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Pandemi Penceresinden Dijital Ortamlar, Aktörler, Araçlar, Roller ve Öğretime Yeni Bir Bakış

Year 2024, Volume: 9 Issue: 1, 52 - 64, 25.06.2024

M.semih Summak , Barış Kalender , İzzet Oktay Mete

https://doi.org/10.47479/ihead.1307517

Abstract

COVID-19 salgını, öğrencilerin uzaktan eğitim platformlarında ve dijital cihazların önünde geçirdiği süreyi arttırmıştır. Pandemiden kaynaklı yüz yüze eğitimden uzaktan eğitime geçiş, ailelerin dijital ortamları değerlendirme biçimlerinde değişikliklere neden olmuştur. COVID-19 salgını öncesinde, çocukları sosyal medyadan ve dijital ortamlardan uzaklaştırmaya çalışan ebeveynler ve öğretmenler, pandemi sırasında çocukların uzaktan eğitim oturumlarına erişmeleri ve katılımlarını sağlamak için tam tersi bir tavır almak zorunda kalmışlardır. Bu çalışma, ortaokul, ilkokul ve okul öncesi öğretim kurumlarında görev yapan öğretmenlerin (N=11) COVID-19 sürecinde okulların kapanmasıyla uzaktan eğitim süreçlerine yönelik değerlendirmeleri hakkında içgörü elde etmek için nitel durum çalışması olarak desenlenmiştir. Veriler, 2020-2021 eğitim-öğretim yılının ikinci yarısında, yarı yapılandırılmış görüşmeler kullanılarak iki aya yayılan bir sürede toplanmıştır. Araştırmanın bulguları, öğrencilerin dijital ortamlara katılımının bağımlılık yapıcı bir davranış olarak değerlendirilmediğini göstermiştir. Ayrıca veliler ve öğretmenlerin öğrencileri uzaktan eğitim oturumlarına zamanında ve kesintisiz katılım için dijital ortamlarda daha fazla vakit geçirmeleri için teşvik ettiği sonucuna ulaşılmıştır. Hane halkının ve öğretmenlerin dijital medya kullanımına yönelik bu değişen tutumu, ileride farklı sonuçları ortaya çıkaracağı düşünülmektedir. Bu çalışmanın sonuçları ilerleyen süreçte, çocukların bağımlılık yaratan sosyal medya etkileşimlerinin takibi ve öğretim odaklı internet erişimi, salgın döneminden sonra okulların uzaktan eğitim modunun sürdürülme gerekliliği ebeveynler ve öğretmenlerin karşılaşacağı muhtemel durumlar olarak karşımıza çıkarmaktadır.

Keywords

Yeniden Değerlendirme Covid-19 uzaktan eğitim dijital medya katılımı durum çalışması

References

  • Adiyarta, K., Napitupulu, D., Rahim, R., Abdullah, D. & Setiawan, M. (2018). Analysis of e-learning implementation readiness based on integrated ELR model. Journal of Physics: Conference Series, 1007. doi: 10.1088/1742-6596/1007/1/012041.
  • American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, fifth editon DSM-5, 2013.
  • Ardıç, E. ve Altun, A. (2017). Dijital çağın öğreneni. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 1(1), 12-30.
  • Brooks, S., Wang, X., & Schneider, C. (2020). Technology Addictions and Technostress: An Examination of the US and China. J. Organ. End User Comput. (JOEUC), 32, 1–19.
  • Cardozo, G., Dubini, P., & Lorenzino, L. (2017). Bullying y ciberbullying: Un estudio comparativo con adolescentes escolarizados. Rev. Mex. Psicol., 34, 101–109.
  • Carvin, A. (2005). Tim Berners-Lee: Weaving a semantic web. http://www.cbpp.uaa.alask a.edu/afef/weaving%20the%20webtim_bernerslee.htm
  • Choudhury, N. (2014). World wide web and its journey from web 1.0 to web 4.0. International Journal of Computer Science and Information Technologies, 5(6), 8096-8100.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th Ed.). Routledge Falmer.
  • Condie, R. & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38(2), 337-348.
  • Cooper, K., Quayle, E., Jonsson, L., & Svedin, C.G. (2016). Adolescents and self-taken sexual images: A review of the literature. Comput. Hum. Behav., 55, 706–716.
  • Creswell, J.W. 2007. Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical conceptualization. Journal of Education and Work, 14(1), 133-156.
  • Engeström, Y. (2014). Activity theory and learning at work (pp. 67-96). Springer Fachmedien Wiesbaden.
  • Çakır, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin görüşleri ve öğrenci üzerindeki etkilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138-150.
  • Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health care for women international, 13(3), 313-321.
  • Fineberg NA, Demetrovics Z, Stein DJ, Ioannidis K, Potenza MN, Grünblatt E, et al. (2018). Manifesto for a European research network into problematic usage of the internet. European Neuropsychopharmacolgy, 28(11):1232–467. https://doi.org/10.1016/j.abrep.2015.04.002.4O.
  • Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P. ve Grimshaw, J. M. (2010). What is an Adequate Sample Size? Operationalising Data Saturation For Theory-Based Interview Studies. Psychology and Health, 25(10), 1229-1245.
  • Goodwin, K. (2018). Dijital dünyada çocuk büyütmek: Teknolojiyi doğru kullanmanın yolları. (T. Er, Çev.). Aganta Kitap.
  • Griffiths, M.D., & Nuyens, F. (2017). An Overview of Structural Characteristics in Problematic Video Game Playing. Curr. Addict. Rep., 4, 272–283.
  • Gürarslan Baş, N, & Karatay, G. (2020). Effects of technology usage on the addictive behaviors of secondary school students. Perspectives in Psychiatric Care. 56, 871‐877. https://doi.org/10.1111/ppc.12504.
  • Koçak, H. ve Köse, Z. (2014). Ergenlerin bilgisayar oyunu oynama alışkanlıkları ve sosyalleşme süreçleri üzerine bir araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, Kütahya özel sayısı, 21-32.
  • Kohn, L. T. (1997). Methods in case study analysis. The Center for Studying Health System Change. Technical publication No. 2.
  • Kuriplachová, G., Kováčková, G., Magurová, D., Majerníková, Ľ., & Kendrová, L. (2019). Advantages and Disadvantages of E-learning in Nursing Teaching Process. Journal of Health Systems and Policies, 1(2), 53-62.
  • Küçükvardar, M. (2019). Bilişim çağında teknoloji bağımlılığı ve dijital istila üzerine bir araştırma [Yayınlanmamış doktora tezi]. Marmara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Leontev, A. (1978). Activity, Consciousness and Personality. Englewood Cliffs: Prentice Hall.
  • Lin, M.-P. (2020). Prevalence of Internet Addiction during the COVID-19 Outbreak and Its Risk Factors among Junior High School Students in Taiwan. International. Journal of Environmental Research and Public Health, 17, 8547.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526.
  • Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. doi:10.1002/aehe.20018
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new materials. Thousand Oaks: Sage.
  • Miller, P. (2005). Web 2.0: building the new library. Ariadne, 45(30), 10.
  • Moreno-Guerrero, A.J., Gómez-García, G., López-Belmonte, J., & Rodríguez-Jiménez, C. (2020). Internet addiction in the web of science database: A review of the literature with scientific mapping. Int. J. Environ. Res. Public Health,17, 2753.
  • Muslu G.K. ve Bolışık B. (2009). Çocuk ve gençlerde internet kullanımı. TAF Preventive Medicine Bulletin, 8(5): 445-450. http://www.korhek.org/khb/khb_008_05-445.pdf
  • Nawaz, A. (2011). Users’ training: The predictor of successful eLearning in HEIs. Global Journal of Computer Science and Technology, 11(4), 1-8.
  • O'Reilly, T. (2007). What is web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 1(3), 17-37.
  • Ouma, G. O., Awuor, F. M., & Kyambo, B. (2013). E-Learning Readiness in Public Secondary Schools in Kenya. European Journal of Open, Distance and E-learning, 16(2), 97-110.
  • Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. Basic Books. Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Ribble, M. and Bailey, G. (2007). Digital citizenships in schools. ISTE.
  • Sabbah H, Khamis R, Zorkot D, Sabbah S, Droubi N, Sabbah, I. (2019) The social media and technology addiction and its associated factorsamong university students in Lebanon using the Media and Technology Usage and Attitudes Scale (MTUAS). J Comput Commun. 7(11), 88-106. https://doi.org/10.4236/jcc.2019.711007.
  • Savolainen, I.; Oksanen, A.; Kaakinen, M.; Sirola, A.; Paek, H.J. (2020). The Role of Perceived Loneliness in Youth Addictive Behaviors: Cross-National Survey Study. JMIR Mental Health, 7(1), 1-14.
  • Shivalingaiah, D., & Naik, U. (2008). Comparative study of web 1.0, web 2.0 and web 3.0. International Caliber, 499-507. https://ir.inflibnet.ac.in/bitstream/1 944/1285/1/54.pdf.
  • Small, G., & Vorgan, G. (2011). Your brain is evolving right now. M. Bauerlein (Ed), The digital divide: Arguments for and against Facebook, Google, texting, and the age of social networking (ss. 76-96) içinde. Penguin.
  • Soper, W. B., & Miller, M. J. (1983). Junk-time junkies: An emerging addiction among students. The School Counselor, 31, 40–43.
  • Sucu, İ. (2020). Yeni Dünya Düzeninde Dönüşümün İletişim ve Medyadaki İlk Adımları: Covid-19 Sonun Başlangıcında Yeni Bir Dijital Çağ Journal of Human and Social Sciences, 3(2), 556-566. https://dergipark.org.tr/en/pub/johass/issue/57478/772366
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
  • Tezer, M., Ulgener, P., Minalay, H., Ture, A., Tugutlu, U., & Harper, M. G. (2020). Examining the relationship between academic procrastination behaviours and problematic Internet usage of high school students during the COVID19 pandemic period. Global Journal of Guidance and Counseling in Schools: Current Perspectives 10(3), 142-156. https://doi.org/10.18844/gjgc.v10i3.5549.
  • Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2019). School-based prevention for adolescent Internet addiction: Prevention is the key. A systematic literature review. Current Neuropharmacology, 17(6), 507–525. https://doi.org/10. 2174/ 1570159X16666180813153806.
  • Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25, 1529–1552. https://doi.org/10.1007/s10639-019-09999-9.
  • Vygotsky, L.S. (1978) Mind and Society, Harvard University Press.
  • Vygotsky, L. (1998). Pedagogy of the adolescent. R. Rieber (Ed.). The Collected Works of L. S. Vygotsky, Vol 5, Child psychology. New York: Plenum, 31-184.
  • Wang, H. Y., Sigerson, L., & Cheng, C. (2019). Digital nativity and information technology addiction: Age cohort versus individual difference approaches. Computers in Human Behavior, 90, 1–9. https://doi.org/10.1016/j.chb.2018.08.031
  • Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(2010), 1202-1211. doi:10.1016/j.compedu.2009.11.006.
  • Yıldırım, A. ve Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı). Ankara: Seçkin.
  • Yin, R. K. (2009). How to do better case studies. The SAGE handbook of applied social research methods, 2, 254-282.
  • Yamamoto, G. T., Özgeldi, M., ve Altun, D. (2018). Instructional Developments and Progress for Open and Equal Access for Learning, Open and Equal Access for Learning in School Management 117-143.
  • Young, K. S. (1997). Internet addiction: The emergence of a new clinical disorder. CyberPsychology & Behavior, 1,237–244.

A New Perspective on Digital Environments, Actors, Tools, Roles, and Teaching Through the Pandemic Lens

Year 2024, Volume: 9 Issue: 1, 52 - 64, 25.06.2024

M.semih Summak , Barış Kalender , İzzet Oktay Mete

https://doi.org/10.47479/ihead.1307517

Abstract

The COVID-19 pandemic has significantly augmented household’s dependence on distance education platforms and digital devices. The abrupt shift from conventional to online learning has prompted a reassessment of how families perceive digital environments. Pre-pandemic efforts to restrict children's exposure to social media and digital spaces were overturned, necessitating access to and active participation in distance education sessions. In this qualitative case study encompassing teachers (N=11), the research probes their re-evaluation of digital media engagement and distance learning attendance during COVID-19 school closures in basic education. Data were acquired via semi-structured interviews over a two-month period in the latter half of the 2020-2021 academic year. This study's discoveries challenge the conventional view of students' digital engagement as inherently addictive. Instead, parents and educators actively advocated for timely and consistent participation in distance education sessions. This evolving perspective among households and educators regarding digital media consumption has wider implications. It presents challenges in distinguishing between addictive social media usage and educational internet access, especially if distance education endures beyond the COVID19 era, aligning with Activity Theory's insights into the complex interactions and shifts within educational activity systems.

Keywords

Reassessment COVID-19 distance education digital media engagement case study

References

  • Adiyarta, K., Napitupulu, D., Rahim, R., Abdullah, D. & Setiawan, M. (2018). Analysis of e-learning implementation readiness based on integrated ELR model. Journal of Physics: Conference Series, 1007. doi: 10.1088/1742-6596/1007/1/012041.
  • American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, fifth editon DSM-5, 2013.
  • Ardıç, E. ve Altun, A. (2017). Dijital çağın öğreneni. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 1(1), 12-30.
  • Brooks, S., Wang, X., & Schneider, C. (2020). Technology Addictions and Technostress: An Examination of the US and China. J. Organ. End User Comput. (JOEUC), 32, 1–19.
  • Cardozo, G., Dubini, P., & Lorenzino, L. (2017). Bullying y ciberbullying: Un estudio comparativo con adolescentes escolarizados. Rev. Mex. Psicol., 34, 101–109.
  • Carvin, A. (2005). Tim Berners-Lee: Weaving a semantic web. http://www.cbpp.uaa.alask a.edu/afef/weaving%20the%20webtim_bernerslee.htm
  • Choudhury, N. (2014). World wide web and its journey from web 1.0 to web 4.0. International Journal of Computer Science and Information Technologies, 5(6), 8096-8100.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th Ed.). Routledge Falmer.
  • Condie, R. & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38(2), 337-348.
  • Cooper, K., Quayle, E., Jonsson, L., & Svedin, C.G. (2016). Adolescents and self-taken sexual images: A review of the literature. Comput. Hum. Behav., 55, 706–716.
  • Creswell, J.W. 2007. Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical conceptualization. Journal of Education and Work, 14(1), 133-156.
  • Engeström, Y. (2014). Activity theory and learning at work (pp. 67-96). Springer Fachmedien Wiesbaden.
  • Çakır, H. (2013). Bilgisayar oyunlarına ilişkin ailelerin görüşleri ve öğrenci üzerindeki etkilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 138-150.
  • Downe‐Wamboldt, B. (1992). Content analysis: method, applications, and issues. Health care for women international, 13(3), 313-321.
  • Fineberg NA, Demetrovics Z, Stein DJ, Ioannidis K, Potenza MN, Grünblatt E, et al. (2018). Manifesto for a European research network into problematic usage of the internet. European Neuropsychopharmacolgy, 28(11):1232–467. https://doi.org/10.1016/j.abrep.2015.04.002.4O.
  • Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P. ve Grimshaw, J. M. (2010). What is an Adequate Sample Size? Operationalising Data Saturation For Theory-Based Interview Studies. Psychology and Health, 25(10), 1229-1245.
  • Goodwin, K. (2018). Dijital dünyada çocuk büyütmek: Teknolojiyi doğru kullanmanın yolları. (T. Er, Çev.). Aganta Kitap.
  • Griffiths, M.D., & Nuyens, F. (2017). An Overview of Structural Characteristics in Problematic Video Game Playing. Curr. Addict. Rep., 4, 272–283.
  • Gürarslan Baş, N, & Karatay, G. (2020). Effects of technology usage on the addictive behaviors of secondary school students. Perspectives in Psychiatric Care. 56, 871‐877. https://doi.org/10.1111/ppc.12504.
  • Koçak, H. ve Köse, Z. (2014). Ergenlerin bilgisayar oyunu oynama alışkanlıkları ve sosyalleşme süreçleri üzerine bir araştırma. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, Kütahya özel sayısı, 21-32.
  • Kohn, L. T. (1997). Methods in case study analysis. The Center for Studying Health System Change. Technical publication No. 2.
  • Kuriplachová, G., Kováčková, G., Magurová, D., Majerníková, Ľ., & Kendrová, L. (2019). Advantages and Disadvantages of E-learning in Nursing Teaching Process. Journal of Health Systems and Policies, 1(2), 53-62.
  • Küçükvardar, M. (2019). Bilişim çağında teknoloji bağımlılığı ve dijital istila üzerine bir araştırma [Yayınlanmamış doktora tezi]. Marmara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Leontev, A. (1978). Activity, Consciousness and Personality. Englewood Cliffs: Prentice Hall.
  • Lin, M.-P. (2020). Prevalence of Internet Addiction during the COVID-19 Outbreak and Its Risk Factors among Junior High School Students in Taiwan. International. Journal of Environmental Research and Public Health, 17, 8547.
  • Marshall, M. N. (1996). Sampling for qualitative research. Family practice, 13(6), 522-526.
  • Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. doi:10.1002/aehe.20018
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: A sourcebook of new materials. Thousand Oaks: Sage.
  • Miller, P. (2005). Web 2.0: building the new library. Ariadne, 45(30), 10.
  • Moreno-Guerrero, A.J., Gómez-García, G., López-Belmonte, J., & Rodríguez-Jiménez, C. (2020). Internet addiction in the web of science database: A review of the literature with scientific mapping. Int. J. Environ. Res. Public Health,17, 2753.
  • Muslu G.K. ve Bolışık B. (2009). Çocuk ve gençlerde internet kullanımı. TAF Preventive Medicine Bulletin, 8(5): 445-450. http://www.korhek.org/khb/khb_008_05-445.pdf
  • Nawaz, A. (2011). Users’ training: The predictor of successful eLearning in HEIs. Global Journal of Computer Science and Technology, 11(4), 1-8.
  • O'Reilly, T. (2007). What is web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 1(3), 17-37.
  • Ouma, G. O., Awuor, F. M., & Kyambo, B. (2013). E-Learning Readiness in Public Secondary Schools in Kenya. European Journal of Open, Distance and E-learning, 16(2), 97-110.
  • Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. Basic Books. Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Ribble, M. and Bailey, G. (2007). Digital citizenships in schools. ISTE.
  • Sabbah H, Khamis R, Zorkot D, Sabbah S, Droubi N, Sabbah, I. (2019) The social media and technology addiction and its associated factorsamong university students in Lebanon using the Media and Technology Usage and Attitudes Scale (MTUAS). J Comput Commun. 7(11), 88-106. https://doi.org/10.4236/jcc.2019.711007.
  • Savolainen, I.; Oksanen, A.; Kaakinen, M.; Sirola, A.; Paek, H.J. (2020). The Role of Perceived Loneliness in Youth Addictive Behaviors: Cross-National Survey Study. JMIR Mental Health, 7(1), 1-14.
  • Shivalingaiah, D., & Naik, U. (2008). Comparative study of web 1.0, web 2.0 and web 3.0. International Caliber, 499-507. https://ir.inflibnet.ac.in/bitstream/1 944/1285/1/54.pdf.
  • Small, G., & Vorgan, G. (2011). Your brain is evolving right now. M. Bauerlein (Ed), The digital divide: Arguments for and against Facebook, Google, texting, and the age of social networking (ss. 76-96) içinde. Penguin.
  • Soper, W. B., & Miller, M. J. (1983). Junk-time junkies: An emerging addiction among students. The School Counselor, 31, 40–43.
  • Sucu, İ. (2020). Yeni Dünya Düzeninde Dönüşümün İletişim ve Medyadaki İlk Adımları: Covid-19 Sonun Başlangıcında Yeni Bir Dijital Çağ Journal of Human and Social Sciences, 3(2), 556-566. https://dergipark.org.tr/en/pub/johass/issue/57478/772366
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
  • Tezer, M., Ulgener, P., Minalay, H., Ture, A., Tugutlu, U., & Harper, M. G. (2020). Examining the relationship between academic procrastination behaviours and problematic Internet usage of high school students during the COVID19 pandemic period. Global Journal of Guidance and Counseling in Schools: Current Perspectives 10(3), 142-156. https://doi.org/10.18844/gjgc.v10i3.5549.
  • Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2019). School-based prevention for adolescent Internet addiction: Prevention is the key. A systematic literature review. Current Neuropharmacology, 17(6), 507–525. https://doi.org/10. 2174/ 1570159X16666180813153806.
  • Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25, 1529–1552. https://doi.org/10.1007/s10639-019-09999-9.
  • Vygotsky, L.S. (1978) Mind and Society, Harvard University Press.
  • Vygotsky, L. (1998). Pedagogy of the adolescent. R. Rieber (Ed.). The Collected Works of L. S. Vygotsky, Vol 5, Child psychology. New York: Plenum, 31-184.
  • Wang, H. Y., Sigerson, L., & Cheng, C. (2019). Digital nativity and information technology addiction: Age cohort versus individual difference approaches. Computers in Human Behavior, 90, 1–9. https://doi.org/10.1016/j.chb.2018.08.031
  • Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(2010), 1202-1211. doi:10.1016/j.compedu.2009.11.006.
  • Yıldırım, A. ve Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı). Ankara: Seçkin.
  • Yin, R. K. (2009). How to do better case studies. The SAGE handbook of applied social research methods, 2, 254-282.
  • Yamamoto, G. T., Özgeldi, M., ve Altun, D. (2018). Instructional Developments and Progress for Open and Equal Access for Learning, Open and Equal Access for Learning in School Management 117-143.
  • Young, K. S. (1997). Internet addiction: The emergence of a new clinical disorder. CyberPsychology & Behavior, 1,237–244.
There are 55 citations in total.

Details

Primary Language Turkish
Subjects Educational Technology and Computing
Journal Section Articles
Authors

M.semih Summak 0000-0003-4900-6545

Barış Kalender 0000-0002-4175-7099

İzzet Oktay Mete 0009-0003-1921-5669

Early Pub Date June 18, 2024
Publication Date June 25, 2024
Submission Date May 31, 2023
Published in Issue Year 2024Volume: 9 Issue: 1

Cite

APA Summak, M., Kalender, B., & Mete, İ. O. (2024). Pandemi Penceresinden Dijital Ortamlar, Aktörler, Araçlar, Roller ve Öğretime Yeni Bir Bakış. Ihlara Eğitim Araştırmaları Dergisi, 9(1), 52-64. https://doi.org/10.47479/ihead.1307517
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Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board

Ihlara Journal of Educational Research (IHEAD) by Education Faculty of Aksaray University is licensed under CC BY-NC-SA 4.0. To view a copy of this license,visit http://creativecommons.org/licenses/by-nc-sa/4.0/  

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Ihlara Journal Educational Research (IHEAD) is an open-access journal.

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