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Bu çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü’nde öğrenim gören öğretmen adaylarının dijital okuryazarlık düzeyleri ve siber zorbalığa ilişkin duyarlılıkları çeşitli değişkenler açısından incelenmiştir. Çalışmada ayrıca dijital okuryazarlık düzeyleri ve siber zorbalığa ilişkin duyarlılıkları arasındaki ilişki araştırılmıştır. Araştırmanın çalışma grubunu Fırat Üniversitesi Eğitim Fakültesi BÖTE Bölümü’nde 2017-2018 bahar yarıyılında eğitim görmekte olan 2., 3. ve 4. sınıf öğrencileri oluşturmaktadır. Araştırma, nicel ve nitel yaklaşımların birlikte kullanıldığı karma araştırma yöntemiyle yürütülmüştür. Verilerin elde edilmesi amacıyla nicel boyutta Kişisel Bilgi Formu, Siber Zorbalığa İlişkin Duyarlılık Ölçeği ve Dijital Okuryazarlık Ölçeği nitel boyutta ise Siber Zorbalık ile Dijital Okuryazarlığa İlişkin Yarı-Yapılandırılmış Görüşme Formu kullanılmıştır. Araştırma sonucunda öğretmen adaylarının dijital okuryazarlık düzeylerinin ve siber zorbalığa ilişkin duyarlılıklarının yüksek seviyede olduğu ve dijital okuryazarlık düzeyleri ile siber zorbalığa ilişkin duyarlılıkları arasında orta düzeyde pozitif korelasyon bulunmuştur. Nitel veriler incelendiğinde öğretmen adaylarının dijital okuryazarlık ve siber zorbalığa karşı duyarlılık konularında bilinçli oldukları gözlemlenmiştir.
In this study, sensitivities of digital literacy and cyberbullying of teacher candidates trained in the Department of Computer Education and Instructional Technologies (CEIT) was examined in terms of various variables. In addition, the relationship between candidates' digital literacy levels and their sensitivities to cyberbullying was investigated. The universe of the research is constituted by prospective teachers of the Department of CEIT. The working group of the research is students who are in training at 2nd, 3rd and 4th grade in spring semester 2017-2018 at Department of Computer Education and Instructional Technologies in Firat University Faculty of Education. The research was carried out using a mixed research method in which both quantitative and qualitative approaches were used. In order to obtain data in the research, Personal Information Form, Semi-structured Interview Form on Cyberbullying and Digital Literacy, Sensitivity Scale for Cyberbullying and Digital Literacy Scale were used. As a result of the research, it was determined that the digital literacy levels and sensitivity to cyberbullying of the teacher candidates are at a high level. A moderately positive correlation was found between the teacher candidates' digital literacy levels and their sensitivities to cyberbullying. Accordingly, when the digital literacy levels of the participants increase, their sensitivity to cyberbullying is increasing. When the qualitative data were examined, it was observed that teacher candidates were aware of digital literacy and cyberbullying sensitivity.
In this study, sensitivities of digital literacy and cyberbullying of teacher candidates trained in Department of Computer Education and Instructional Technologies (CEIT) was examined in terms of various variables. In addition, the relationship between candidates' digital literacy levels and their sensitivities to cyberbullying was investigated. The universe of the research is constituted by prospective teachers of the Department of CEIT. The working group of the research is students who are in training at 2nd, 3rd and 4th grade in spring semester 2017–2018 at Department of Computer Education and Instructional Technologies in Firat University Faculty of Education. The research was carried out using a mixed research method in which both quantitative and qualitative approaches were used. In order to obtain data in the research, Personal Information Form, Semi-structured Interview Form on Cyberbullying and Digital Literacy, Sensitivity Scale for Cyberbullying and Digital Literacy Scale were used. As a result of the research, it was determined that the digital literacy levels and sensitivity to cyberbullying of the teacher candidates are at a high level. A moderately positive correlation was found between the teacher candidates’ digital literacy levels and their sensitivities to cyberbullying. Accordingly, when the digital literacy levels of the participants increase, their sensitivity to cyberbullying is increasing. When the qualitative data were examined, it was observed that teacher candidates were conscious about digital literacy and cyberbullying sensitivity.
Alan : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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