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İnternet Kullanımının Çocukların Gelişim Alanlarına Etkisinin Sınıf Öğretmenleri ve Ebeveynlerin Bakış Açılarına Göre Karşılaştırılması

Year 2022, Issue: 62, 290 - 310, 01.05.2022
https://doi.org/10.21764/maeuefd.989520

Abstract

Çocuklar tarafından kullanılan dijital teknoloji ve internetin etkilerinin belirlenmesi ve olumlu katkılarının artırılması için çeşitli müdahalelerin ve araştırmaların yapılması gerekmektedir. Bu nedenle araştırmada internetin çocukların gelişim alanları üzerine etkisinin ebeveynlerin ve sınıf öğretmenlerinin bakış açılarına göre karşılaştırılması amaçlanmıştır. Araştırmada nicel araştırma yöntemi kullanılmış olup, temel veri toplama aracı da kontrol listesidir. Kontrol listesi fiziksel, bilişsel, sosyal-duygusal ve dil gelişimi olmak üzere dört alt bölümden oluşmaktadır. Araştırmaya ilköğretim okullarında görev yapan 198 sınıf öğretmeni ve 256 ebeveyn katılmıştır. Veriler bağımsız gruplarda t testi yapılarak analiz edilmiştir. Yapılan analiz sonucunda fiziksel gelişim alt boyutunda gruplar arasında olarak anlamlı bir fark bulunurken, diğer gelişim alanlarında anlamlı bir farklılık bulunmamıştır.

References

  • AACAP (American Academy of Child Adolescent Psychiatry). (2006). Children Online. Facts for Families, 59. Retrieved July 12, 2006, from http://www.aacap.org/cs/root/facts_for_families/children_online
  • Almond, D. ve Currie, J. (2011). Human capital development before age five. In Ashenfelter, O. and D., Card (Eds.), Handbook of Labor Economics, Volume 4B. Amsterdam: Elsevier, North-Holland.
  • Alper, M. (2011). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Childhood Literacy, 13(2), 175-196. http://doi.org/10.1177/1468798411430101
  • ASAGM (General Directorate of Family and Social Studies). İnternet kullanımı ve aile araştırması (Internet Use and Family Research). Ankara: Ismat Yayıncılık.
  • Bandura, A. (2002). Social cognitive theory of mass communication. Bryant J, Oliver MB editors. Media effects: advances in theory and research. New York: Routledge.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2):191-215.
  • BBC (2016). https://www.bbc.com/news/education-35524429
  • Beardsmore, R. (2015). Measuring national well-being: Insights into children’s mental health and well-being. London: Office for National Statistics.
  • Blackwell, C. K., Lauricella, A. R. ve Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education Journal, 77, 82- 90. doi: 10.1016/j.compedu.2014.04.013.
  • Blackwell, C. (2013). Teacher practices with mobile technology: integrating tablet computers into the early childhood classroom. Journal of Education Research, 7(4), 1– 25.
  • Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: Ministry of Education, New Zealand Council for Educational Research
  • Boschele Aydın, F. (2017), Sosyal medya dili yozlaştırıyor https://www.aa.com.tr/tr/bilim-teknoloji/sosyal-medya-dili-yozlastiriyor/919586
  • Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
  • Bozavlı, E. (2017). Yabancı dilde öğrenenlerin sosyal medya aracılığıyla sözel dil becerilerinin geliştirilmesine yönelik algıları. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 627-640.
  • Brasel, S. A. ve Gips, J. (2011). Media multitasking behavior: concurrent television and computer usage. Cyberpsychol Behav Soc Netw, 14(9):527–534.
  • Burnam, B. C. (2005). Children’s Reasoning about moral dilemmas ınvolving computers and ınternet use in school and at home, Unpublished Doctoral Thesis, University of California, Los Angeles.
  • Büyüköztürk, Ş., Özcan Akgün, E., Karadeniz, Ş., Demirel, F., & Kılıç Çakmak, E. (2019). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık
  • Byron, T. (2008). Safer children in a digital world: The report of the Byron review. Retrieved from: https://www.iwf.org.uk/sites/default/files/inlinefiles/Safer%20Children%20in%20a%20Digital%20World%20report.pdf
  • Carrier, L. M., Rosen, L. D., Cheever, N. A. ve Lim, A. F. (2015). Causes, effects, and practicalities of everyday multitasking. Special issue: Living in the “Net” Generation: Multitasking, Learning, and Development. Dev Rev, 35, 64–78.
  • Chiong, C. ve Shuler, C. (2016). The Joan Ganz Cooney Center at Sesame Workshop. Learning: Is there an app for that? Investigations of young children's usage of learning with mobile devices and apps. Available at: http://dmlcentral.net/wp-content/uploads/files/learningapps_fi nal_110410
  • Chou, W. Y., Hunt, Y. M., Beckjord, E. B., Moser, R. P. ve Hesse, B. W. (2009). Social media use in the United States: implications for health communication. JMed Internet Res, 11(4), 48. Constantino, S. (2003). Engaging all families. Lanham, MD: Scarecrow Education.
  • Dong, C. ve Linda N. (2016). Ready, Steady…Pause: Integrating ICT into Shanghai preschools.” International Journal of Early Years Education 24 (2): 224–237. http://doi.org/10.1080/09669760.2016.1144048
  • Duch, H., Fisher, E. M. ve Ensari, I. (2013). Association of screen time use and language development in Hispanic toddlers: a cross-sectional and longitudinal study. Clin Pediatr (Phila), 52(9), 857–865.
  • Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture ıntegration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513–532. http://doi.org/10.1080/1475939X.2015.1108929
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
  • Gauvain, M. (2001). The social context of cognitive development. New York City, New York:Guilford.
  • Genc, Z. (2014). Parents’ perceptions about the mobile technology use of preschool aged children. Procedia Social and Behavioral Sciences, 146, 55-60.
  • Gjelaj, M., Buza, K., Shatri, K. ve Zabeli, N. (2020). Digital technologies in early childhood: attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165-184.
  • Graff, J. Davies ve M. McNorton (2008). Cognitive Style and Cross Cultural Differences in Internet Use and Computer Attitudes. European Journal of Open, Distance and E-Learning (EURODL), 2004II. Retrieved: September 23, 2008, from http://www.eurodl.org/materials/contrib/2004/Graff _Davies_McNorton.html
  • Hayes, M. ve Whitebread, D. (2006). ICT in the early years. UK: Open University.
  • Heckman, J. J. (2008). Schools, skills, and synapses. Economic Inquiry, 46(3), 289-324.
  • Hesketh, K. D., Hinkley T. ve Campbell, K. J. (2012). Children's physical activity and screen time: qualitative comparison of views of parents of infants and preschool children. International Journal of Behavioral Nutrition and Physical Activity, 9, 152. http://doi.org/10.1186/1479-5868-9-152
  • Ihmeideh, F., ve Alkhawaldeh, M. (2017). Teachers' and parents' perceptions of the role of technology and digital media in developing child culture in the early years. Children and Youth Services Review, 77, 139-146.
  • Jacobsen, W. C. ve Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychol Behav Soc Netw, 14(5), 275–280.
  • Kalas, I. (2012). ICTs in early childhood care and education. Russian Federation: UNESCO: http://iite.unesco.org/pics/publications/en/files/3214720.pdf
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S. ve Lin, N. (2013). Facebook use predicts declines in subjective well-being in young adults. PLoS One, 8(8), 1-6.
  • Lenhart, A. (2015). Teens, social media & technology overview 2015. Washington, DC: Pew Internet and American LifeProject.
  • McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L. ve Bellows, L. L. (2018). Parent perceptions of mobile device use among preschool-aged children in rural head start centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.
  • Mertala, P. (2018). Two worlds collide? Mapping the third space of ICT integration in early childhood education. University of Oulu.
  • Mertala, P. (2017). Wonder children and victimizing parents – preservice early childhood teachers’ beliefs about children and technology at home. Early Child Development and Care. http://doi.org/10.1080/03004430.2017.1324434
  • New Zealand Council for Educational Research (2004). The role and potential of ICT in early childhood education. A review of New Zealand and international literature. Wellington. Retrieved from http://www.educationcounts.govt.nz/publications/ict/4983 Obar, J. A. ve Wildman, S. (2015). Social media definition and the governance challenge: An introduction to the special issue. Telecommunications Policy, 39(9), 745-750.
  • Odabaşı, H. F. (2005). Parent's views on ınternet use. Turkish Online Journal of Educational Technology-TOJET, 4(1), 38-45.
  • Roberts-Holmes, G. (2014). Playful and creative ICT pedagogical framing: A nursery school case study. Early Child Development and Care, 184(1): 1–14. http://doi.org/10.1080/03004430.2013.772991
  • Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet Child Adolescent Health, 2(3), 223-228.
  • Shin, W. (2015). Parental socialization of children’s internet use: A qualitative approach. New Media and Society, 17, 649-665. http://doi.org/10.1177/1461444813516833
  • Taşdan, Ö. C. S. Ve Uralman, N. H. (2015). Digital-Free Cultural Consumption Through Museums From Parent’s Perspective. The statements in this publication are the views of the authors and do not necessarily reflect the policies or the views of UNICEF. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. Others will be requested to pay a small fee.© United Nations Children’s Fund (UNICEF) February 2015, 133.
  • TÜİK (2019). Hanehalkı Bilişim Teknolojileri (BT) Kullanım Araştırması - Dönemi: 2019. http://www.tuik.gov.tr/PreTablo.do?alt_id=1028#
  • US Department of Education (2017). Early Learning and Educational Technology Brief. October 2016. US Department of Health and Human Services. http://tech.ed.gov/earlylearning
  • Üstündağ, A. (2021). COVID-19 karantinasının çocukların günlük yaşamı ve alışkanlıkları üzerindeki etkisinin incelenmesi. Ankara Üniversitesi Sosyal Bilimler Dergisi, 12(2), 14-22. http://dx.doi.org/10.33537/sobild.2021.12.2.2
  • We Are Social & Hootsuite (2019). Digital in 2019 Global Overview https://datareportal.com/reports/digital-2019-global-digital-overview Erişim tarihi: 10.05.2019.
  • Wood, M. A., Bukowski, W. M. ve Lis, E. (2016). The digital self: How social media serves as a setting that shapes youth’s emotional experiences. Adolescent Research Review, 1, 163-73.
  • Vittrup, B., Snider, S., Rose, K. K. ve Rippy, J. (2014). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research. 14, 43-54. http://doi.org/10.1177/1476718X14523749
  • Xie, X., Xue, Q., & Zhou, Y. (2020). Mental Health Status Among Children in Home Connement During the Coronavirus Disease 2019 Outbreak in Hubei Province, China. JAMA Pediatr, e201619. http://doi.org/10.1001/jamapediatrics.2020.1619
  • Zimmerman, F. J., Christakis, D. A. ve Meltzoff, A. N. (2007). Associations between media viewing and language development in children under age 2 years. J Pediatr, 151(4):364–368.
  • Zomer, N., ve Kay, R. K. (2016). Technology use in early childhood education: A review of literature. Journal of Educational Informatics, 1, 1-25.
Year 2022, Issue: 62, 290 - 310, 01.05.2022
https://doi.org/10.21764/maeuefd.989520

Abstract

References

  • AACAP (American Academy of Child Adolescent Psychiatry). (2006). Children Online. Facts for Families, 59. Retrieved July 12, 2006, from http://www.aacap.org/cs/root/facts_for_families/children_online
  • Almond, D. ve Currie, J. (2011). Human capital development before age five. In Ashenfelter, O. and D., Card (Eds.), Handbook of Labor Economics, Volume 4B. Amsterdam: Elsevier, North-Holland.
  • Alper, M. (2011). Developmentally appropriate new media literacies: Supporting cultural competencies and social skills in early childhood education. Journal of Childhood Literacy, 13(2), 175-196. http://doi.org/10.1177/1468798411430101
  • ASAGM (General Directorate of Family and Social Studies). İnternet kullanımı ve aile araştırması (Internet Use and Family Research). Ankara: Ismat Yayıncılık.
  • Bandura, A. (2002). Social cognitive theory of mass communication. Bryant J, Oliver MB editors. Media effects: advances in theory and research. New York: Routledge.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2):191-215.
  • BBC (2016). https://www.bbc.com/news/education-35524429
  • Beardsmore, R. (2015). Measuring national well-being: Insights into children’s mental health and well-being. London: Office for National Statistics.
  • Blackwell, C. K., Lauricella, A. R. ve Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education Journal, 77, 82- 90. doi: 10.1016/j.compedu.2014.04.013.
  • Blackwell, C. (2013). Teacher practices with mobile technology: integrating tablet computers into the early childhood classroom. Journal of Education Research, 7(4), 1– 25.
  • Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: Ministry of Education, New Zealand Council for Educational Research
  • Boschele Aydın, F. (2017), Sosyal medya dili yozlaştırıyor https://www.aa.com.tr/tr/bilim-teknoloji/sosyal-medya-dili-yozlastiriyor/919586
  • Boyd, D. (2014). It’s complicated: The social lives of networked teens. Yale University Press.
  • Bozavlı, E. (2017). Yabancı dilde öğrenenlerin sosyal medya aracılığıyla sözel dil becerilerinin geliştirilmesine yönelik algıları. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 627-640.
  • Brasel, S. A. ve Gips, J. (2011). Media multitasking behavior: concurrent television and computer usage. Cyberpsychol Behav Soc Netw, 14(9):527–534.
  • Burnam, B. C. (2005). Children’s Reasoning about moral dilemmas ınvolving computers and ınternet use in school and at home, Unpublished Doctoral Thesis, University of California, Los Angeles.
  • Büyüköztürk, Ş., Özcan Akgün, E., Karadeniz, Ş., Demirel, F., & Kılıç Çakmak, E. (2019). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık
  • Byron, T. (2008). Safer children in a digital world: The report of the Byron review. Retrieved from: https://www.iwf.org.uk/sites/default/files/inlinefiles/Safer%20Children%20in%20a%20Digital%20World%20report.pdf
  • Carrier, L. M., Rosen, L. D., Cheever, N. A. ve Lim, A. F. (2015). Causes, effects, and practicalities of everyday multitasking. Special issue: Living in the “Net” Generation: Multitasking, Learning, and Development. Dev Rev, 35, 64–78.
  • Chiong, C. ve Shuler, C. (2016). The Joan Ganz Cooney Center at Sesame Workshop. Learning: Is there an app for that? Investigations of young children's usage of learning with mobile devices and apps. Available at: http://dmlcentral.net/wp-content/uploads/files/learningapps_fi nal_110410
  • Chou, W. Y., Hunt, Y. M., Beckjord, E. B., Moser, R. P. ve Hesse, B. W. (2009). Social media use in the United States: implications for health communication. JMed Internet Res, 11(4), 48. Constantino, S. (2003). Engaging all families. Lanham, MD: Scarecrow Education.
  • Dong, C. ve Linda N. (2016). Ready, Steady…Pause: Integrating ICT into Shanghai preschools.” International Journal of Early Years Education 24 (2): 224–237. http://doi.org/10.1080/09669760.2016.1144048
  • Duch, H., Fisher, E. M. ve Ensari, I. (2013). Association of screen time use and language development in Hispanic toddlers: a cross-sectional and longitudinal study. Clin Pediatr (Phila), 52(9), 857–865.
  • Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture ıntegration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513–532. http://doi.org/10.1080/1475939X.2015.1108929
  • Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
  • Gauvain, M. (2001). The social context of cognitive development. New York City, New York:Guilford.
  • Genc, Z. (2014). Parents’ perceptions about the mobile technology use of preschool aged children. Procedia Social and Behavioral Sciences, 146, 55-60.
  • Gjelaj, M., Buza, K., Shatri, K. ve Zabeli, N. (2020). Digital technologies in early childhood: attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165-184.
  • Graff, J. Davies ve M. McNorton (2008). Cognitive Style and Cross Cultural Differences in Internet Use and Computer Attitudes. European Journal of Open, Distance and E-Learning (EURODL), 2004II. Retrieved: September 23, 2008, from http://www.eurodl.org/materials/contrib/2004/Graff _Davies_McNorton.html
  • Hayes, M. ve Whitebread, D. (2006). ICT in the early years. UK: Open University.
  • Heckman, J. J. (2008). Schools, skills, and synapses. Economic Inquiry, 46(3), 289-324.
  • Hesketh, K. D., Hinkley T. ve Campbell, K. J. (2012). Children's physical activity and screen time: qualitative comparison of views of parents of infants and preschool children. International Journal of Behavioral Nutrition and Physical Activity, 9, 152. http://doi.org/10.1186/1479-5868-9-152
  • Ihmeideh, F., ve Alkhawaldeh, M. (2017). Teachers' and parents' perceptions of the role of technology and digital media in developing child culture in the early years. Children and Youth Services Review, 77, 139-146.
  • Jacobsen, W. C. ve Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychol Behav Soc Netw, 14(5), 275–280.
  • Kalas, I. (2012). ICTs in early childhood care and education. Russian Federation: UNESCO: http://iite.unesco.org/pics/publications/en/files/3214720.pdf
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S. ve Lin, N. (2013). Facebook use predicts declines in subjective well-being in young adults. PLoS One, 8(8), 1-6.
  • Lenhart, A. (2015). Teens, social media & technology overview 2015. Washington, DC: Pew Internet and American LifeProject.
  • McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L. ve Bellows, L. L. (2018). Parent perceptions of mobile device use among preschool-aged children in rural head start centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.
  • Mertala, P. (2018). Two worlds collide? Mapping the third space of ICT integration in early childhood education. University of Oulu.
  • Mertala, P. (2017). Wonder children and victimizing parents – preservice early childhood teachers’ beliefs about children and technology at home. Early Child Development and Care. http://doi.org/10.1080/03004430.2017.1324434
  • New Zealand Council for Educational Research (2004). The role and potential of ICT in early childhood education. A review of New Zealand and international literature. Wellington. Retrieved from http://www.educationcounts.govt.nz/publications/ict/4983 Obar, J. A. ve Wildman, S. (2015). Social media definition and the governance challenge: An introduction to the special issue. Telecommunications Policy, 39(9), 745-750.
  • Odabaşı, H. F. (2005). Parent's views on ınternet use. Turkish Online Journal of Educational Technology-TOJET, 4(1), 38-45.
  • Roberts-Holmes, G. (2014). Playful and creative ICT pedagogical framing: A nursery school case study. Early Child Development and Care, 184(1): 1–14. http://doi.org/10.1080/03004430.2013.772991
  • Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet Child Adolescent Health, 2(3), 223-228.
  • Shin, W. (2015). Parental socialization of children’s internet use: A qualitative approach. New Media and Society, 17, 649-665. http://doi.org/10.1177/1461444813516833
  • Taşdan, Ö. C. S. Ve Uralman, N. H. (2015). Digital-Free Cultural Consumption Through Museums From Parent’s Perspective. The statements in this publication are the views of the authors and do not necessarily reflect the policies or the views of UNICEF. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. Others will be requested to pay a small fee.© United Nations Children’s Fund (UNICEF) February 2015, 133.
  • TÜİK (2019). Hanehalkı Bilişim Teknolojileri (BT) Kullanım Araştırması - Dönemi: 2019. http://www.tuik.gov.tr/PreTablo.do?alt_id=1028#
  • US Department of Education (2017). Early Learning and Educational Technology Brief. October 2016. US Department of Health and Human Services. http://tech.ed.gov/earlylearning
  • Üstündağ, A. (2021). COVID-19 karantinasının çocukların günlük yaşamı ve alışkanlıkları üzerindeki etkisinin incelenmesi. Ankara Üniversitesi Sosyal Bilimler Dergisi, 12(2), 14-22. http://dx.doi.org/10.33537/sobild.2021.12.2.2
  • We Are Social & Hootsuite (2019). Digital in 2019 Global Overview https://datareportal.com/reports/digital-2019-global-digital-overview Erişim tarihi: 10.05.2019.
  • Wood, M. A., Bukowski, W. M. ve Lis, E. (2016). The digital self: How social media serves as a setting that shapes youth’s emotional experiences. Adolescent Research Review, 1, 163-73.
  • Vittrup, B., Snider, S., Rose, K. K. ve Rippy, J. (2014). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research. 14, 43-54. http://doi.org/10.1177/1476718X14523749
  • Xie, X., Xue, Q., & Zhou, Y. (2020). Mental Health Status Among Children in Home Connement During the Coronavirus Disease 2019 Outbreak in Hubei Province, China. JAMA Pediatr, e201619. http://doi.org/10.1001/jamapediatrics.2020.1619
  • Zimmerman, F. J., Christakis, D. A. ve Meltzoff, A. N. (2007). Associations between media viewing and language development in children under age 2 years. J Pediatr, 151(4):364–368.
  • Zomer, N., ve Kay, R. K. (2016). Technology use in early childhood education: A review of literature. Journal of Educational Informatics, 1, 1-25.
There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Alev Üstündağ 0000-0001-5832-6810

Publication Date May 1, 2022
Submission Date September 1, 2021
Published in Issue Year 2022 Issue: 62

Cite

APA Üstündağ, A. (2022). İnternet Kullanımının Çocukların Gelişim Alanlarına Etkisinin Sınıf Öğretmenleri ve Ebeveynlerin Bakış Açılarına Göre Karşılaştırılması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(62), 290-310. https://doi.org/10.21764/maeuefd.989520