Framing ICT in Early Childhood: A Content Analysis

Yıl 2020, , 1113 - 1141, 31.12.2020

Sinem Güçhan Özgül , Zeynel Abidin Mısırlı

https://doi.org/10.17522/balikesirnef.845386

Öz

With the rapid growth of technology and its dissemination through all areas of social life and education, the use of technology has become one of the most studied subjects by researchers around the world. Moreover, Turkish literature focuses more than ever on technology-related subjects and their social and educational dimensions. This study aims to review the dissertations about early childhood and ICT conducted between the years 2015 and 2020. TCHE's archive, relevant to the purpose of the study, was carefully analysed in the early childhood and in ICT topics and 73 dissertations were identified. Finally, 43 theses relevant to technological issues in early childhood have been determined to be the research sample because they fulfil the criteria. The coding of the two authors was evaluated and compared. For reliability, the Kappa value is 0.88, which explains almost perfect consistency. All features and findings are summarized and presented in this current study. This research has thrown up many suggestions and questions in need of further research.

Anahtar Kelimeler

ICT, early childhood, preschool, technology, content analysis

Erken Çocuklukta BİT Çerçevesi: Bir İçerik Analizi

Öz

Teknolojinin hızlı bir şekilde büyümesi ve sosyal yaşam ile eğitimin tüm alanlarına yayılmasıyla birlikte teknoloji kullanımı dünyanın dört bir yanındaki araştırmacılar tarafından en çok çalışılan konulardan biri haline gelmiştir. Türk alan yazını da teknoloji ile ilgili konulara ve teknolojinin sosyal ve eğitsel boyutlarına her zamankinden daha fazla odaklanmaktadır. Bu çalışma, 2015-2020 yılları arasında erken çocukluk ve BİT ile ilgili yapılan tezleri gözden geçirmeyi amaçlamaktadır. YÖK Tez Veri tabanının arşivi, araştırma amacı doğrultusunda erken çocukluk ve BİT konularında dikkatle incelenmiş ve 73 tez belirlenmiştir. Erken çocukluk dönemi kapsamında teknoloji kavramlarını ele alan 43 tez, belirlenen kriterleri karşıladıkları için araştırmanın örneklemi olarak belirlenmiştir. İki yazarın yaptıkları kodlamaların güvenilirlik hesaplamalarında Kappa değeri 0.88 olarak bulunmuştur ve bu neredeyse mükemmel tutarlılığı açıklamaktadır. Bu çalışmada incelenen tezlerin tüm özellikleri ve bulgular oluşturulan ana başlıklar kapsamında özetlenerek sunulmaktadır. Çalışmanın sonraki araştırmalar için önerileri bulunmaktadır.

Anahtar Kelimeler

okul öncesi, teknoloji, BİT, İçerik Analizi, erken çocukluk

Kaynakça

• Akdeniz, M. (2019). Artificial intelligence based smart toys for preschool children: A design-based study (Unpublished master's thesis). Afyon Kocatepe Üniversitesi, Fen Bilimleri Enstitüsü, Afyon.
• Akın, D. (2019). Investigation of preschool children's use of information communication technologies according to some variables (Unpublished master's thesis). Uşak Üniversitesi, Sosyal Bilimler Enstitüsü, Uşak.
• Akın, T. (2019). Design and development of electronic performance support system for early childhood special education (Unpublished doctoral dissertation). Hacettepe University, Institute of Social Sciences, Ankara.
• Avinç, Z. (2017) Internet and mobi̇le technology habi̇t and safer i̇nternet use of chi̇ldren between age of 0-8 (Unpublished master's thesis). Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü, Erzurum.
• American Academy of Pediatrics Council on Communications and Media. (2011). Policy statement: Media use by children younger than 2 years. Pediatrics, 128(5), 1040–1045. doi: 10.1542/peds.2011-1753.
• Schleicher, A. (2019). Helping our Youngest to Learn and Grow: Policies for Early Learning, International Summit on the Teaching Profession, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264313873-en
• Aydın, S. (2020). Phenomenology study on teachers 'perceptions on teaching technologies (Unpublished master's thesis). Yıldız Teknik Üniversitesi & İstanbul Aydın Üniversitesi, Education and Social Sciences Instutue, İstanbul.
• Baykal, G., E. (2018). Developing transmedia learning environment to facilitate spatial skills of pre-schoolers: A child-centered approach to design (Unpublished doctoral dissertation). Koç Üniversitesi / Sosyal Bilimler Enstitüsü, İstanbul.
• Bolstad, R. 2004. The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International Literature. Wellington: Ministry of Education.
• Biçer, B., B. (2020). Evaluation of screen exposure and parent and parent internet safety and conscious internet use information in children between the ages of 6-12 with a diagnosis of attention lack and hyperactivity disorders (Unpublished master's thesis). Ankara Üniversitesi Tıp Fakültesi, Ankara.
• Calvert, S. (2006). Media and early development. In K. McCartney & D. Phillips (Ed.), Blackwell handbook of early childhood development (pp. 508–530). Malden, MA: Blackwell.
• Calvert, S. L., & Valkenburg, P. M. (2013). In M. Taylor (Ed.), The influence of television, video, games, and the Internet on children’s imagination and creativity. Oxford handbook of the development of imagination (pp. 438–450). New York, NY: Oxford University Press.
• Can-Yasar, M., Uyanik, O., İnal, G., & Kandır, A. (2012). Using technology in pre-school education. US- China Education Review, 2, 376-383.
• Clements, D. H., and J. Sarama. 2003. “Strip Mining for Gold: Research and Policy in Educational Technology – A Response to “Fool's Gold.” AACE Journal 11: 7–69.
• Çakar, M., T. (2019). The effect of the technology use of the parents of preschool children on the children's technology use (Unpublished master's thesis). İstanbul Okan Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Çelik, E. (2017). Screen usage of 4-6 year-old children, and its' relation with parental screen usage and family functions (Unpublished master's thesis). Çukurova Üniversitesi, Tıp Fakültesi, Adana.
• Çetin, E. (2016). A case study for the use of technology aided graphical organizers in preschool children's problem-solving process (Unpublished doctoral dissertation). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Delikanlı, B. (2019). Investigation of social behavior of 48-60 month old children by technological device usage status (Unpublished master's thesis). Mehmet Akif Ersoy University, Burdur.
• Dong, C. 2018. “Young Children Nowadays are Very Smart in ICT’ – Preschool Teachers’ Perceptions of ICT Use.” International Journal of Early Years Education 1–14. doi:10.1080/09669760.2018.1506318.
• Durak, G., Çankaya, S., Yünkül, E., & Misirli, Z. A. (2018). A content analysis of dissertations in the field of educational technology: The case of Turkey. Turkish Online Journal of Distance Education, 19(2), 128–148.
• Dural, R. (2015). Examining the effectiveness of computer-based articulation therapy application in preschool speech sound disorder therapies (Unpublished master's thesis). Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
• Epstein, A.S. (2015). Using technology appropriately in the preschool classroom. Highscope Extencions,vol.28,no.1.http://www.highscope.org/file/NewsandInformation/Extensions/Extol28No1_low.pdf
• Gecu-Parmaksız, Z. (2017). Augmented reality activities for children: A comparative analysis on understanding geometric shapes and improving spatial skills (Unpublished doctoral dissertation). Orta Doğu Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Ankara.
• Gençer, Y. (2017). Graphic design problems in pre-school educational applications for tablets and application recommendation (Unpublished master's thesis). Hacettepe Üniversitesi, Güzel Sanatlar Enstitüsü, Ankara.
• Güler, H. (2019). Development of digital games to support self-care skills education of preschool children through design-based developmental research (Unpublished doctoral dissertation). Mustafa Kemal Üniversitesi Fen Bilimleri Enstitüsü, Hatay.
• Güleroğlu, M. (2015). Pre-service teachers’ beliefs, experiences and perceptions on mobile games (Unpublished master's thesis). Middle East Technical Universit, The Graduate School Of Natural And Applied Sciences, Ankara.
• Gök, A., S. (2017). Examination of Preschool Teacher Candidates’ Value Priorities and Unethical Information Technology Use Behaviours According to the Locus of Control (Unpublished master's thesis). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü Müdürlüğü, Konya.
• ISTE (International Society for Technology in Education). 2007. NETS for Students 2007 Profiles. Washington, DC: Author. www.iste.org/ standards/nets-for-students/nets-for-students-2007-profiles.aspx#PK-2
• Işıkoğlu, N. (2003). New toys for young children: integration of computer technology into early childhood education. The Turkish Online Journal of Educational Technology, 2(4), 27-34.
• İnci, M. A., & Kandır, A. (2017). Okul öncesi eğitim’de dijital teknolojinin kullanımıyla ilgili bilimsel çalışmaların değerlendirilmesi. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(2), 1705-1724.
• Jennings, N. A., Hooker, S. D., & Linebarger, D. L. (2009). Educational television as mediated literacy environments for preschoolers. Learning, Media, and Technology, 34(2), 229–242. http://dx.doi.org/10.1080/17439880903141513.
• Kaymal, B. (2020). A study of the digital addictions of preschool teachers (Unpublished master's thesis). İstanbul Aydın Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
• Kelekçi-Olgun, M. (2018). Graphic application learning model developed for preschool art education (Unpublished doctoral dissertation). Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Kılınç, S. (2015). Investigation of parents' views about preschool age children technology use (Unpublished master's thesis). Dumlupınar Üniversitesi, Eğitim Bilimleri Enstitüsü, Kütahya.
• Kırmusaoğlu, L. (2020). The decision of pre-school children between digital games and outdoor games: a field study regarding teacher observations (Unpublished master's thesis). Üsküdar Üniversitesi, Sosyal Bilimleri Enstitüsü, İstanbul.
• Kuzgun, H. (2019). Utilization of augmented reality in early childhood: a case study (Unpublished master's thesis). Afyon Kocatepe Üniversitesi, Fen Bilimleri Enstitüsü, Afyon.
• Landis, J., & Koch, G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159-174. doi:10.2307/2529310
• Mertala, P. 2017. “Digital Technologies in Early Childhood education-A Frame Analysis of PreService Teachers’ Perceptions.” Early Child Development and Care 44 (3): 1–14. doi:10.1080/03004430.2017.1372756.
• NAEYC & Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Joint position statement. Washington, DC: NAEYC.
• NAEYC (2020). Developmentally appropriate practices: A position statement of the National Association for the Education of Young Children. Retrieved 20.12.2020, from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf
• Merdin, E. (2017). Young children’s electronic media use and parental mediation (Unpublished master's thesis). Middle East Technical University, The Graduate School of Social Sciences, Ankara.
• Omrak, C. (2019). The relationship between attachment pattern, emotion regulation skills and technology use of pre-school children (Unpublished master's thesis). Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Ömrüuzun, I. (2019). Factors affecting early childhood education teachers’ technology use: a path model (Unpublished master's thesis). Hacettepe University, Instutute of Social Sciences, Ankara.
• Özçelik, S. (2016). Developing a software program that determines student improvement in a pre-school education institution (Unpublished master's thesis). Haliç Üniversitesi Fen Bilimleri Enstitüsü, İstanbul.
• Özel, E., N. (2020). Evaluation of design elements of interactive e-books for children in creative industries (Unpublished master's thesis). Dokuz Eylül Üniversitesi, Güzel Sanatlar Enstitüsü, İzmir.
• Öztürk Yılmaztekin, E., Olgan, R. (2013). Trends and issues: a review of studies related to technology usage in early childhood education. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi 2013, 32(2), 421-440
• Patan, B. (2016). Development of coding curriculum for kindergarten (Unpublished master's thesis). Bahçeşehir Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
• Sayan, H. (2016). Using Technology in Preschool Education. 21. Yüzyılda Eğitim ve Toplum 5(13), 67-83.
• Sezgin, E., Tonguç, G. (2016). A sample research on using mobile technologies in preschool education. Journal of Research in Education and Teaching 5(Special Issue).
• Sümer, C. (2018). Relationships between preschoolers' screen-based media use and self-regulation abilities (Unpublished master's thesis). İhsan Doğramacı Bilkent Üniversitesi Ekonomi ve Sosyal Bilimler Enstitüsü, Ankara.
• Stephen, C., and S. Edwards. 2018. Young Children Playing and Learning in a Digital Age. Milton Park: Routledge.
• Şahan, D. (2017). Analysis of the relationship between the opinions of parents towards children's use of technology and their purposes for use of technology, interest in technology and competency levels (Unpublished master's thesis). Çanakkale Onsekiz Mart Üniversitesi, Eğitim Bilimleri Enstitüsü, Çanakkale.
• Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlilik. Ankara: Seçkin Yayıncılık.
• Tecen, B. (2018). The effects of digital gaming based supporting activities on the learning of vowel of students in pre-school period sound education (Unpublished master's thesis). Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
• Tomei, L. A. (2005). Taxonomy for the technology domain. USA: Information Science Publishing.
• Tosun, İ. (2019). An investigation of the habits of playing computer games in the preschool period from teacher and parents (Unpublished master's thesis). Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
• UNESCO (2005). Why a summit on the information society. World Summit on the information Societies. http://www.itu.int/wsis/index.html.
• Van Damme, G. (n.d.). (2003). ICT in Practice for Physical Education & Sports. Retrieved July 20, 2006 from http://www.sports-media.org/Sporttapolisnewsletter5.htm
• Vural-Şenel, B. (2020). The relation between parental mediation roles and parental media and technology attitudes in early childhood (Unpublished master's thesis). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Yavuz-Konokman, G. (2015). The effects of composing digital story based on inquiry-based learning on the prospective teachers’ resistance behaviours and learning approaches (Unpublished doctoral dissertation). Mersin Üniversitesi, Eğitim Bilimleri Enstitüsü, Mersin.
• Yavuz, Ş. (2018). For children of 60-72 months, popular culture items and preferences in the use of technology (Unpublished master's thesis). İstanbul Okan Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Yaylacı, B. (2019). The effect of parent-child relationship on internet usage among preschool children (Unpublished master's thesis). Zonguldak Bülent Ecevit Üniversitesi, Sağlık Bilimleri Enstitüsü, Zonguldak.
• Yıldız, A., M. (2016). The effect of two learning materials prepared in different structures on academic achievements and motivations of the students with different learning styles (Unpublished master's thesis). Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale.
• Yıldız, T. (2017). Setting up the cage of meaning: Effects of human-human and software-human interactions on conceptual development via touchscreen devices (Unpublished doctoral dissertation). İstanbul Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Yılmayan, E. (2017). Parents' attitudes towards the use of digital media among preschoolers (Unpublished master's thesis). İstanbul Bilgi Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
• Yiğit, N. (2019). Parental views and practices on digital gaming habits of children in early childhood period (Unpublished master's thesis). Ondokuz Mayis University, Graduate School Of Educational Sciences, Samsun.