Araştırma Makalesi

Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi

1766 - 1778, 15.12.2019
https://doi.org/10.17051/ilkonline.2019.639322

Öz

Bu araştırma ortaöğretim öğrencilerinin
dijital yerlilik seviyelerinin farklı değişkenlere (cinsiyet, sınıf düzeyi,
bilgisayar kullanım yılı, internet kullanım yılı) göre incelenmesini amaçlamaktadır.
Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli
kullanılmıştır. Araştırma 2017-2018 Eğitim Öğretim yılında gerçekleştirilmiş ve
araştırmanın örneklemini Mersin İlindeki 3 ortaöğretim kurumunda öğrenim
görmekte olan 769 öğrenci oluşturmaktadır. Veri toplama aracı olarak Teo (2013)
tarafından geliştirilen Dijital Yerlilik Özelliklerini değerlendirme ölçeğinin
(DNAS), Teo, Kabakçı-Yurdakul ve Ursavaş (2016) tarafından Türkçe ’ye uyarlanan
versiyonu kullanılmıştır. Araştırmanın bulguları, ortaöğretim öğrencilerinin
dijital yerlilik özelliklerini gösterme düzeylerinin orta/ ortadan yüksek bir
seviyede olduğunu göstermektedir. Öğrencilerin dijital yerlilik düzeyleri
cinsiyet açısından anlamlı bir farklılık göstermemesine rağmen, sınıf düzeyinde
anlamlı bir farklılık ortaya çıkmıştır. En yüksek dijital yerlilik puanına
sahip olan grubun 10. sınıflar ve en düşük dijital yerlilik puanına sahip
grubun ise 11. sınıflar olduğu görülmektedir. Bunun yanı sıra, öğrencilerin
bilgisayar kullanım yılı ve internet kullanım yılları değişkenlerine göre
dijital yerlilik düzeylerinde anlamlı bir farklılık olduğu ortaya çıkmıştır. İnternet
kullanım yılı fazla olan öğrencilerin daha yüksek dijital yerlilik puanına
sahip olduğu görülmüştür

Kaynakça

  • Akçayır, M. , Dündar, H. ve Akçayır, G. (2016). What makes you a digital native? Is it enough to be born after 1980? Computers in Human Behavior, 60, 435-440. Barak, M. (2017). Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism. Research in Science Education, 47(2), 283-303 Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115-123. Barnes, K., Marateo, R. C., ve Ferris, S. P. (2007) Teaching and Learning with the Net Generation , Innovate: Journal of Online Education, 3(4 ), 1-8. Bennett, S., Maton, A. K. ve Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology 39(5), 775–786. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi. Calvani, A., Fini, A. Ranieri, M. ve Picci, P. (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education, 58(2), 797-802. Correa, T. (2016). Digital skills and social media use: how Internet skills are related to different types of Facebook use among ‘digital natives’, Information, Communication & Society, 19(8), 1095-1107, DOI: 10.1080/1369118X.2015.1084023 Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson. Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). How to design and evaluate research In education (8th ed.). New York: Mc Graw Hill. Friedl, J., ve Tkalac, V.A. (2011). Media preferences of digital natives’ internal communication: A pilot study. Public Relations Review, 37(1), 84–86. Guo, R. X. , Dobson, T. ve Petrina, S. (2008). Digital Natives, Digital Immigrants: An Analysis of Age and Ict Competency in Teacher Education. Journal of Educational Computing Research. 38(3), 235–254. Helsper, E. J., ve Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503-520.
 Jukes, I., Mccain, T. ve Crockett, L. (2010). Understanding the digital generation: teaching and learning in the new digital landscape. London: Corwin. Kennedy, D. M. ve Fox, B. (2013). ‘Digital natives’: An Asian perspective for using learning Technologies. International Journal of Education and Development using Information and Communication Technology, 9 (1), 64-79. Kennedy, D. M. , Judd, T., Churchward, A. , Gray, K. ve Krause, K. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology 24(1), 108-122. Kirschner, P. A. ve Bruycker, P. D. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. Kuiper, E., Volman, M., ve Terwel, J. (2005). The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information. Review of Educational Research, 75(3), 285–328. Lee, J., Lin, L. ve Robertson, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37 (1), 94-104. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97. O’Bannon, B. W. ve Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters!. Computers & Education, 74, 15-25 Oblinger, D., Oblinger, J. L., ve Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5),1-6. Salvucci, D. D. ve Taatgen, N. A. (2008). Threaded Cognition: An Integrated Theory of Concurrent Multitasking. Psychological Review, 115 (1), 101-130. Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12, 257-285. Sweller, J. (1994). Cognitive Load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill. Tapscott, D. (2009). Grown up Digital: How the Net Generation Is Changing the World. New York: McGraw Hill. Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education. 67, 51-57. Teo, T. (2016) Do digital natives differ by computer self-efficacy and experience? An empirical study, Interactive Learning Environments, 24(7), 1725-1739, DOI: 10.1080/10494820.2015.1041408 Teo, T., Kabakçı-Yurdakul, I., ve Ursavas ̧, O. F. (2016). Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale. Interactive Learning Environments, 24 (6), 1231-1244. Thinyane, H. (2010). Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology. Computers & Education, 55(1), 406-414. Thompson, P. (2013). The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 65, 12-33.
 Underwood, J. D. M. (2007). Rethinking the Digital Divide: impacts on student-tutor relationships. European Journal of Education, 42 (2), 213-222. Yong, S.T. (2017). Digital Native Students: Gender Differences in Mathematics and Gaming. International Journal of Virtual and Personal Learning Environments,7(2), 13-26. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık: Ankara Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B. ve Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication Technologies. Computers & Education, 54, 1202-1211.

Investigation of Secondary School Students’ Digital Native Characteristics Evaluations

1766 - 1778, 15.12.2019
https://doi.org/10.17051/ilkonline.2019.639322

Öz

This study aims to
investigate whether the high school students’ digital nativeness level differs
according to different variables (gender, grade level, computer use year,
internet use year and daily internet usage period). In the study, survey
research which is a quantitative method was used. The research study was
conducted in 2017-2018 academic year and the sampling consist of 769 secondary
school students from 3 schools in Mersin Province. As a data collection tool,
Digital Native Assessment Scale (DNAS) was used. DNAS was originally developed
by Teo (2013) to measure assessments of whether students have the
characteristics of digital natives. The scale was adapted to Turkish language
by Teo, Kabakçı, Yurdakul and Ursavaş (2016). The findings showed that, the
digital nativeness score of the participants could be considered as middle
& high. Participants’ digital nativeness levels were examined according to
the different variables; students’ digital nativeness levels did not differ in
terms of gender. However, their scores differed significantly according to
their grade levels. Between the groups, the highest digital nativeness score
was in 10th grade and the lowest digital nativeness score was 11th grade.
Besides, participants digital nativeness score was significantly differ
according to the computer use and internet use years. It was also observed that
students with a high internet and computer use had a higher digital nativeness
score. 

Kaynakça

  • Akçayır, M. , Dündar, H. ve Akçayır, G. (2016). What makes you a digital native? Is it enough to be born after 1980? Computers in Human Behavior, 60, 435-440. Barak, M. (2017). Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism. Research in Science Education, 47(2), 283-303 Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115-123. Barnes, K., Marateo, R. C., ve Ferris, S. P. (2007) Teaching and Learning with the Net Generation , Innovate: Journal of Online Education, 3(4 ), 1-8. Bennett, S., Maton, A. K. ve Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology 39(5), 775–786. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi. Calvani, A., Fini, A. Ranieri, M. ve Picci, P. (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education, 58(2), 797-802. Correa, T. (2016). Digital skills and social media use: how Internet skills are related to different types of Facebook use among ‘digital natives’, Information, Communication & Society, 19(8), 1095-1107, DOI: 10.1080/1369118X.2015.1084023 Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson. Fraenkel, J. R., Wallen, N. E., ve Hyun, H. H. (2012). How to design and evaluate research In education (8th ed.). New York: Mc Graw Hill. Friedl, J., ve Tkalac, V.A. (2011). Media preferences of digital natives’ internal communication: A pilot study. Public Relations Review, 37(1), 84–86. Guo, R. X. , Dobson, T. ve Petrina, S. (2008). Digital Natives, Digital Immigrants: An Analysis of Age and Ict Competency in Teacher Education. Journal of Educational Computing Research. 38(3), 235–254. Helsper, E. J., ve Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503-520.
 Jukes, I., Mccain, T. ve Crockett, L. (2010). Understanding the digital generation: teaching and learning in the new digital landscape. London: Corwin. Kennedy, D. M. ve Fox, B. (2013). ‘Digital natives’: An Asian perspective for using learning Technologies. International Journal of Education and Development using Information and Communication Technology, 9 (1), 64-79. Kennedy, D. M. , Judd, T., Churchward, A. , Gray, K. ve Krause, K. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology 24(1), 108-122. Kirschner, P. A. ve Bruycker, P. D. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. Kuiper, E., Volman, M., ve Terwel, J. (2005). The Web as an Information Resource in K–12 Education: Strategies for Supporting Students in Searching and Processing Information. Review of Educational Research, 75(3), 285–328. Lee, J., Lin, L. ve Robertson, T. (2012). The impact of media multitasking on learning. Learning, Media and Technology, 37 (1), 94-104. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97. O’Bannon, B. W. ve Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters!. Computers & Education, 74, 15-25 Oblinger, D., Oblinger, J. L., ve Lippincott, J. K. (2005). Educating the net generation. Boulder, Colo.: EDUCAUSE. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5),1-6. Salvucci, D. D. ve Taatgen, N. A. (2008). Threaded Cognition: An Integrated Theory of Concurrent Multitasking. Psychological Review, 115 (1), 101-130. Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12, 257-285. Sweller, J. (1994). Cognitive Load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill. Tapscott, D. (2009). Grown up Digital: How the Net Generation Is Changing the World. New York: McGraw Hill. Teo, T. (2013). An initial development and validation of a Digital Natives Assessment Scale (DNAS). Computers & Education. 67, 51-57. Teo, T. (2016) Do digital natives differ by computer self-efficacy and experience? An empirical study, Interactive Learning Environments, 24(7), 1725-1739, DOI: 10.1080/10494820.2015.1041408 Teo, T., Kabakçı-Yurdakul, I., ve Ursavas ̧, O. F. (2016). Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale. Interactive Learning Environments, 24 (6), 1231-1244. Thinyane, H. (2010). Are digital natives a world-wide phenomenon? An investigation into South African first year students’ use and experience with technology. Computers & Education, 55(1), 406-414. Thompson, P. (2013). The digital natives as learners: technology use patterns and approaches to learning. Computers & Education, 65, 12-33.
 Underwood, J. D. M. (2007). Rethinking the Digital Divide: impacts on student-tutor relationships. European Journal of Education, 42 (2), 213-222. Yong, S.T. (2017). Digital Native Students: Gender Differences in Mathematics and Gaming. International Journal of Virtual and Personal Learning Environments,7(2), 13-26. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık: Ankara Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B. ve Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication Technologies. Computers & Education, 54, 1202-1211.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Yazarlar

Berrin Doğusoy

Gülriz İmer

Yayımlanma Tarihi 15 Aralık 2019

Kaynak Göster

APA Doğusoy, B., & İmer, G. (t.y.). Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi. İlköğretim Online1766-1778. https://doi.org/10.17051/ilkonline.2019.639322
AMA Doğusoy B, İmer G. Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi. İOO.:1766-1778. doi:10.17051/ilkonline.2019.639322
Chicago Doğusoy, Berrin, ve Gülriz İmer. “Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi”. İlköğretim Onlinet.y., 1766-78. https://doi.org/10.17051/ilkonline.2019.639322.
EndNote Doğusoy B, İmer G Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi. İlköğretim Online 1766–1778.
IEEE B. Doğusoy ve G. İmer, “Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi”, İOO, ss. 1766–1778, doi: 10.17051/ilkonline.2019.639322.
ISNAD Doğusoy, Berrin - İmer, Gülriz. “Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi”. İlköğretim Online. t.y. 1766-1778. https://doi.org/10.17051/ilkonline.2019.639322.
JAMA Doğusoy B, İmer G. Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi. İOO.;:1766–1778.
MLA Doğusoy, Berrin ve Gülriz İmer. “Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi”. İlköğretim Online, ss. 1766-78, doi:10.17051/ilkonline.2019.639322.
Vancouver Doğusoy B, İmer G. Ortaöğretim Öğrencilerinin Dijital Yerlilik Özellikleri Değerlendirmelerinin İncelenmesi. İOO. :1766-78.