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This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use. There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.
Contemporary Educational Researches Journal (
A study on the digital citizenship level of preservice teachers accordıng to diverse variables2018 •
The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Ataturk Education Faculty of Near East University (n = 345). Likert-type 'digital citizenship scale' with seven dimensions and 64 items and a personal information survey consisting of eight questions were used as data collection tools. Digital citizenship level of preservice teachers and their sub-dimensions such as digital communication and literacy were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has been understood that as the history of using digital tools of preservice teachers increases, so does their digital citizenship level; in addition, those with better economic means have higher access to digital tools and more knowledge and experience on digital shopping.
Contemporary Educational Researches Journal
A study on the digital citizenship level of preservice teachers according to diverse variables2018 •
The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Atatürk Education Faculty of Near East University (n=345). Likert-type “digital citizenship scale” with 7 dimensions and 64 items which was developed by Kocadağ (2012) and a personal information survey consisting of 8 questions which was developed by the researchers were used as data collection tools. Digital citizenship level of preservice teachers and their sub-dimensions such as digital communication and literacy, digital ethics and law, digital access, digital rights and responsibilities, digital health, digital safety, digital commerce and data obtained from diverse variables in personal information survey were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has bee...
International Online Journal of Educational Sciences
Analysis of in-Service and Pre-Service Social Studies Teachers' Digital CitizenshipInternational Journal of Education, Learning and Development
Appropriating Digital Citizenship in the Context of Basic Education2019 •
This research assessed the teachers and learners awareness as to the elements of digital citizenship namely: digital law, safety and security, etiquette, literacy, communication, access, commerce, health and wellness and rights and responsibilities at Harvest Christian School International. Ribble (2015) noted that students today have always had technology in their lives. Likewise, educators of all skills level may not understand how to use technology effectively. Hence, both students and teachers need to become members of a digital citizenry. The study utilizes the descriptive research method. Percentages, weighted mean and standard deviation were used to analyze and interpret the data and t-test for the significant difference.The findings revealed that the group respondents' were moderately aware as to the elements of digital citizenship. Both group respondents' were significantly different from digital law to digital rights and responsibilities awareness. This has implied that the teachers and learners unprepared to their duty as responsible digital citizen. Privacy setting awareness is the top issue and concern of the group respondents' relating to digital citizenship. Posting of digital citizenship tarpaulin as to the nine elements in conspicuous places, making of school digital citizenship handbook, and teachers training,seminars and workshops that addresses law, safety and security, etiquette, literacy, communication, access, commerce, health and wellness and right and responsibilities serve as output of the study it is also recommend to support the respondents' group in their teaching and learning process, towards the attainment of the importance of being a responsible digital citizen.
2019 •
The aim of this study is to analyze the secondary education curricula in terms of the subdimensions of digital citizenship. Curricula used for secondary education (High School 1st, 2nd, 3rd and 4th Grades) in the 2017-2018 academic year were used as data source. The curricula examined in this scope belong to the following courses: Computer Science, English, Geopgraphy, Democracy and Human Rights, Religion and Ethics, Philosophy, French, Visual Arts, Music, Medical Knowledge and Traffic, Revolution History and Atatürkism, History, Turkish Language and Literature and Contemporary Turkish and World History. The study was carried out with qualitative research methods, and data were collected through document review. In the analysis of the data, induction analysis method was used on the basis of “Digital Citizenship Scale for the Young” developed by Kuş, Güneş, Başarmak and Yakar (2017). The present study reveals that the courses having the highest number of references to digital citizenship in the curricula are “computer science” and “democracy and human rights”. Although computer science curriculum gives wide coverage to digital skills, the coverage of rights and responsibilities in the digital environment and ethical and critical thinking skills is limited. In the curricula of the other courses, contents related digital citizenship are highly limited
Turkish Online Journal of Distance Education
A Study on Digital Citizenship: Preschool Teacher Candidates vs. Computer Education and Instructional Technology Teacher Candidates2020 •
Revista Education in the Knowledge Society
Digital Citizenship Approach and Teacher Profile2020 •
The aim of this paper is to analyse ideas about digital citizenship in Mexican teachers of pupils from elementary through to intermediate level, taking the following as independent variables: gender, age, region and the educational level taught. The hypothesis is that such variables affect what the teachers believe digital citizenship to be. This research is carried out on a group of 220 elementary and intermediate education teachers in a state located in northeast Mexico. Findings show that male teachers are more inclined to use indicators related to the improvement of academic performance, and less interested in indicators related to harmony in the group/school environment. In addition, young teachers tend to work with ideas that are more student-focused and less teacher-led, in contrast to their older peers, who favour more teacher-focused ideas over student-centred ones. Finally, elementary education teachers seek to focus their ideas on parents and the community instead of on students, while those teaching at intermediate level target their ideas more on students and less towards their parents and the community. If schools are planning to focus on the development of competences for digital citizenship, it is important to consider as part of the educational strategy how the profile of the teacher in terms of gender, age, and the educational level at which they teach influences their ideas.
International Journal of Technology in Education
Investigation of Pre-Service Teachers' Levels of Digital Citizenship, Digital Wisdom, and Digital FluencyThis research aims to examine the levels of pre-service teachers' digital citizenship, digital wisdom, and digital fluency. Data were collected from 841 pre-service teachers studying at a state university. The obtained data were analyzed using t-test, ANOVA, MANOVA, and regression tests. As a result of the research, it is obvious that the digital fluency scores of the male teacher candidates were higher than the gender of the teacher candidates. It is evident that the common effect of the prospective teachers' classes and departments differs significantly from the effect on the digital citizenship and digital wisdom levels. A significant difference was found regarding the joint and class effects of pre-service teachers' digital fluency, digital citizenship, and digital wisdom. According to the results of the regression analysis, it was seen that the digital citizenship of the teacher candidates significantly predicted the digital fluency and digital wisdom variables. At ...
2018 •
The purpose of this study is to identify factors that influence teachers’ levels of digital citizenship, defined in terms of individuals’ thinking, skills, and behaviors regarding Internet use. Variables included: (1) teachers’ individual backgrounds (age, gender, years of work experience, and years of teaching experience, subject, and teaching level); (2) Internet use (where to obtain information, the main purpose of using the Internet, and use of social media for teaching); and (3) psychological characteristics (Internet self-efficacy and Internet anxiety). The study unfolded in four phases. A literature review identified a need to study classroom teachers’ self-perceptions as digital citizens relating to the Internet. Next, 348 teachers were recruited from high need, hard to staff U.S. school districts to complete a validated survey. A series of descriptive, correlation, and multiple regression analysis revealed three findings: (1) teachers demonstrated relatively lower levels of...
Sustainability
Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital CitizenshipStudents’ awareness of digital citizenship (DC) is a growing topic in educational technology. Teachers’ beliefs regarding this awareness are a primary factor to influence this awareness. The current research aimed to verify the level of upper-basic schoolteachers’ beliefs about their students’ awareness of DC. It also intended to verify whether this level is significantly different due to teachers’ gender, discipline, academic qualification, and experience. The present research followed random sampling and the sample for the present research consisted of 153 teachers. The teachers were upper-basic schoolteachers that teach Arabic language, mathematics, and technology. The data were collected using a DC questionnaire, while the analysis was done using statistical exams, specifically one-sample t-test, independent-sample t-test, and ANOVA. The research results indicated that the mean score of schoolteachers’ beliefs about their students’ awareness of Cyberbullying, Digital Privacy, an...
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