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A Study on Media and Media Manipulation in Education: Effects, Consequences, and Preventive Measures

Year 2023, Issue: 10, 1 - 28, 15.09.2023
https://doi.org/10.56720/mevzu.1308183

Abstract

The importance of media and the media industry is steadily increasing. This significance is attributed to the unlimited power of media, making it the primary determinant of daily life for societies. The influence of media on society has become a well-known reality. Despite this awareness, all layers of society often remain indifferent to this situation. This allows media to produce influential content in the desired areas and effectively utilize it. As a result, almost all social institutions and fields are exposed to the power of media. Therefore, this research aims to examine media in education, media usage, and the resulting media manipulation, and to identify the effects and consequences on stakeholders. When considering the results obtained without research, it can be observed that students, teachers, and parents are somehow influenced by the media. This influence not only affects individuals but also influences their choices and can take control of their decision-making mechanisms. School choices and the perception of a good school can be shaped by the media, and media can influence many of an individual's educational preferences. The importance of society's media literacy and conscious content selection has begun to increase for the functional use of media. In this context, it is crucial to provide media literacy education to individuals and take necessary precautions against the negative consequences of media usage. Additionally, the establishment of institutions equipped with expert staff who are aware of the manipulative processes of media has become a high-level societal necessity. In order to prevent the emergence of social problems in the future, it is necessary to provide education activities that enable the new generations and societies to acquire skills such as objective information evaluation and adherence to ethical values. Based on all the data obtained from the research, a series of protective measures and recommendations are presented in relation to the subject matter.

References

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  • Jabai, F. S. (2017). Secondary school teachers’ attitude towards the use of social media as a teaching platform in Nigeria [Master’s thesis] Eastern Mediterranean University.
  • Journell, W. (2019). Unpacking fake news: An educator's guide to navigating the media with students. Teachers College Press. https://tinyurl.com/y8enqm5p
  • Kan, M. I., Ahmed, M., Din, S., & Amin, A. (2017). The impact of social media on teacher's performance: a case of higher educational institutions of Pakistan. European Online Journal of Natural and Social Sciences, 6(2), 206- 221.
  • Kırnık, D., Pepeler, E. & R. (2018). Öğretmen adaylarının sosyal medya kullanımına ilişkin tutumları: Malatya il örneği. MANAS Sosyal Araştırmalar Dergisi, 7(1), 25-45.
  • Koç, A. K. (2018). Gerçeklik, dil medya ve manipülasyon. Uluslararası Sosyal Araştırmalar Dergisi, 11(56), 398-402. http://dx.doi.org/10.17719/jisr.20175639013
  • Koç, E. (2018). The importance of placing digital media in education. International Journal of Media Culture and Literature 4(1), 37-48.
  • Konstantinovskiy, D. L. (2016). Expansion of higher education and consequences for social inequality (the case of Russia). Higher Education, 74(2), 201–220. https://doi.org/10.1007/s10734-016-0043-7
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Eğitimde Medya ve Medya Manipülasyonu Üzerine Bir İnceleme: Etkileri, Sonuçları ve Koruyucu Önlemler

Year 2023, Issue: 10, 1 - 28, 15.09.2023
https://doi.org/10.56720/mevzu.1308183

Abstract

Medya ve medya sektörünün önemi giderek artmaktadır. Bu önem medyanın etki gücünü sınırsızca arttırmasıyla toplumların günlük yaşamının temel belirleyicisi olmasına neden olmaktadır. Medyanın toplum üzerindeki etkisi artık oldukça iyi bilinen bir gerçeklik halini almıştır. Bu gerçeklik bilinmesine rağmen toplumun tüm katmanları çoğu zaman bu duruma kayıtsız kalabilmektedir. Bu durum medyanın istediği alanda farklı nedenlerden dolayı toplumları yönlendirici içerikler üretmesine ve bunu etkili biçimde kullanmasına imkân tanımıştır. Böylece hemen hemen tüm toplumsal kurum ve alanlar medyanın etki gücüne maruz kalmaktadır. Bu nedenle bu araştırmada eğitimde medya, medya kullanımı ve bu süreç içerinde ortaya çıkan medya manipülasyonuna ilişkin bir inceleme yapılarak paydaşlar üzerindeki etkileri ve sonuçları tespit edilmeye çalışılmıştır. Araştırmadan elde edilen sonuçlar dikkate alındığında öğrenciler, öğretmenler ve veliler de bir şekilde medyanın etkisi altında kalmaktadırlar. Söz konusu etki sadece bireylerle kalmayıp bireyin tercihlerini de etkilemekte ve bireyin karar mekanizmalarını ele geçirilebilmektedir. Okul seçimleri, iyi okul algısı medya tarafından şekillendirilebildiği gibi medya bireylerin eğitime dair birçok tercihini etkileyebilmektedir. Medyanın işlevsel kullanımı için toplumların medya okuryazarlığı ve bilinçli içerik seçimi gibi yeterliklerinin önemi giderek artmaya başlamıştır. Bu önem bağlamında bireylere medya okuryazarlığı eğitimi verilmesi, medya kullanımının olumsuz sonuçlarına yönelik gerekli tedbirler alınmalıdır. Bununla birlikte medyanın manipülatif süreçlerinin farkına vararak tedbirler alabilecek uzman kadrolarla donatılmış kurumların tahsis edilmesi üst düzeyde toplumsal bir ihtiyaç haline gelmiştir. Gelecekte toplumsal sorunların oluşmaması için yeni nesillere ve toplumlara objektif bilgi değerlendirme ve etik değerlere uygun davranma gibi bazı becerilerin eğitim-öğretim faaliyetleriyle kazandırılması gerekmektedir. Araştırmadan elde edilen tüm bu veriler ışığında konu alanına dönük bir dizi koruyucu önlemlere ilişkin öneriler sunulmuştur.

References

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  • Altun, A. (2009). Eğitim bilim açısından seçmeli medya okuryazarlığı dersi programına eleştirel bir yaklaşım. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 97-109.
  • Ante-Contreras, D. (2016). Distracted parenting: How social media affects parent-child attachment 292 [Master’s thesis]. California State University San Bernardino. https://scholarworks.lib.csusb.edu/etd/292
  • Bradshaw, S., & Howard, P. N. (2017, July 17). Troops, trolls and troublemakers: A global inventory of organized social media manipulation. Working paper no. 2017.12. Oxford.
  • Bay, S., Dek, A., Dek, I. & Fredheim, R. (2021). Social Media Manipulation Report 2020. NATO Strategic Communications Centre of Excellence.
  • Bay, S., Dek, A., Dek, I. & Fredheim, R. (2022). Social Media Manipulation Report 2021/2022. NATO Strategic Communications Centre of Excellence.
  • Bayer, H. & Bulut Özek, M. (2021). Yeni medya eğitimi ve önemi. Journal of Communication Science Researches, 1(2), 127-138. https://doi.org/10.7456/100102100/004
  • Bolat, Y. (2018). A Research on the use of social media networks by teacher candidates. Journal of Curriculum Teaching, 7(1), 147-157. https://doi.org/10.5430/jct.v7n1p147
  • Bondarenko, E. A., Gudilina, S. E., Lomakina, T. Y. & Yakushina, E. V. (2018). The introduction of media education in the practice of general education. Revista ESPACIOS, 39(38), 1-8.
  • Bulger, M. & Davison, P. (2018). The promises, challenges and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21. https://doi.org/10.23860/JMLE-2018-10-1-1
  • Cernicova-Buca, M. & Ciurel, D. (2022). Developing resilience to disinformation: A game-based method for future communicators. Sustainability, 14(9), 5438. https://doi.org/10.3390/su14095438
  • Constantinides, E. & Stagno, M. Z., (2012). Higher education marketing: A study on the impact of social media on study selection and university choice. International Journal of Technology and Education Marketing, 21, 41-58.
  • Coons, C. & Weber, M. (2014). Manipulation theory and practice. Oxford University Press.
  • Cunningham, J. (2017). Rhetorical tension in the bureaucratic university. Journal for Critical Education Policy Studies, 15(3), 305-331.
  • Çakmak, F. (2019). Medyada dezenformasyon sorunsalı ve manipülasyonun gücü: İdeoloji ve söylem açısından seçim haberlerinin siyasal iletişimdeki rolü. Selçuk İletişim, 12(2), 1127-1154. https://doi.org/10.18094/josc.596861
  • Dailey, J. I. (2010). Modeling manipulation in medical education. Advances in Health Sciences Education, 15(2), 291–295. https://doi.org/10.1007/s10459-008-9112-8
  • Dilber, F. (2019). Aile içi iletişimde sosyal medya: Karamanoğlu Mehmetbey Üniversitesi öğrencileri üzerine bir araştırma. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (33), 334-381. https://doi.org/10.14520/adyusbd.596980
  • Duran, E. & Bayar, A. (2020). Öğretmenlerin sosyal medya kullanımına ilişkin görüşleri. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 24(Ekim), 425-447.
  • Efendi, M., Akçay, S., Yağcı, K. & Görkem, O. (2019). Sosyal medyanın eğitimde kullanılması. Journal of Social Research and Behavioral Sciences 5(8), 407-423.
  • Ejoh, N., & Lawan, M. (2022). Effects of student’s use of social media on academic performance (A case study of secondary school students in Onitsha). Journal of Education, Society & Multiculturalism. 3(1), 17-33. https://doi.org/10.2478/jesm-2022-0002.
  • El-Badawy, T. A., & Hashem, Y. (2015). The impact of social media on the academic development of school students. International Journal of Business Administration, 6(1), 46-52. https://doi.org/10.5430/ijba.v6n1p46
  • Enders A. M., Uscinski, J. E., Seelig, M. I., Klofstad, C. A., Wuchty, S., Funchion, J. R., Murthi, M. N., Premaratne, K., & Stoler, J. (2023). The relationship between social media use and beliefs in conspiracy theories and misinformation. Political Behavior, 45(2), 781–804. https://doi.org/10.1007/s11109-021-09734-6
  • EUROSTAT (2022a). Individuals daily usage of internet statistics. https://ec.europa.eu/eurostat/
  • EUROSTAT (2022b). Individual’s social media usage statistics. https://ec.europa.eu/eurostat/
  • Gil de Zúñiga, H., Jung, N., & Valenzuela, S. (2012). Social media use for news and individuals’ social capital, civic engagement and political participation. Journal of Computer-Mediated Communication, 17(3), 319-336. https://doi.org/10.1111/j.1083-6101.2012.01574.x
  • Huber, B., Borah, P., & Gil de Zúñiga, H. (2022). Taking corrective action when exposed to fake news: The role of fake news literacy. Journal of Media Literacy Education, 14(2), 1-14. https://doi.org/10.23860/JMLE-2022-14-2-1
  • Jabai, F. S. (2017). Secondary school teachers’ attitude towards the use of social media as a teaching platform in Nigeria [Master’s thesis] Eastern Mediterranean University.
  • Journell, W. (2019). Unpacking fake news: An educator's guide to navigating the media with students. Teachers College Press. https://tinyurl.com/y8enqm5p
  • Kan, M. I., Ahmed, M., Din, S., & Amin, A. (2017). The impact of social media on teacher's performance: a case of higher educational institutions of Pakistan. European Online Journal of Natural and Social Sciences, 6(2), 206- 221.
  • Kırnık, D., Pepeler, E. & R. (2018). Öğretmen adaylarının sosyal medya kullanımına ilişkin tutumları: Malatya il örneği. MANAS Sosyal Araştırmalar Dergisi, 7(1), 25-45.
  • Koç, A. K. (2018). Gerçeklik, dil medya ve manipülasyon. Uluslararası Sosyal Araştırmalar Dergisi, 11(56), 398-402. http://dx.doi.org/10.17719/jisr.20175639013
  • Koç, E. (2018). The importance of placing digital media in education. International Journal of Media Culture and Literature 4(1), 37-48.
  • Konstantinovskiy, D. L. (2016). Expansion of higher education and consequences for social inequality (the case of Russia). Higher Education, 74(2), 201–220. https://doi.org/10.1007/s10734-016-0043-7
  • Kuss, D. J., & Griffiths, M. D. (2012). Online social networking and addiction-a review of the psychological literature. International Journal of Environmental Research and Public Health, 9(10), 3528-3552. https://doi.org/10.3390/ijerph8093528
  • Küçük, O. (2019). Öğretmenlerin sosyal medya kullanım alışkanlıkları: Trabzon örneği. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 850-858.
  • Kwame, A. J. & Kweku, A. J. (2019). Social media usage and its influence on students’ choice of tertiary institutions in Ghana. European Journal of Business and Management, 11(30), 55-65. https://doi.org/10.7176/EJBM/11-30-07
  • Lansigan, R. R., Moraga, S. D., Batalla, M. Y. C., & Bringula, R. P. (2015). School choice considerations and the role of social media as perceived by computing students: Evidence from one University in Manila. Education and Information Technologies, 21(5), 1249–1268. https://doi.org/10.1007/s10639-015-9379-3
  • Louch, M. E., & Pry, M. (2020). Ethics and data manipulation. Information Systems Education Journal (ISEDJ), 18(2), 4-13.
  • Mehta, R. & Guzmán, L. (2018). Fake or Visual Trickery? Understanding the Quantitative Visual Rhetoric in the News. Journal of Media Literacy Education 10(2), 104- 122. https://doi.org/10.23860/JMLE-2018-10-2-6
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There are 58 citations in total.

Details

Primary Language Turkish
Subjects Education Management, Other Fields of Education (Other)
Journal Section Articles
Authors

Yavuz Bolat 0000-0002-2398-9208

Mine Kazancı 0000-0003-0411-4796

Publication Date September 15, 2023
Submission Date June 1, 2023
Acceptance Date July 14, 2023
Published in Issue Year 2023 Issue: 10

Cite

ISNAD Bolat, Yavuz - Kazancı, Mine. “Eğitimde Medya Ve Medya Manipülasyonu Üzerine Bir İnceleme: Etkileri, Sonuçları Ve Koruyucu Önlemler”. Mevzu – Sosyal Bilimler Dergisi 10 (September 2023), 1-28. https://doi.org/10.56720/mevzu.1308183.

Mevzu – Journal of Social Sciences is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY NC).