

pISSN: 2149-3979

Sayı

Yazarlar:

Bülent Koçoğlu | Şeref Göküş

Yayıncı:

Gaziantep University

Ana Başlıklar:

Din Eğitimi

Dergi:

İlahiyat Akademi Issue 21, pp.233-260

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353045

pISSN:

2149-3979