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Year 2013, Volume: 9 Issue: 4, 436 - 455, 10.07.2013

Abstract

This study aims to understand how student teachers define the characteristics of the students of 21st century. With the aim of the study, student teachers experienced an activity on Twitter, where they shared their ideas on 21st century students. The study was designed as a case study which is one of the qualitative research approachs. The participants were 1st nd rd and 4th level student teachers of Computer Education and Instructional Technologies Department at Faculty of Education at Anadolu University. Student teachers were informed about the activity and 92 student teachers joined the Twitter account, @aubote. 39 out of 92 student teachers actively participated in the activity in order to tweet on the subject “student of the future”. Tweets were analyzed using content analysis in the context of characteristics of students of 21st century. At the end of the activity, the views of students teachers were gathered regarding the activity. In accordance with the results, the characteristics of the student of 21st century were classified in 4 main themes and 10 sub-themes: Personal skills (cognitive, inherent and social), research and acquisition of knowledge skills (research, learning and acquisition of knowledge), creativity, innovation and career skills (career and innovation) and technology skills (using and popularize).

References

  • Bailey, K. D. (1982). Methods of social research ( baskı). New York: Free Press.
  • Bennett, S., Maton, K. ve Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-78
  • Boyd, D. M. ve Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. Briggs, L. (2008). Microblogging with Twitter. 01.02.2012 tarihinde http://campustechnology.com/Articles/2008/03/Micro-Blogging-with Twitter.aspx?Page=2&p=1 sitesinden edinilmiştir.
  • Cohen, D. (2012). Facebook User Growth Continues To Slow Down Şubat 13, 2012 tarihinde http://www.allfacebook.com/facebook-growth-2012-01 adresinden alınmıştır.
  • Colone, G. ve Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. A report commissioned by the Higher Education Academy, The Open University, Walton Hall, Milton Keynes
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design – Choosing Among Five Approaches (2 nd ed.), SAGE Publications, Thousand Oaks, California
  • Corbin, J. M., ve Strauss, A. C. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publication.
  • Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7-12.
  • Denzin, N. (1984). The research act. Englewood Cliffs, NJ: Prentice Hall.
  • Dearing, R. (1997). The National Committee of Inquiry into Higher Education. Higher Education in the Learning Society (Norwich, HMSO).
  • Grosseck, G. ve Holotescu. C. (2008). Can we use twitter for educational activities? 4th International Scientific Conference e-Learning and Software for Education.
  • Günüç, S., Mısırlı, Ö. ve Odabaşı, F. (2013). Primary School Children’s Communication Experiences With Twitter: A Case Study from Turkey. Cyberpsychology, Behavior,and Social Networking, 16(6), 448-453.
  • Fitton, L., Gruen, M. ve Poston, L. (2010). Twitter for dummies ( baskı). Kanada: Indianapolis, Wiley Publishing.
  • Hays, P. A. (2004). Case Study Research. Kathleen deMarrais & Stephen D. Lapan (Ed.) Foundations for Research: Methods of Inquiry in Education and The Social Sciences (ss. 218- 234), LEA.
  • ISTE. (b.t.). The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. 05.06.2013 tarihinde http://www.iste.org/standards/nets-for-students sitesinden elde edilmiştir.
  • Judd, T. ve Kennedy, G. (2011). Measurement and evidence of computer-based task switching and multitasking by ‘Net Generation’ students. Computer & Education, 56, 625-631.
  • Junho, R., Heiberger, G. ve Loken, H. (2011). The effect of Twitter on college student engagement and grades. Journal of ComputerAssisted Learning, 27(2), 119–132.
  • Koenig, Judith A. (2011). Assessing 21st Century skills: Summary of a workshop. Washington, DC: National Research Council.
  • Laughton, D. ve Montanheiro, L. (1996). Core skills in higher education: The student perspective. Education + Training, 38(4), 17-24.
  • Leggett, M., Kinnear, A., Boyce, M. ve Bennett, I. (2004). Student and staff perceptions of the importance of generic skills in science. Higher Education Research & Development, 23(3), 295-312.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97.
  • Lenhart, A. ve Fox, S. (2009). Twitter and status updating. Pew Internet &American Life Project. 29.11.2011 tarihinde http://www.pewinternet.org/Reports/2009/Twitter-and-status-updating.aspx sitesinden edinilmiştir.
  • McCrindle, M. (2006). New generations at work: Attracting, recruiting, retraining & training generation Y. McCrindle Research, Mayıs 02, 2012 tarihinde http://www.mav.asn.au/ CA256C320013CB4B/Lookup/NewGenerationsAtWork/$file/NewGeneratio nsAtWork.pdf adresinden alınmıştır.
  • Monereo, C. (2004). The virtual construction of the mind: The role of educational psychology. Interactive Educational Multimedia, 9, 32-47.
  • Oblinger, D. ve Oblinger, J. (2005). Is it age or it: First steps toward understanding the net generation. Ocak 02, 2011 tarihinde http://www.educause.edu/ educatingthenetgen adresinden alınmıştır.
  • Partnership for 21st Century Skills-P21. (2009). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf.
  • Pedró, F. (2006). The new millennium learners: Challenging our views on ICT and learning OECD-CERI http://www.oecd.org/dataoecd/1/1/38358359.pdf, İnternet adresinden 02.06.2012 tarihinde edinilmiştir.
  • Phoenix Üniversitesi. (2011). Postsecondary education in the 21st century: Students & Institutions. http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/postsecondar y_education.pdf
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-5. Ribble, M. ve Bailey, G. (2007). Digital citizenship in schools. Eugene: International Society for Technology in Education.
  • Rubinstein, J. S., Meyer, D. E. ve Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.
  • Spink, A., Cole, C. ve Waller, M. (2008). Multitasking behavior. Annual Review of Information Science and Technology, Sayı:42, ss:93–118.
  • Strauss, A. L., ve Corbin, J. M. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Thousand Oaks, CA: Sage.
  • Veletsianos, G. (2011). Higher Education Scholars' Participation and Practices on Twitter. Journal of Computer Assisted Learning. 05.06.2012 tarihinde www.veletsianos.com/ sitesinden elde edilmiştir.
  • Washer, P. (2007). Revisiting key skills: A practical framework for higher education. Quality in Higher Education, 13(1), 57-67.
  • Whittle, S.R., Pell, G. ve MurdochEaton, D.G. (2010). Recent changes to students' perceptions of their key skills on entry to higher education. Journal of Further and Higher Education, 34(4), 557-570.
  • Wickens, C. D. (1992). Engineering psychology and human performance. New York: HarperCollins.
  • Windham, C. (2005). The student’s perspective. 2 Ocak 2011 tarihinde http://www.educause.edu/educatingthenetgen adresinden alınmıştır.
  • Wolfe, L. (2011). Twitter Statistics - 2008, 2009, 2010, 2011: How Many People Use Twitter? Şubat 28, 2012 tarihinde http://womeninbusiness.about.com/od/ twittertips/a/twitterstatistics.htm adresinden alınmıştır.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (3. Baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2003). Case study research: Design and methods ( baskı). Thousand Oaks, CA: Sage.

21. Yüzyıl Öğrenci Özelliklerinin Öğretmen Adayları Tarafından Tanımlanması: Bir Twitter Uygulaması / The Defining Characterıstıcs of Students of The 21st Century By Student Teachers: A Twitter Activity

Year 2013, Volume: 9 Issue: 4, 436 - 455, 10.07.2013

Abstract

ÖZET

Bu çalışmanın amacı, öğretmen adaylarının 21. yüzyıl öğrenci özelliklerini nasıl tanımladığını belirlemektir. Ayrıca, öğretmen adaylarının sosyal ağlardan biri olan Twitter' ın etkili ve uygun kullanımına ilişkin bir örnek uygulama deneyimi yaşamalarının istenmesi, araştırmanın diğer amacını oluşturmaktadır. Bu çalışma nitel araştırma yaklaşımlarından biri olan durum çalışması (case study) ile desenlenmiştir. Araştırmanın katılımcılarını, 2011-2012 öğretim yılında Anadolu Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi 1., 2., 3. ve 4. sınıflarında öğrenim gören öğretmen adayları oluşturmaktadır. Öğretmen adaylarının 21. yüzyıl öğrenci özelliklerini tanımlamaları Twitter üzerinden yapılan bir ugyulama (yarışma) ile sağlanmıştır. Öğretmen adayları uygulamadan haberdar edilmiş ve 92 öğretmen adayı uygulamanın Twitter hesabına (@aubote) katılmıştır. Bu katılımcılardan ise 39 öğretmen adayı uygulamaya aktif katılım göstererek “geleceğin öğrencisi” konusuna ilişkin tweet atmıştır.  Atılan tweetler, 21. yüzyıl öğrenci özellikleri bağlamında içerik analizi ile analiz edilmiş ve uygulama sonunda uygulamaya ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışma sonucunda öğretmen adaylarının tanımlamaları doğrultusunda 21.yüzyıl öğrenci özellikleri; kişisel beceriler (bilişsel, içsel/öz ve sosyal), araştırma ve bilgi edinme becerileri (araştırma, öğrenme ve bilgiyi edinme), yaratıcılık, yenilik ve kariyer becerileri (kariyer ve yenilik) ve teknoloji becerileri (kullanım ve yaygınlaştırma) olarak 4 ana tema ve 10 alt tema altında tanımlanmıştır.

 

Anahtar Kelimeler: 21. yüzyıl öğrencileri, twitter, öğrenci özellikleri, 21. yüzyıl becerileri, öğretmen adayları.

 

ABSTRACT
This study aims to understand how student teachers define the characteristics of the students of 21st century. With the aim of the study, student teachers experienced an activity on Twitter, where they shared their ideas on 21st century students. The study was designed as a case study which is one of the qualitative research approachs. The participants were 1st 2nd 3rd and 4th level student teachers of Computer Education and Instructional Technologies Department at Faculty of Education at Anadolu University. Student teachers were informed about the activity and 92 student teachers joined the Twitter account, @aubote. 39 out of 92 student teachers actively participated in the activity in order to tweet on the subject “student of the future”. Tweets were analyzed using content analysis in the context of characteristics of students of 21st century. At the end of the activity, the views of students teachers were gathered regarding the activity. In accordance with the results, the characteristics of the student of 21st century were classified in 4 main themes and 10 sub-themes: Personal skills (cognitive, inherent and social), research and acquisition of knowledge skills (research, learning and acquisition of knowledge), creativity, innovation and career skills (career and innovation) and technology skills (using and popularize).

 Keywords: 21st century students, Twitter, characteristics of students, 21st century skills, student teachers.

References

  • Bailey, K. D. (1982). Methods of social research ( baskı). New York: Free Press.
  • Bennett, S., Maton, K. ve Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775-78
  • Boyd, D. M. ve Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. Briggs, L. (2008). Microblogging with Twitter. 01.02.2012 tarihinde http://campustechnology.com/Articles/2008/03/Micro-Blogging-with Twitter.aspx?Page=2&p=1 sitesinden edinilmiştir.
  • Cohen, D. (2012). Facebook User Growth Continues To Slow Down Şubat 13, 2012 tarihinde http://www.allfacebook.com/facebook-growth-2012-01 adresinden alınmıştır.
  • Colone, G. ve Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. A report commissioned by the Higher Education Academy, The Open University, Walton Hall, Milton Keynes
  • Creswell, J. W. (2007). Qualitative Inquiry & Research Design – Choosing Among Five Approaches (2 nd ed.), SAGE Publications, Thousand Oaks, California
  • Corbin, J. M., ve Strauss, A. C. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publication.
  • Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7-12.
  • Denzin, N. (1984). The research act. Englewood Cliffs, NJ: Prentice Hall.
  • Dearing, R. (1997). The National Committee of Inquiry into Higher Education. Higher Education in the Learning Society (Norwich, HMSO).
  • Grosseck, G. ve Holotescu. C. (2008). Can we use twitter for educational activities? 4th International Scientific Conference e-Learning and Software for Education.
  • Günüç, S., Mısırlı, Ö. ve Odabaşı, F. (2013). Primary School Children’s Communication Experiences With Twitter: A Case Study from Turkey. Cyberpsychology, Behavior,and Social Networking, 16(6), 448-453.
  • Fitton, L., Gruen, M. ve Poston, L. (2010). Twitter for dummies ( baskı). Kanada: Indianapolis, Wiley Publishing.
  • Hays, P. A. (2004). Case Study Research. Kathleen deMarrais & Stephen D. Lapan (Ed.) Foundations for Research: Methods of Inquiry in Education and The Social Sciences (ss. 218- 234), LEA.
  • ISTE. (b.t.). The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for Students. 05.06.2013 tarihinde http://www.iste.org/standards/nets-for-students sitesinden elde edilmiştir.
  • Judd, T. ve Kennedy, G. (2011). Measurement and evidence of computer-based task switching and multitasking by ‘Net Generation’ students. Computer & Education, 56, 625-631.
  • Junho, R., Heiberger, G. ve Loken, H. (2011). The effect of Twitter on college student engagement and grades. Journal of ComputerAssisted Learning, 27(2), 119–132.
  • Koenig, Judith A. (2011). Assessing 21st Century skills: Summary of a workshop. Washington, DC: National Research Council.
  • Laughton, D. ve Montanheiro, L. (1996). Core skills in higher education: The student perspective. Education + Training, 38(4), 17-24.
  • Leggett, M., Kinnear, A., Boyce, M. ve Bennett, I. (2004). Student and staff perceptions of the importance of generic skills in science. Higher Education Research & Development, 23(3), 295-312.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97.
  • Lenhart, A. ve Fox, S. (2009). Twitter and status updating. Pew Internet &American Life Project. 29.11.2011 tarihinde http://www.pewinternet.org/Reports/2009/Twitter-and-status-updating.aspx sitesinden edinilmiştir.
  • McCrindle, M. (2006). New generations at work: Attracting, recruiting, retraining & training generation Y. McCrindle Research, Mayıs 02, 2012 tarihinde http://www.mav.asn.au/ CA256C320013CB4B/Lookup/NewGenerationsAtWork/$file/NewGeneratio nsAtWork.pdf adresinden alınmıştır.
  • Monereo, C. (2004). The virtual construction of the mind: The role of educational psychology. Interactive Educational Multimedia, 9, 32-47.
  • Oblinger, D. ve Oblinger, J. (2005). Is it age or it: First steps toward understanding the net generation. Ocak 02, 2011 tarihinde http://www.educause.edu/ educatingthenetgen adresinden alınmıştır.
  • Partnership for 21st Century Skills-P21. (2009). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf.
  • Pedró, F. (2006). The new millennium learners: Challenging our views on ICT and learning OECD-CERI http://www.oecd.org/dataoecd/1/1/38358359.pdf, İnternet adresinden 02.06.2012 tarihinde edinilmiştir.
  • Phoenix Üniversitesi. (2011). Postsecondary education in the 21st century: Students & Institutions. http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/postsecondar y_education.pdf
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-5. Ribble, M. ve Bailey, G. (2007). Digital citizenship in schools. Eugene: International Society for Technology in Education.
  • Rubinstein, J. S., Meyer, D. E. ve Evans, J. E. (2001). Executive control of cognitive processes in task switching. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.
  • Spink, A., Cole, C. ve Waller, M. (2008). Multitasking behavior. Annual Review of Information Science and Technology, Sayı:42, ss:93–118.
  • Strauss, A. L., ve Corbin, J. M. (1998). Basics of qualitative research: Grounded theory procedures and techniques (2nd ed.). Thousand Oaks, CA: Sage.
  • Veletsianos, G. (2011). Higher Education Scholars' Participation and Practices on Twitter. Journal of Computer Assisted Learning. 05.06.2012 tarihinde www.veletsianos.com/ sitesinden elde edilmiştir.
  • Washer, P. (2007). Revisiting key skills: A practical framework for higher education. Quality in Higher Education, 13(1), 57-67.
  • Whittle, S.R., Pell, G. ve MurdochEaton, D.G. (2010). Recent changes to students' perceptions of their key skills on entry to higher education. Journal of Further and Higher Education, 34(4), 557-570.
  • Wickens, C. D. (1992). Engineering psychology and human performance. New York: HarperCollins.
  • Windham, C. (2005). The student’s perspective. 2 Ocak 2011 tarihinde http://www.educause.edu/educatingthenetgen adresinden alınmıştır.
  • Wolfe, L. (2011). Twitter Statistics - 2008, 2009, 2010, 2011: How Many People Use Twitter? Şubat 28, 2012 tarihinde http://womeninbusiness.about.com/od/ twittertips/a/twitterstatistics.htm adresinden alınmıştır.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (3. Baskı). Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2003). Case study research: Design and methods ( baskı). Thousand Oaks, CA: Sage.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Selim Günüç This is me

Hatice Odabaşı

Abdullah Kuzu

Publication Date July 10, 2013
Submission Date July 10, 2013
Published in Issue Year 2013 Volume: 9 Issue: 4

Cite

APA Günüç, S., Odabaşı, H., & Kuzu, A. (2013). 21. Yüzyıl Öğrenci Özelliklerinin Öğretmen Adayları Tarafından Tanımlanması: Bir Twitter Uygulaması / The Defining Characterıstıcs of Students of The 21st Century By Student Teachers: A Twitter Activity. Eğitimde Kuram Ve Uygulama, 9(4), 436-455.