In recent years, education is one of the most discussed topics in our country. Number of millions of students - parents - teacher mass aside, for the Turkish people, this interest has become so important that education issues constitute the main agenda of our country. In this case, the meaning that we gave to education is highly important, for us, it has gone beyond teaching only as an institution, and has begun to be perceived as the future of the whole country economically and administratively.
This has led to the rapid transfer of industrial products and concepts to the education sector. The concept of “Industry 4.0 which is characterized by the digitalization of the industry, has turned itself on the agenda of schools as“ Education 4.0.
While debates are under way about what schools should take out of this digital transformation and how they should follow; as five blind men trying to portray an elephant, each different idea of the subject began to take place, often without being filtered. Perhaps the most remarkable point here is that the developments in the field of informatics are introduced into the training programs. Many education programs that emerged with the idea of integrating the current developments in the IT sector into the field of education, but without any evidence of their contribution, appear as the results of this issue.
The artificial intelligence which has transformed many sectors in the world and has influenced the business world in a short time has not yet gained a place in education. The most important deficiency in the development of artificial intelligence algorithms in education is the lack of data obtained from the educational environment. Learning, teaching, teaching method and educational environment can be a source of data in their own right. It is not yet developed a procedure that will guide the developers on how these data sources contribute to the learning process or to what extent they interact with each other.
Teachers and educational scientists, who are educational practitioners of this landscape, are not enough to mobilize together with the aim of focusing on the target-oriented, rather than the members of the high-tech modern hotel. The theory and practice of education is the peculiar process of its fields and there. The Artificial Intelligence Studies in Education, can explain the ways in which the systems in artificial intelligence are directed in the educational environments of systems in it.
Educational Institute of Industry and Technology of Turkey the intention of taking a step towards meeting the educational needs, the first two meetings were held in the Istanbul Microsoft Office on 04.09.2018 and the Information Technologies Authority (ICTA) on 06.10.2018, and regular meetings have been scheduled since January 2019. The purpose of these studies to evaluate potential artificial intelligence practices which can be developed to meet educational needs.
The first studies, people in the information sector; education began with the exchange of ideas about what could be the alternative interventions in educational processes.
At the end of the meetings, it was determined that three points should be emphasized. These are: (1) Data Collection, (2) Transformation of Teaching Profession and (3) Personalization of Learning Process. As a result, the studies to be used to create artificial intelligence algorithms within the scope of the studies to be performed and the expected transformations to be realized in education will be discussed and the application areas will be determined.
This has led to the rapid transfer of industrial products and concepts to the education sector. The concept of “Industry 4.0 which is characterized by the digitalization of the industry, has turned itself on the agenda of schools as“ Education 4.0.
While debates are under way about what schools should take out of this digital transformation and how they should follow; as five blind men trying to portray an elephant, each different idea of the subject began to take place, often without being filtered. Perhaps the most remarkable point here is that the developments in the field of informatics are introduced into the training programs. Many education programs that emerged with the idea of integrating the current developments in the IT sector into the field of education, but without any evidence of their contribution, appear as the results of this issue.
The artificial intelligence which has transformed many sectors in the world and has influenced the business world in a short time has not yet gained a place in education. The most important deficiency in the development of artificial intelligence algorithms in education is the lack of data obtained from the educational environment. Learning, teaching, teaching method and educational environment can be a source of data in their own right. It is not yet developed a procedure that will guide the developers on how these data sources contribute to the learning process or to what extent they interact with each other.
Teachers and educational scientists, who are educational practitioners of this landscape, are not enough to mobilize together with the aim of focusing on the target-oriented, rather than the members of the high-tech modern hotel. The theory and practice of education is the peculiar process of its fields and there. The Artificial Intelligence Studies in Education, can explain the ways in which the systems in artificial intelligence are directed in the educational environments of systems in it.
Educational Institute of Industry and Technology of Turkey the intention of taking a step towards meeting the educational needs, the first two meetings were held in the Istanbul Microsoft Office on 04.09.2018 and the Information Technologies Authority (ICTA) on 06.10.2018, and regular meetings have been scheduled since January 2019. The purpose of these studies to evaluate potential artificial intelligence practices which can be developed to meet educational needs.
The first studies, people in the information sector; education began with the exchange of ideas about what could be the alternative interventions in educational processes.
At the end of the meetings, it was determined that three points should be emphasized. These are: (1) Data Collection, (2) Transformation of Teaching Profession and (3) Personalization of Learning Process. As a result, the studies to be used to create artificial intelligence algorithms within the scope of the studies to be performed and the expected transformations to be realized in education will be discussed and the application areas will be determined.
