Digital Parenting and Changing Roles

Information and communication technologies are developing rapidly. Developing technologies are integrated in many fields of life. This situation facilitated almost all fields of life. Owing to integration process, children’s technology use and adaption is easy compare to their parents. But technology use and adaption brings several disadvantages for children. Computer and the Internet have been used nearly all home in about last five years. Parents who were worried about their children when they played outside are worried about their children when they are on net at home. Due to these developments, parenting notion has gain new different dimensions and parenting roles are changed. Parents should now be digital parent, the Internet Parent or online parent. In this paper Digital Parenting is examined and described in additon to thisdigital parenting roles are determined. Based on these roles recommendations are presented for future studies and practice

Digital Parenting and Changing Roles

Information and communication technologies are developing rapidly. Developing technologies are integrated in many fields of life. This situation facilitated almost all fields of life. Owing to integration process, children’s technology use and adaption is easy compare to their parents. But technology use and adaption brings several disadvantages for children. Computer and the Internet have been used nearly all home in about last five years. Parents who were worried about their children when they played outside are worried about their children when they are on net at home. Due to these developments, parenting notion has gain new different dimensions and parenting roles are changed. Parents should now be digital parent, the Internet Parent or online parent. In this paper Digital Parenting is examined and described in additon to thisdigital parenting roles are determined. Based on these roles recommendations are presented for future studies and practice

Ulusal Standartlar Açısından Teknopedagojik Eğitime Dayalı Öğretmen Yeterliklerinin Oluşturulması

In literature, there are a number of technology integration models that could be a conceptual framework for effective technology use in the teaching process. One of these models is Technopedagogical education (Technological Pedagogical Content Knowledge (TPACK). The Technopedagogical education model is an integration model based on teacher competencies. However, although there are various studies conducted on this model in literature, there is no research carried out to determine teacher competencies based on the Technopedagogical education model. Depending on this, the purpose of the present study was to determine teacher competencies based on Technopedagogical education. The study was carried out with the qualitative research design. The participants of the study were 24 faculty members. In the study, audio and video recordings, researcher journals and workshop documents were used as the data collection tools. For the analysis of the research data, the techniques of descriptive analysis and inductive analysis were applied. Based on the views of field experts, the obtained results revealed 20 competencies within the framework of six competency fields and 120 performance indicators defining these competencies. The obtained indicators were discussed in line with the related literature.Öğretim sürecinde etkili teknoloji kullanımına kavramsal çerçeve olabilecek alanyazında birçok teknoloji entegrasyonu modeli yer almaktadır.  Bu modellerden biri de, Teknopedagojik eğitim (TPİB-TPACK) modelidir. Teknopedagojik eğitim modeli, öğretmen yeterliklerine dayalı bir entegrasyon modelidir. Ancak, modele ilişkin alanyazında çeşitli araştırmalar olmasına karşın Teknopedagojik eğitim modelini temel alan öğretmen yeterliklerini belirleme çalışmasına rastlanmamıştır. Buna bağlı olarak bu araştırmanın amacı, Teknopedagojik eğitime dayalı öğretmen yeterliklerinin belirlenmesidir.  Araştırma, nitel araştırma yöntemi temel alınarak desenlenmiştir. Araştırmanın katılımcılarını 7-8-9 Ekim 2009 tarihinde “3. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu” kapsamında gerçekleştirilen Teknopedagojik Eğitim Göstergeleri Çalıştayı’na katılan 24 öğretim elemanı oluşturmaktadır. Araştırmada veri toplama aracı olarak video kayıtlarından, ses kayıtlarından, araştırmacı günlüklerinden ve çalıştay dokümanlarından yararlanılmıştır. Verilerin analizinde betimsel analiz ve tümevarımsal analiz teknikleri kullanılmıştır. Araştırma sonucunda alan uzmanlarının görüşleri temel alınarak altı yeterlik alanı çerçevesinde 20 yeterliğe ve bu yeterlikleri tanımlayan 120 performans göstergesine ulaşılmıştır. Elde edilen göstergeler alanyazına dayalı olarak tartışılmıştır