Çocuk ve Gençlerin Aile Ortamı İçinde Yeni Medya Kullanımı Alanında Ailelerin Eğitim Sürecindeki Etkisi

Bu makale, ''Aile ortamı, çevrimiçi katılımın olumlu ve olumsuz yönleri açısından gençlerin farkındalığını nasıl şekillendirir ve çevrimiçi iken güvenli kalınabilmesi için gerekli olan iletişim-bilgi yeterlilikleri nelerdir?'' sorusunun deneysel cevabıdır. On üç ve on sekiz yaşları arasındaki gençler üzerinde yapılan bu teorik analiz ve araştırmalar (N=238, Polonya), dört farklı eğitim tarzını farketmemizi sağlamıştır: ihmalkar, kontrol eden, kontrol edendestekleyen ve işbirlikçi. Her biri, çocuk-aile ilişkisinin özellikleri, farklı dinamikler, aile evindeki eğitim etkisinin kapsamı, yeni mobil ve web medyasının öneminin farklı anlayışları, ailelerin çocuklarıyla alakalı çevrim içi güvenlik bağlamındaki farklılaşan bilgileri ve e-aktivitenin güvenli formlarının gelişimini belirleyen yetkinlikler ile karakterize edilmiştir. Elde edilen veriler, gençleri elektronik tehditlerden koruyan önemli faktörlerden birinin, ailenin bilgisi ve bunun sonucunda ise, aile içinde yeni medya kullanım yollarına uygun şekilde ebeveynlik sınırları kurulduğunu belirtir. Eşzamanlı olarak, bilgi toplumunun gelişiminin sebep olduğu tehditler alanında dijital yetenekleri arttırarak aileler arasında yaygın bir eğitimin verilmesi için daha ileri gereksinimlerin olduğunu belirtmeliyiz.

A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

With information technology being employed extensively in school education,the TPACK (Technological Pedagogical Content Knowledge) theoretical framework is adopted by a growing number of researchers to study, assess and advance teachers' ability to integrate IT into course teaching. However, there is no measurement instrument designed specifically to assess Geography teachers' TPACK competences in Mainland China so far. In this study, based on the currently available TPACK measurement instruments, we attempt to develop, following the 7- factor TPACK model, a measurement scale for senior high school Geography teachers in Mainland China. Invitation emails were sent to target teachers and a total of 869 valid responses were received from 9 Mainland provinces. Confirmatory factor analysis was administered on the collected data to attest convergent validity and discriminant validity of the scale, as well as the 7-factor TPACK model. As demonstrated with our research findings, the TPACK knowledge structure of senior high school Geography teachers in Mainland China accords with the 7-factor model, with factor loadings of the 37 measured variables all distributed between 0.57 and 0.94, and composite validity values of each factor ranging between 0.87 and 0.93, which indicates the scale has good convergent validity; after the seven factors being paired with each other, the chi-square value differences between constrained and unconstrained models all reach the significant level of 0.05, which indicates the scale has good discriminant validity.

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