Research Article
Umut Akcil, Mert Bastas
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep291
ABSTRACT
The COVID-19 pandemic has had an impact on people’s social interaction and has brought changes on education, environment and economy. COVID-19, which affects every aspect of life, has produced results that require re-evaluating the perspective on education. Distance learning, digital learning, e-learning has reshaped education in many ways. There can be a chance of the pandemic in the digital age to turn into an advantage for the education sector. In this period, it can be said that those who have high interest in technology move more easily in distance education and e-learning processes. In this context, expressing the best skills in the digital age, it was thought that the concept of digital citizenship would have positive effects on e-learning. This study is a relational survey and tested by establishing a relationship between digital citizenship and e-learning. The study was conducted among higher education students. It has been observed that there is a positive relationship between digital citizenship behaviors and e-learning attitudes. In addition, it has been observed that the negative anxiety of students due to the pandemic is reflected in their e-learning processes. However, overall results show that digital citizenship behavior digital learning process could be a positive response to COVID-19 closure period.
Keywords: COVID-19 pandemic, e-learning, digital citizenships, digital age, higher education
Research Article
Kevser Hava, Mehmet Fikret Gelibolu
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 390-404
ABSTRACT
With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables.
Keywords: Digital citizenship, Flippped classroom, Learning performance, Self-regulated learning, Self-directed learning, Information literacy
Research Article
Junko Yamamoto, Simeon Ananou
CONT ED TECHNOLOGY, Volume 6, Issue 1, pp. 1-18
ABSTRACT
Even though technology has brought great benefits to current society, there are also indications that the manner in which people use technology has undermined their humanity in some respects. In this article the authors frame human nature in terms of four dimensions: cognition, social interaction, emotion, and ethics. We argue that while basic human nature remains constant, the four dimensions are molded to some extent by interaction with our environment, particularly through the use of technology. As a powerful factor, we need to use technology in a way that human cognition, social interaction, emotion, and ethics are supported and not seriously disturbed by digital devices. Education can be a means of helping learners use technology in a positive way, minimizing its negative potential. This paper shows how people’s choice and level of interaction with technology can allow them to live in harmony with technology. It also points to possible directions to teach healthy co-existence with technology. The suggestions include applying decision-making theory, increasing self-awareness, teaching academic honesty, and responding to problems with technology addiction through impulse control training and other programs
Keywords: Digital age, Humanity, Cognition, Social interaction, Ethics, Digital citizenship
Research Article
Eylem Simsek, Ali Simsek
CONT ED TECHNOLOGY, Volume 4, Issue 2, pp. 126-137
ABSTRACT
The meaning of citizenship has usually been associated with the power of individuals in the process of social decision-making. Throughout the history, effective citizenship has required functional literacy skills as the fundamental factor for attending societal life. In the past, the 3Rs (writing, reading, and arithmetic) were considered to be enough for a normal citizen because people could communicate satisfactorily based on these skills in public spheres. They could also benefit through traditional literacy skills from the mainstream communication channels like newspaper, radio, and television. Depending on the linear characteristic of the mass media, participation of citizens was limited in the social arena. However, new communication technologies have changed the nature and scope of citizenship. New kinds of literacies have emerged regarding the new media such as Internet, Web, Twitter, blogs, YouTube, Facebook, mobile technologies and so forth. Today’s citizens are expected to attend social processes anytime and anywhere. Thus, they are required to have mastery in new literacies which allow them to use all kinds of emerging technologies to share their views and make their voices heard. In fact, this comes as a requisite for real democracy because digital citizenship is largely based on contemporary literacy skills in which the technology plays an important role. This paper elaborates various kinds of new literacies and discusses their relationships with the current practices of digital citizenship from a technological perspective.
Keywords: New literacies, Digital citizenship, Media literacy, ICT skills, Effective citizenship, Web 2.0, Social networks