INVESTIGATION OF PROBLEMATIC INTERNET USAGE OF TEACHER CANDIDATES

WOS: 000326262100030The purpose of this study was to investigate problematic Internet usage of teacher candidates. The problematic Internet usage level was also examined in terms of the participants' demographic characteristics. The participants of this study consisted of 226 teacher candidates from Ahi Evran University who enrolled in during the spring semester of 2009-2010 academic year. "Problematic Internet Use Scale" and "Personal Information Form" were used as data collection instruments. In data analysis, independent samples t-test, single direction variance analysis and LSD test were used. In the findings of the research, it was revealed that male teacher candidates tended to have problematic Internet usage more than female teacher candidates and the candidates who owned computers tended to have problematic Internet usage more than the ones who didn't. On the other hand, while there were no significant differences among teacher candidates in terms of the fact that how long s/he has used Internet, there were significant differences in terms of daily Internet usage

Frequency And Aim Of Web 2.0 Tools Usage By Secondary School Students And Their Awareness Level Of These Tools

Web 2.0 tools, such as wikis, blogs, social networks, photograph and video sharing sites, instant messaging, and podcasts provide easy applications to users without having knowledge on computer programming or computer systems. Moreover, Web 2.0 tools provide young users virtual environments, in which they have opportunities to become socially active, interact with their peers, and share, cooperate as well as create their own projects. This study focused on students' perceptions about Web 2.0 tools, and dealt with the frequency and aim of their usage. The working group consisted of 111 secondary school students from Ankara, Adana and Erzurum provinces of Turkey. The data were collected through a survey questionnaire. In data analysis, frequency distributions, percentages, mean and standard deviation scores were calculated. According to the results, social networks, instant messaging services and video sharing sites were most frequently used tools by students. Although most of the students were aware of Web 2.0 tools, only a small number of students used wikis and podcasts. Students who were using Internet in their daily life used it mostly for entertainment purposes. However, as frequency of the students who used Internet decreased their objectives for using it changed. In conclusion, when the frequency of students' Internet usage changed, Internet usage aim changed according to needs of students. The students preferred to use search engines and Facebook more than other tools. Besides, gender was an important factor in the usage of the Internet.Wo

Academic domains as political battlegrounds : A global enquiry by 99 academics in the fields of education and technology

Academic cognition and intelligence are ‘socially distributed’; instead of dwelling inside the single mind of an individual academic or a few academics, they are spread throughout the different minds of all academics. In this article, some mechanisms have been developed that systematically bring together these fragmented pieces of cognition and intelligence. These mechanisms jointly form a new authoring method called ‘crowd-authoring’, enabling an international crowd of academics to co-author a manuscript in an organized way. The article discusses this method, addressing the following question: What are the main mechanisms needed for a large collection of academics to collaborate on the authorship of an article? This question is addressed through a developmental endeavour wherein 101 academics of educational technology from around the world worked together in three rounds by email to compose a short article. Based on this endeavour, four mechanisms have been developed: a) a mechanism for finding a crowd of scholars; b) a mechanism for managing this crowd; c) a mechanism for analyzing the input of this crowd; and d) a scenario for software that helps automate the process of crowd-authoring. The recommendation is that crowd-authoring ought to win the attention of academic communities and funding agencies, because, given the well-connected nature of the contemporary age, the widely and commonly distributed status of academic intelligence and the increasing value of collective and democratic participation, large-scale multi-authored publications are the way forward for academic fields and wider academia in the 21st century.peerReviewe

Academic domains as political battlegrounds:A global enquiry by 99 academics in the fields of education and technology

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.</p

Academic Domains As Political Battlegrounds: A Global Enquiry By 99 Academics in The Fields of Education and Technology

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.Wo