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How students digitally age: by gaining or losing?
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The study concerns the effects of the technology use among students in basic education. Therefore, the study aimed to benefit from primary education teachers’ experiences on students cans and cants due to technology use. The study was based on qualitative research approach with descriptive design. 60 primary education teachers, 30 from rural and 30 from urban school district, participated in the study. The participants were asked two open-ended questions with a written form and the responses were analyzed via content analysis. The results showed that teachers had consensus on students’ cans due to technology while students’ cants differed between rural and urban region teachers. All teachers highlighted that students are good at playing games, doing research, making quick decision and operating any technological devices. However, rural region teachers embarked that students were lack of individual and social skills while urban region teachers emphasized lack of academic skills due to technology use. The results provided a frame that students as young learners get affected from technology both positively and negatively. However, unimproved skills seem more prominent regarding this study. In the light of the results, related recommendations were presented for stakeholders.
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... The teacher's role remains important when learning goes distant, as he/she continues to act as a mentor (Hernández-García, González González 2015). Many primary school teachers worldwide prefer to use traditional teaching methods rather than technology (Altan & Karalar 2018). Teachers believe that student learning needs are better supported during face-to-face learning experiences. ...
Ingenious technology-driven education has become prevalent during the COVID-19 pandemic in schools. This article solicits pre-primary to Grade 12 learners' parents’/ guardians’ views and experiences of distance learning in Namibia during the COVID-19 lockdown. The study employs a mixed-methods research design to gather and analyse data. The analysis of the qualitative data revealed the following main themes: 1) Barriers to distance learning, and 2) Suggestions to overcome these challenges. The sub-themes were: 1) Communication, 2) Teaching and learning 3) Economic challenges, and 4) Materials and equipment. The results of a quantitative analysis revealed that 73,7% of the participating parents’ children had not received any form of education, and 23,7% affirmed that their children had received some education. 53% of the parents whose children had received an education were very dissatisfied. Therefore, the participating parents’ expectations of e-learning were not positively associated with the provision thereof. Lack of digital literacy prevented teachers from actively engaging with learners in digital communities.
... Teaching methods simply do not keep up with the world. This phenomenon is most evident in the field of primary education (Altan & Karalar, 2018). There are several reasons behind this problem. ...
When new advanced technologies showed up in the market, teacher's role in distance learning step further in its path to change. Teachers often fail to find what their purpose of acting among technologies is and what the method for teaching elementary school students online would be right. Considering student's need in communication with a teacher to be at the core of learning as it is, we define what shape the new curricula will take from year to year. This research is a two-stage experiment with two additional surveys that included 430 students aged 8-9 years from across the Republic of Tatarstan. Students need not only facilitators to get better grades, but also a teacher mentoring them. Student-teacher communication can help students to raise their academic performance and motivation. Questions asked by students in time reduce the number of those who cannot reach their grade level from 9% to 0%, and increase the number of A-level students from 11% to 26%. The results confirm that the on-the-spot teaching method should be introduced into the e-learning curricula for primary school so that it provides a more intimate communication between the student and the teacher during classes. Results can be put into practical context to create new e-learning courses for public and private schools.
Τον τελευταίο χρόνο, η πανδημία διαμόρφωσε μια νέα ανάγκη για εξ αποστάσεως εκπαίδευση (ΕξΑΕ) παγκοσμίως. Ανέκυψε ως αδήριτη ανάγκη η διερεύνηση της εφαρμογής της ΕξΑΕ και τα εργαλεία που αξιοποιήθηκαν από τους εκπαιδευτικούς της πρωτοβάθμιας εκπαίδευσης καθώς επίσης και οι γνώσεις αυτών για τις έννοιες της ΕξΑΕ. Στο πλαίσιο του ΜΠΣ «Επιστήμες της Αγωγής: Οργάνωση και Διοίκηση της Εκπαίδευσης – Εκπαιδευτική Ηγεσία» του Πανεπιστημίου Δ. Μακεδονίας πραγματοποιήθηκε ποσοτική έρευνα, καταλήγοντας στο συμπέρασμα πως οι εκπαιδευτικοί δεν ήταν έτοιμοι για την πρώτη εφαρμογή της ΕξΑΕ και αναδείχθηκαν μέτρια εξοικειωμένοι με τις βασικές της έννοιες και εφαρμογές. Τέλος, κατέστη σαφές πως είναι επιτακτική η ανάγκη για μεγαλύτερη τεχνολογική ενημερότητα, καλύτερη υλικοτεχνική υποδομή και επιμόρφωση των εκπαιδευτικών.
Utilization of social media is an integral part of Indian youth today. Over utilization of social media, has captured the attention of youth entirely. The dependency of youths on the social media has reached at such level that, without social media, every young person cannot think about the direction of their growth. Dependency of youth on social media is now leading to addiction. Through the several studies, it is widely accepted that over utilization of social media has profound negative influence on the Indian youth. Simultaneously, social media have also some positive effects on the life of youth. This study highlights the main purposes of utilizing social media by the youth, and attempt has been made to find out the time spent on browsing social networking sites by the youth. This study focuses on the major; and the positive and negative effects of utilizing social media on the life of youth. The result of study shows that, over utilization of social media leads youth towards addiction.
In the life of students who are named digitally born in this era, tablets have a crucial role. The aim of this study, which is designed as a case study model, is to determine the use of tablet by second grade students and it aims to reveal their perception towards tablets via metaphors. 63-second grade students are participated in this study in spring semester in 2015-2016 in Muğla regarding convenient sampling method. The data for the study is gathered via a written form including students’ background information and open-ended questions that is developed by the researchers of this study. The data are analyzed via content analysis methods. As a result of the study, it is determined that parents mostly restrict the use of tablets by their children; moreover students prefer reading printed books to digital ones and they prefer playing with their friends in parks to playing games in their tablets; additionally it is determined that the students in this study use tablets for the aim of playing games, searching, watching videos and doing homework, however they rarely use tablets in order to read books, listen to music and take photographs. Besides, it is seen that the students have a positive aspect for using tablets, and they develops 24 metaphors under 4 main themes.
Information technology has been used in teaching, learning, and assessment for many years, from programmed learning and on-line tutorials, which are teaching-centred, at one end of the spectrum, to computer-supported collaborative environments, which are learning-centred. The term e-learning has developed over recent years to subsume these and related terms. The UK Joint Information Systems Committee (JISC) provides the following useful explanation: E-Learning can cover a spectrum of activities from supporting learning, to blended learning (the combination of traditional and e-learning practices), to learning that is delivered entirely online. Whatever the technology, however, learning is the vital element. (JISC, n.d.) A number of specifications and standards are starting to emerge around e-learning. For example, relating to the Communication Interface: how resources communicate with other systems or meta-data; how to describe e-learning resources in a consistent manner and packaging; and how to gather resources into useful bundles. Organisations such as the IMS Global Learning Consortium 1 help contribute specifications in this area.
Bu çalışmanın amacı, sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliklerini farklı değişkenler açısından incelemek ve TPAB yeterliklerinin, öğretmen özyeterliklerinin bir yordayıcısı olup olmadığını belirlemektir. Tarama modeline göre desenlenen araştırmanın çalışma grubunu 2015-2016 Eğitim-Öğretim yılı güz döneminde Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümünün birinci, ikinci, üçüncü ve dördüncü sınıflarında öğrenim gören 271 sınıf öğretmeni adayı oluşturmaktadır. Araştırma verileri " Teknopedagojik Eğitim Yeterlik (TPACK-deep) Ölçeği " ve " Öğretmen Öz-yeterlik Ölçeği " aracılığı ile toplanmıştır. Veriler betimsel istatistikler, Mann-Whitney U test, Kruskal-Wallis testi ve doğrusal regresyon yöntemi ile analiz edilmiştir. Elde edilen temel bulgular öğretmen adaylarının TPAB düzeylerinin yüksek seviyede olduğunu göstermektedir. Araştırmada sınıf öğretmeni adaylarının TPAB yeterlikleri ile cinsiyet ve akıllı telefona sahip olma değişkenleri arasında anlamlı fark olmadığı; sınıf düzeyi, teknoloji yeterlik düzeyi, bilgisayar ve İnternet erişimine sahip olma değişkenleri arasında anlamlı bir fark olduğu ve sınıf öğretmeni adaylarının TPAB yeterliklerinin öğretmen özyeterliklerinin önemli bir yordayıcısı olduğu sonucuna ulaşılmıştır.
The prominent aim of the study is to examine primary education teachers' technological pedagogical content knowledge (TPCK) efficacies on different variables and determine whether TPCK efficacies predict teacher self-efficacies. The design of the study is based on survey model. The participants of the study were 271 prospective teachers studying at Muğla Sıtkı Koçman University, Faculty of Education, Primary Education Department, in 1st, 2nd, 3rd, 4th grades. The data were collected through " Technopedagogic Education Competency (TPACK-deep) Scale " and " Teacher Self Efficacy Scale ". The data were analyzed with descriptive statistics, Mann-Whitney U test, Kruskal-Wallis test and linear regression analysis. The results indicated that pre-service teachers' TPACK competencies level were high. It was found that there was not any significant difference between preservice primary education teachers' TPACK competencies and gender and smart phone possession; but there was a significant difference between TPACK competencies and class level, technology competency level, access to Internet and computer variables. In addition, it was also found that prospective primary education teachers TPCK efficacies were a significant predictor of teacher self-efficacies of them.
With the rise of social media, university programs are searching for effective ways to prepare students to use social media (Fratti, 2013). This challenge is mirrored by professionals who are also seeking to better equip themselves (Brown, 2014). This study explored key elements that should be included in social media education through interviews with over 20 social media industry leaders. Findings provide extensive guidance for faculty who teach social media courses.
Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at-risk adolescents. Participants included 151 adolescents at risk for mental health problems (Mage = 13.1) who completed a baseline assessment, 30-day ecological momentary assessment, and 18 month follow-up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same-day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self-regulation and increases in conduct problem symptoms between the baseline and follow-up assessments.