The relationships among academic procrastination, self-control, and problematic mobile use: considering the differences over personalities

Only a few studies in the literature have dwelt on the relationships among problematic mobile phone use, academic procrastination, and self-control based on personality traits and how these three affect one another. In this sense, the purpose of this study is to reveal how the relationships among the variables of problematic mobile use, self-control, and academic procrastination change based on the Big Five personality traits. Data have been collected from 571 university students. The Academic Procrastination Scale, Problematic Mobile Phone Use Scale, Self-Control Scale, and Adjective-Based Personality Test have been used as data collection tools. Path analysis is used for analyzing the data. Firstly, descriptive statistics for the mean, standard deviation, skewness, and kurtosis values have been calculated for each variable in the model. Secondly, the data set of the study is examined in terms of multivariate normality. Thirdly, the path model is estimated using the IBM Statistical Packages for the Analysis of Moment Structures. As a result of the data analysis, the negative effect of experiential self-control on problematic mobile use has been seen to be significantly higher in the more neurotic. Also, the negative effect of experiential self-control on academic procrastination has been found to be significantly higher in the less extraverted and less agreeable individuals. The negative effect of reformative self-control on academic procrastination has been determined to be statistically higher for those with lower conscientiousness and openness. The significant positive effect of redressive self-control on academic procrastination has been identified to be higher in the less neurotic and the less conscientious individuals. This study is believed to contribute to the field as it offers measures on taking self-control into account in order to prevent problematic mobile phone use and academic procrastination in people with various personality traits

Usability of testing apparatuses about renewable energy resources in constructivist class environment

Students construct their own knowledge based on their experiences which take part in the basis of constructivism. For that reason, curriculums which are prepared according to constructivist approach should contain activities and materials to enable students to learn through exploring. In this study, it is tried to be determined the efficiency of a testing apparatus which enable students to learn renewable energy resources, energy cycle, hydrolysis of water events through exploring in education environments in the direction of teacher candidates. In conclusion, it is anticipated that in addition to its mentioned features, technology product apparatus will broaden the horizons of students in how to benefit from natural resources without damaging the environment with using technology. © 2009

Lise Öğrencilerinin Çevrimiçi Bilgi Arama Stratejilerinin Yordanmasında Dijital Yerliliğin ve Dijital Vatandaşlığın Rolü

This study examined the relationship of digital nativity and digital citizenship with online information search strategies. 331 high school students participated in the study. The data collection instruments were Online Information Searching Strategies Inventory (OISSI), Digital Nativity Assessment Scale (DNAS), and Digital Citizenship Scale (DCS). Stepwise multiple regression analysis was employed in the analysis. The results indicated that online information search strategies were best predicted by ‘digital communication and literacy’ levels. “Digital security” was a significant determinant for all sub-dimensions of online information searching strategies while “Digital etiquette and law” was not a statistically significant predictor. On the other hand, “Comfortable with multi-tasking” and “Reliant on graphics for communication” were significant determinants for behavioral domain strategies of the online information searching. Procedural and metacognitive domain strategies were predicted by “Thrive on instant gratifications and rewards”. The results of this study will be important for educators and parents in providing guidance for digital natives in terms of access to and use of information.Bu çalışmada, çevrimiçi bilgi arama stratejileri ile dijital yerlilik ve dijital vatandaşlık arasındaki ilişki incelenmiştir. Çalışmaya 331 lise öğrencisi katılmıştır. Veri toplama aracı olarak, “Çevrimiçi Bilgi Arama Stratejileri Envanteri”, “Dijital Yerli Değerlendirme Ölçeği” ve “Dijital Vatandaşlık Ölçeği” kullanılmıştır. Verilerin analizinde, aşamalı çoklu regresyon analizi kullanılmıştır. Sonuçlar, çevrimiçi bilgi arama stratejilerinin en iyi yordayısıcının "Dijital İletişim ve Okuryazarlık" olduğunu göstermiştir. “Dijital güvenlik”, çevrimiçi bilgi arama stratejilerini yordamada tüm alt boyutlar için önemli bir gösterge iken; “Dijital etik ve hukuk” istatistiksel olarak anlamlı bir gösterge olarak bulunmamıştır. Ayrıca, “Çoklu görevde rahatlık” ve “İletişimde görselleri kullanma” çevrimiçi bilgi aramada davranışsal alan stratejilerinin anlamlı göstergeleri olarak bulunmuştur. Prosedürel ve meta-bilişsel alan stratejileri ise “Anlık memnuniyet ve ödüllendirme” tarafından yordanabilmiştir. Bu çalışmanın sonuçlarının, bilgiye erişim ve bilginin kullanımı açısından dijital yerlilere rehberlik edecek olan eğitimcilere ve ebeveynlere yarar sağlayacağı düşünülmektedir

Fullanın eğitimsel değişim modeli çerçevesinde bire bir teknoloji girişiminin incelenmesi: üç yıllık bir araştırma.

The purpose of the study is to examine the implementation process of 1:1 technology initiative through the experiences of key stakeholders by using Fullan’s educational change model as a lens. For this purpose, the experiences of key stakeholders were investigated in terms of elements related to the initiation of the 1:1 initiative, perceptions, practices and provided support and monitoring regarding to implementation, and the elements to sustain the change. A qualitative research design was adopted, and a case study approach was chosen to examine the 1:1 technology initiative. The study was conducted in a private K-12 school which supports “smart education” concept in Turkey. The institution collaborated with a tech company and launched 1:1 technology initiative in which every student has a tablet PC in the classroom. The 1:1 technology initiative was monitored for three years. In this period the researcher visited the school many times to keep track of the initiative and gather data multiple times. Interviews and direct observations are the primary sources of data collection. Teachers from various disciplines, project coordinators, school managers, students, and parents were selected to be interviewed. Also, classroom observations were conducted. Content analysis approach was used to analyze the data. Findings were presented according to the categories of Fullan’s model: initiation, implementation, and continuation. Through the three years, the initiative progress as a developmental cycle which affected the implementation in a positive way, but constantly changing school structure and management was found as a negative factor.Ph.D. - Doctoral Progra

From digital competences to technology integration: Re-formation of pre-service teachers' knowledge and understanding

In this study, a training was carried out in order to improve pre-service teachers' digital competences with regards to technology integration based on the DigComp framework. In this regard, participants' progress in digital competence and technological pedagogical content knowledge (TPACK) were analysed. In addition, what kind of digital knowledge and skills they utilize in the technology integration process were investigated. As a result, it was found that while pre-service teachers showed progress in the sub-dimensions of TPACK-deep, they made use of their skills in information and data literacy, communication and collaboration, content creation, safety, and problem-solving. In addition, positive correlations were found between digital competences and TPACK competences. Consequently, the roles of digital competences should be considered for successful technology integration

Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü Akademisyenler Tarafından Nasıl Tanımlanıyor?

Öğretim teknolojileri 1960'lı yıllardan beri kullanılmakta olan ve zamanla farklı şekillerde tanımlanmış bir kavramdır. Bilgi ve iletişim teknolojileri okullarda daha yaygın hale geldiğinden dolayı teknoloji konusunda donanımlı öğretmen ihtiyacı da artmıştır. Dünyada öğretim teknolojileri programları genel olarak lisansüstü düzeyde yer alırken, Türkiye'de ise lisansüstü programlara ek olarak lisans düzeyinde Bilgisayar ve Öğretim Teknolojileri Eğitimi(BÖTE) programları mevcuttur. Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, 1998 yılında eğitim fakültelerinin yeniden yapılandırılması sürecinde kurulmuştur. Bu çalışmanın amacı, BÖTE Bölümlerinde görev yapmakta olan öğretim üyeleriyle, bu bölümde lisansüstü eğitimlerine devam eden öğrencilerin bölümü nasıl tanımladıklarını, bölümün mevcut durumu ile ilgili görüşleri ve bölümden beklentileri arasındaki benzerlik ve farklılıkları araştırmaktır. Araştırma durum çalışması olarak gerçekleştirilmiş olup çalışmanın katılımcıları Orta Doğu Teknik Üniversitesi, Gazi Üniversitesi ve Anadolu Üniversitesi gibi Türkiye'nin büyük üniversitelerinde çalışmakta ya da lisansüstü eğitimlerine devam etmekte olan beş öğretim üyesi ve beş lisansüstü öğrencisidir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi kullanılmış olup sonuçlar öğretim üyelerinin ve lisansüstü öğrencilerin bölümün kapsamı, beklenen yeterlilikler ve çalışma alanları ve akademik yaşantıyı etkileyen zorluklar bağlamında benzer görüşlere sahip olduklarını göstermiştir.The term Instructional Technology has been used since 1960s and defined differently throughout the time. Along with the increase in the use of information and communication technology in schools; the need for technologically qualified teachers has been increased. While many of instructional technology programs are at graduate level around the world; Turkey has an undergraduate level instructional technology program, called Computer Education and Instructional Technology (CEIT) in addition to graduate level. The department of Computer Education and Instructional Technology was founded in 1998 during the reconstruction of Faculties of Education in Turkey. The purpose of this study is to investigate the similarities and differences among how graduate students and faculty members define CEIT department, as well as their opinions on the current situation of the program, and their expectations. A case study has been conducted with 5 faculty members and 5 graduate students from three major universities in Turkey including Anadolu University, Gazi University , and Middle East Technical University. Semi-structured interviews were used as the data collection tool. The content analysis was used to analyze the data and results of the study showed that faculty members and graduate students have similar opinions about the scope of the department, expected qualifications and work areas, and challenges affecting academic life

Youtube & young children: research, concerns and new directions

Since the first episode of Sesame Street was aired in the 1960s, video watching has become a daily activity for most young children. Gradually, advances in technology transformed children’s video watching practices as well as the preferred video watching devices or platforms (such as educational television, baby DVDs, and computer technologies). As a result, children’s video watching has shifted from educational televisions to mobile devices (e.g., tablet and smartphone), streaming media, and online platforms. According to recent research findings, YouTube and YouTube Kids are popular platforms used by children to access a variety of videos for education or entertainment purposes. In contrast to the decades of research concerning educational television, studies of YouTube and similar platforms are still in their infancy. Our understanding of the nature and extent of children’s engagement with this platform and its potential benefits and risks for children’s learning and development is limited. Young children (age 8 or younger), as well as older children and teenagers, frequently watch videos on YouTube. In this chapter we review the limited recent research examining young children’s use of YouTube and YouTube Kids. In addition, parental and expert concerns, children’s digital safety, the commodification of childhood, and new directions are addressed for future studies.info:eu-repo/semantics/publishedVersio