STUDENTS’ INTERNET AND WEB 2.0 USE: A CASE OF BURDUR’S MIDDLE SCHOOLS

Year 2014, Volume: 1 , 435 - 440, 01.09.2014

Vesile Gül Başer Gülsoy , Berrin Doğusoy Taylan , İlker Yakın

Abstract

This study focused on students’ use of Internet and
web 2.0 technologies for general and educational uses in terms of gender,
technologies ownership, Internet connection, Internet and computer skills
levels and years of use. 350 middle school students and two IT teachers were
participated to the study. Descriptive data collected through a survey that
designed by the researchers and based on these results, semi-structured
interviews were conducted with their teachers. The results indicated that
students with high confidence on computer and Internet use preferred to use
social networking, video sharing and game sites than blogs, wikis e-mail
services and cloud technologies like google drive for their general Internet
and computer use. They use these technologies for homework and practice the
previous content than communicating with their peers and teachers and also for
educational games and educational videos. The findings obtained through
teachers supports the data gathered from the students. 

Keywords

Computer and Internet usage, web 2.0 technologies, middle school

References

• Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 71-80. Creswell, J.W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Sage Publications. 4th edition. Çalışkan, H., & Turan, R.(2008). Araştırmaya dayalı öğrenme yaklaşımının sosyal bilgiler dersinde akademik başarıya ve kalıcılık düzeyine etkisi. Türk Eğitim Bilimleri Dergisi, 6(4), 603-627. Çavaş, B., & Çavaş, P, H. (2005) Teknoloji tabanlı öğrenme: robotics club”. Akademik Bilişim , 2-4 Şubat, 2005. (http://ab.org.tr/ab05/tammetin/59.pdf) Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits if facebook” friends”: Social capital and college students’ use of online social network sites. Journal of Computer Mediated Communication. 12(1143-1168) Ersoy, A., &Türkkan, B. (2009). Ilköğretim öğrencilerinin resimlerinde Internet algısı. İlköğretim Online, 8(1), 57-73. Kay, K. (2009, September). P21 framework definitions. Partnership for 21st Century Skills: Retrieved from (http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf ) on 18th April 2014. McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Educational Technology & Society, 12 (4), 269–281. Osorio, B.B., Dutta, S, & Lanvin, B. (2014). The Global Information Technology Report: Rewards and Risks of Big Data. Retrieved from (http://www3.weforum.org/docs/WEF_GlobalInformationTechnology_Report_2014.pdf) Özdemir, S. & , Kılıç, E. (2007). Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38 (907-916). Pierce, T. (2009). Social anxiety and technology: Face-to-face communication versus technological communication among teens. Computers in Human Behavior, 25(1367-1372). Rennie, F., & Mason, R. (2007). Using web 2.0 for learning in the community. The Internet and Higher Education, 10(196-203). Şener, G. (2009). Türkiye’de facebook kullanımı araştırması. Inet-TR-XIV. Türkiye’de İnternet Konferansı Bildirileri. Retrieved from (http://inet-tr.org.tr/inetconf14/kitap/sener_inet09.pdf) Yılmaz, Ş., & Aydın, F. (2013). Investigation of middle-school students’ attitudes toward technology and factors affecting the attitudes. Asian Journal of Instruction, 1(2), 1-17.