DİJİTAL ÇAĞDA TÜRKÇE EĞİTİMİNİN DÖNÜŞÜMÜ: AĞ TOPLUMU VE BAĞLANTISALLIK KURAMLARINA DAYALI KURAMSAL BİR DEĞERLENDİRME

Abstract

This paper presents a framework of how Turkish language instruction has changed in the age of Castells’ Network Society and Siemens’ Connectivism. While digital transformation in education is a widely discussed issue, very little research has been done on the integration of online and face-to-face learning in a pedagogical setting. The paper examines how digitally networked environments shape the structure, content, and agency of language learning, further advocating a move toward inclusive, interactive, and learner-centered practices congruent with twenty-first-century skills. It suggests a theoretical model related to curriculum development and teacher education and contributes to the greater literature on digital pedagogy. This study applies a conceptual integrative review, where the method involves theoretical synthesis used to reconceptualize existing knowledge. Synthesizing Castells' macro-sociological and Siemens' micro-pedagogical perspectives within the context of Turkish language education will form the core of this study. It eventually provides a conceptual basis for a learner-oriented and ethically valid framework for reimagining Turkish language education within the premises of the digital era.