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Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi

Year 2021, Volume: 9 Issue: 17, 177 - 198, 27.04.2021
https://doi.org/10.18009/jcer.838856

Abstract

Bu çalışmanın amacı ortaokul öğrencilerinin dijital ayak izi farkındalığını sınıf düzeyi, cinsiyet, elektronik araç ve ortamlarda geçirilen süreye göre incelemektedir. Öncelikle ortaokul öğrencileri için geliştirilen dijital ayak izi ölçeği psikometrik özellikleri açısından değerlendirilerek geçerli ve güvenilir bir araç olduğu ortaya konmuştur. Daha sonra katılımcıların dijital ayak izi farkındalıkları yukarıda belirtilen değişkenlere göre incelenmiştir. Çalışma grubu 204 kız ve 189 erkek öğrenciden oluşmaktadır. Çalışma kapsamında uygulanan Dijital Ayak İzi Ölçeği’nin yanı sıra öğrencilerin cinsiyet, yaş, sınıf düzeyleri ile cep telefonu, internet, sosyal medya kullanımları ve çevrimiçi oyun oynama süreleri hakkında sorular içeren bir form verilmiştir. Sonuç olarak, Dijital Ayak İzi Ölçeği hem araştırmacılar hem de eğitimci, yönetici ve ebeveynlerin kullanımı için geçerliği ve güvenirliği olan bir araç olduğu ortaya konmuştur.

References

  • Acele, B. (2020). Bilişim teknolojisi öğretmen ve öğretmen adaylarının sayısal ayak izi kavramlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi: Hacettepe Üniversitesi, Ankara.
  • Bodhani, A. (2012). Digital footprints step up. Engineering & Technology, 7(1), 82-83.
  • Buchanan, R., Southgate, E., & Smith, S. P. (2019). “The whole world’s watching really”: Parental and educator perspectives on managing children’s digital lives. Global Studies of Childhood, 9(2), 167-180.
  • Buchanan, R., Southgate, E., Scevak, J., & Smith, S. P. (2018). Expert insights into education for positive digital footprint development. Scan, 37(2), 1-13.
  • Buchanan, R., Southgate, E., Smith, S. P., Murray, T., & Noble, B. (2017). Post no photos, leave no trace: Children’s digital footprint management strategies. E-Learning and Digital Media, 14(5), 275-290. doi: 10.1177/2042753017751711
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chen, C., Chen, X., Wang, L., Ma, X., Wang, Z., Liu, K. & Zhou, Z. (2017). MA-SSR: a memetic algorithm for skyline scenic routes planning leveraging heterogeneous user-generated digital footprints. IEEE Transactions on Vehicular Technology, 66(7), 5723–5736.
  • Chen, Y. K. & Wen, C. R (2019). Taiwanese university students’ smartphone use and the privacy paradox.Comunicar, 27(60), 61-70.
  • De Moor, S., Dock, M., Gallez, S., Lenaerts, S., Scholler, C., & Vleugels, C. (2008). Teens and ICT: Risks and opportunities. Belgium: TIRO.
  • Friel, M.C. (2017). Notes on factor analysis, Criminal Justice Center, Sam Houston State University, Texas, US.
  • Girardin, F., Calabrese, F., Dal Fiore, F., Ratti, C. & Blat, J. (2008). Digital footprinting: uncovering tourists with user-generated content. IEEE Pervasive Computing, 7(4), 36-43.
  • Gorsuch, R. L. (1983). Factor analysis. Hillsdale: Lawrence Erlbaum Associates.
  • Hengstler, J. (2017). Managing your digital footprint: Ostriches v. eagles. Education for a Digital World, 2(1), 89-139.
  • Hinds, J., & Joinson, A. N. (2018). What demographic attributes do our digital footprints reveal? A systematic review. Plos One, 13(11), e0207112.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185
  • Hoy, M. B., & Milne, G. (2010). Gender differences in privacy-related measures for young adult Facebook users. Journal of Interactive Advertising, 10(2), 28-45.
  • Kaiser, H. (1974). An index of factor simplicity. Psychometrika, 39(1), 31–36.
  • Koidl, K., Conlan, O., Reijers, W., Farrell, M., & Hoover, M. (2018). The bigfoot initiative: An investigation of digital footprint awareness in social media. In Proceedings of the 9th International Conference on Social Media and Society. doi: 10.1145/3217804.3217904
  • Lambiotte, R., & Kosinski, M. (2014). Tracking the digital footprints of personality. Proceedings of the IEEE, 102(12), 1934-1939.
  • Malik, A., Hiekkanen, K., & Nieminen, M. (2016). Privacy and trust in Facebook photo sharing: Age and gender differences, Program, 50 (4), 462-480.
  • Sanders, B., Chen, V., Zahra, D., Dowland, P., Atkinson, S., Papadaki, M., & Furnell, S. (2010). Online addiction: privacy risks in online gaming environments. MEDES ’10 Proceedings of the International Conference on Management of Emergent Digital EcoSystems.
  • Sürmelioğlu, Y. & Seferoğlu, S. S. (2019). An examination of digital footprint awareness and digital experiences of higher education students. World Journal on Educational Technology: Current Issues, 11(1), 048–064.
  • Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights: Allyn& Bacon.
  • Türkiye İstatistik Kurumu [TUİK] (2019). Hanehalkı Bilişim Teknolojileri Kullanım Araştırması, 2019.http://www.tuik.gov.tr/PreHaberBultenleri.do?id=30574 adresinden erişilmiştir.
  • Vervier, L., Zeissig, E. M., Lidynia, C., & Ziefle, M. (2017). Perceptions of digital footprints and the value of privacy. In IoTBDS (pp. 80-91).
  • We Are Social ve HootSuite (2019). Digital 2019: Global internet use accelerates. https://wearesocial.com/blog/2019/01/digital-2019-global-internet-use-accelerates adresinden erişilmiştir.
  • Wook, T.S., Mohamed, H., Noor, S., Muda, Z., & Zairon, I.Y. (2019). Awareness of digital footprint management in the new media amongst youth. Jurnal Komunikasi: Malaysian Journal of Communication, 35(3), 407-421.

An Investigation of the Digital Footprint Awareness and Experiences of Secondary School Students

Year 2021, Volume: 9 Issue: 17, 177 - 198, 27.04.2021
https://doi.org/10.18009/jcer.838856

Abstract

The aim of this study is to examine the digital footprint awareness of middle school students according to grade level, gender, time spent on electronic devices and media. First of all, the digital footprint scale developed for secondary school students was evaluated in terms of its psychometric properties. Then, the digital footprint awareness of the participants was examined according to the variables mentioned above. Participants consisted of 204 female and 189 male students. In addition to the Digital Footprint Scale, participants were given a form containing questions about students' gender, age, grade levels, and time spent with a mobile phone, internet, social media, and online game playing. The results indicated that the Digital Footprint Scale is a valid and reliable tool for the use of researchers, educators, administrators, and parents.

References

  • Acele, B. (2020). Bilişim teknolojisi öğretmen ve öğretmen adaylarının sayısal ayak izi kavramlarının incelenmesi. Yayınlanmamış Yüksek Lisans Tezi: Hacettepe Üniversitesi, Ankara.
  • Bodhani, A. (2012). Digital footprints step up. Engineering & Technology, 7(1), 82-83.
  • Buchanan, R., Southgate, E., & Smith, S. P. (2019). “The whole world’s watching really”: Parental and educator perspectives on managing children’s digital lives. Global Studies of Childhood, 9(2), 167-180.
  • Buchanan, R., Southgate, E., Scevak, J., & Smith, S. P. (2018). Expert insights into education for positive digital footprint development. Scan, 37(2), 1-13.
  • Buchanan, R., Southgate, E., Smith, S. P., Murray, T., & Noble, B. (2017). Post no photos, leave no trace: Children’s digital footprint management strategies. E-Learning and Digital Media, 14(5), 275-290. doi: 10.1177/2042753017751711
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chen, C., Chen, X., Wang, L., Ma, X., Wang, Z., Liu, K. & Zhou, Z. (2017). MA-SSR: a memetic algorithm for skyline scenic routes planning leveraging heterogeneous user-generated digital footprints. IEEE Transactions on Vehicular Technology, 66(7), 5723–5736.
  • Chen, Y. K. & Wen, C. R (2019). Taiwanese university students’ smartphone use and the privacy paradox.Comunicar, 27(60), 61-70.
  • De Moor, S., Dock, M., Gallez, S., Lenaerts, S., Scholler, C., & Vleugels, C. (2008). Teens and ICT: Risks and opportunities. Belgium: TIRO.
  • Friel, M.C. (2017). Notes on factor analysis, Criminal Justice Center, Sam Houston State University, Texas, US.
  • Girardin, F., Calabrese, F., Dal Fiore, F., Ratti, C. & Blat, J. (2008). Digital footprinting: uncovering tourists with user-generated content. IEEE Pervasive Computing, 7(4), 36-43.
  • Gorsuch, R. L. (1983). Factor analysis. Hillsdale: Lawrence Erlbaum Associates.
  • Hengstler, J. (2017). Managing your digital footprint: Ostriches v. eagles. Education for a Digital World, 2(1), 89-139.
  • Hinds, J., & Joinson, A. N. (2018). What demographic attributes do our digital footprints reveal? A systematic review. Plos One, 13(11), e0207112.
  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179-185
  • Hoy, M. B., & Milne, G. (2010). Gender differences in privacy-related measures for young adult Facebook users. Journal of Interactive Advertising, 10(2), 28-45.
  • Kaiser, H. (1974). An index of factor simplicity. Psychometrika, 39(1), 31–36.
  • Koidl, K., Conlan, O., Reijers, W., Farrell, M., & Hoover, M. (2018). The bigfoot initiative: An investigation of digital footprint awareness in social media. In Proceedings of the 9th International Conference on Social Media and Society. doi: 10.1145/3217804.3217904
  • Lambiotte, R., & Kosinski, M. (2014). Tracking the digital footprints of personality. Proceedings of the IEEE, 102(12), 1934-1939.
  • Malik, A., Hiekkanen, K., & Nieminen, M. (2016). Privacy and trust in Facebook photo sharing: Age and gender differences, Program, 50 (4), 462-480.
  • Sanders, B., Chen, V., Zahra, D., Dowland, P., Atkinson, S., Papadaki, M., & Furnell, S. (2010). Online addiction: privacy risks in online gaming environments. MEDES ’10 Proceedings of the International Conference on Management of Emergent Digital EcoSystems.
  • Sürmelioğlu, Y. & Seferoğlu, S. S. (2019). An examination of digital footprint awareness and digital experiences of higher education students. World Journal on Educational Technology: Current Issues, 11(1), 048–064.
  • Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights: Allyn& Bacon.
  • Türkiye İstatistik Kurumu [TUİK] (2019). Hanehalkı Bilişim Teknolojileri Kullanım Araştırması, 2019.http://www.tuik.gov.tr/PreHaberBultenleri.do?id=30574 adresinden erişilmiştir.
  • Vervier, L., Zeissig, E. M., Lidynia, C., & Ziefle, M. (2017). Perceptions of digital footprints and the value of privacy. In IoTBDS (pp. 80-91).
  • We Are Social ve HootSuite (2019). Digital 2019: Global internet use accelerates. https://wearesocial.com/blog/2019/01/digital-2019-global-internet-use-accelerates adresinden erişilmiştir.
  • Wook, T.S., Mohamed, H., Noor, S., Muda, Z., & Zairon, I.Y. (2019). Awareness of digital footprint management in the new media amongst youth. Jurnal Komunikasi: Malaysian Journal of Communication, 35(3), 407-421.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Meryem Yılmaz Soylu 0000-0002-9382-0299

Seva Demiröz 0000-0001-7099-263X

Buket Akkoyunlu 0000-0002-2542-0998

Publication Date April 27, 2021
Submission Date December 12, 2020
Acceptance Date February 24, 2021
Published in Issue Year 2021 Volume: 9 Issue: 17

Cite

APA Yılmaz Soylu, M., Demiröz, S., & Akkoyunlu, B. (2021). Ortaokul Öğrencilerinin Dijital Ayak İzi Farkındalıkları ve Yaşantılarının İncelenmesi. Journal of Computer and Education Research, 9(17), 177-198. https://doi.org/10.18009/jcer.838856

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