Hatice ÇIRALI SARICA, Yasemin KOÇAK USLUEL

ÖĞRENCİLER TEKNOLOJİYİ ÜRETİM AMAÇLI MI KULLANIYORLAR? LOG KAYITLARINA KARŞI ÖĞRENCİ GÖRÜŞLERİ

Bu çalışmada, öğrencilerin dijital hikâye anlatımı sürecinde teknolojiyi üretim amaçlı kullanıp kullanmadıklarının, daha geniş bir perspektiften teknolojiyi nasıl kullandıklarının log kayıtları ve yarı yapılandırılmış görüşmelerden elde edilen verilerin karşılaştırılması yoluyla belirlenmesi amaçlanmıştır. Bu bağlamda 29 ikinci sınıf öğrencisi ile dijital hikâye anlatımı etkinliği gerçekleştirilmiştir. Öğrencilere DHA sürecinde kullanmaları için tablet PC dağıtılmış ve kullanımları konusunda hiçbir sınırlama getirilmemiştir. Tablet PC’ler verilmeden önce öğrencilerin dijital hikâyelerini oluşturmada kullanabilecekleri standart uygulamalar (kamera, galeri, fotoğraf düzenleyici, internet üç tane ücretsiz çizim uygulaması) ve arka planda yapılanların loglarını kayıt eden bir uygulama yüklenmiştir. Öğrencilerin tablet PC kullanımı konusunda log ve görüşme verileri karşılaştırıldığında log’larda daha çok dijital hikâye anlatımı uygulamalarının kullanıldığı, görüşmelerde ise daha çok oyun oynadıklarını dile getirdikleri dikkati çekmiştir. Sonuç olarak, bu çalışma ile verimsiz çalışma zamanı, ilgi ve motivasyon eksikliği, v.b. olası riskler nedeniyle öğrenenlerin sınırlandırılması yerine uygun etkinlikler tasarlanır ve bununla ilgili yol gösterilirse teknolojinin üretim amaçlı da kullanılabileceği ortaya konulmuştur.

Anahtar Kelimeler:

dijital hikâye anlatımı, teknoloji, kullanım, öğrenci görüşleri

DO THE STUDENT UTILIZE THE TECHNOLOGY FOR THE PRODUCTIVE PURPOSES? STUDENTS’ VIEWS VERSUS LOG RECORDS

In this study, it is aimed to determine whether students use technology for productive purposes in digital storytelling process and how they use technology from a wider perspective by comparing data obtained from log records and semi-structured interviews. In this context, digital storytelling activity was realized with 29 primary school students. The tablet PC was delivered to the students for use in the digital storytelling process and there was no restriction on their use. Before the tablets were handed over to the students, the “App Usage Tracker”, an open source application, was installed. This application provides log records as to which programs were running in the background during the tablets’ usage. It was therefore possible to determine what the students were doing in the background while they were creating their digital stories. The tablets were delivered to all students with the same standard applications installed; camera, gallery, photo editor, internet and drawing applications. When the logs and interview records regarding the applications that the students used on the tablets are compared, it is noticed that while the logs indicate that the DST applications were used the most, the students had stated that they mostly played games according to the interview transcripts. Consequently, it is deemed important to design activities for students where technology may be utilized for productive purposes, instead of focusing on the risks that technology may bring upon learners and imposing limitations.

Keywords:

digital storytelling, technology, usage, student opinions,

PDF

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