Kitaplar veya Bilgisayarlar: Kırsal Bölgelerden Bir Tutum Karşılaştırma Çalışması

Yıl 2019, Cilt: 9 Sayı: 1, 91 - 107, 31.01.2019

İlker Yakın , Hasan Tınmaz

https://doi.org/10.24315/tred.446881

Öz

Bilgi ve İletişim Teknolojileri, insan yaşamını derinden değiştirmiştir. Öte yandan, herkesin gelişen bu teknolojilere erişmek ve kullanmak adına yeterince şanslı olmadığı da görülmektedir. Bu anlamda insanlık sadece teknolojik gelişmelere değil, aynı zamanda dijital bölünmelere de tanık olmaktadır. Literatür, dijital uçurumun (ya da bölünmenin), cinsiyet, yaşanılan yer, sosyo-ekonomik durum veya eğitim geçmişi gibi faktörlere bağlı olarak çeşitlendiğini göstermektedir. Bu çalışma, lise öğrencilerinin (n = 412) kitap ve bilgisayarlara karşı tutumlarını karşılaştırarak kırsal alan bağlamında dijital bölünme konusuna odaklanmaktadır. Teknolojiler ışığında, kırsal alanlardaki dijital bölünmeyle halihazırda dezavantajlı duruma gelen öğrencilerin bilgisayarlarla daha iyi öğrenenler olup olmayacağı konusunda önemli tartışmalar sürmektedir. Çalışmanın very kaynağı olan ölçek üç bölümden oluşmaktadır; (i) demografik bilgiler, (ii) bilgisayarlara (21 maddeye) ve kitaplara (21 maddeden), karşı ayrı ayrı tutum soruları (toplam 42 maddeden), (iii) kitaplara göre bilgisayarlardaki tercihlere ilişkin 17 madde. Erişilebilir örnekleme yöntemiyle toplanan veriler analiz edilmiş ve öğrenme etkinlikleri için kitaplara, eğlence amaçlı etkinlikler için ise bilgisayarlara yönelme olduğu tespit edilmiştir. Cinsiyet (erkek - kadın), kayıtlı okul türü (düz veya meslek), evde kütüphane veya kişisel bilgisayar sahibi olma ve yaşadığı yer (köylere karşı ilçe merkezi) kırsal alandaki tutumlara yönelik diğer değişkenler olarak çalışmada incelenmiştir.

Anahtar Kelimeler

Sayısal uçurum, kırsal bölge, tutum, bilgisayar

The Books or the Computers: An Attitude Comparison Study from Rural Areas

Öz

Information and Communication Technologies have altered human lives from the deep inside. On the other hand, not everyone is fortunate enough to access and utilize technologies like others. In that sense, humanity has witnessed not only technological advancements but also digital divides. The literature discusses that digital divide varies in accordance with the location of living, gender, socio-economic or educational background, and so forth. This study focuses on digital divide issue in rural area context by comparing attitudes of high school students (n=412) toward books and computers. In the light of technologies, people have initiated a discussion on whether students will be better learners with computers where the digital divide will make rural area students at disadvantaged. The survey included (i) demographics, (ii) the same attitude sentences toward computers (21 items) and books (21 items), separately (42 items in total), (iii) 17 items on preferences computers over books or vice versa. The convenience sampling collected data was analyzed and resulted several such as a tendency toward books for learning activities whereas a tendency toward computers for leisure. Gender (male vs. female), type of school enrolled (regular versus vocational), having a library or a personal computer at home,  and location of living (county center versus village) were considered as other variables toward attitudes in a rural area context. 

Anahtar Kelimeler

Digital divide, rural area, attitude, computer, book

Kaynakça

• Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28, 1816–1828.
• Beckers, J. J., & Schmidt, H. G. (2003). Computer experience and computer anxiety. Computers in Human Behavior, 19, 785–797.
• Bozionelos, N. (2001). Computer anxiety: relationship with computer experience and prevalence. Computers in Human Behavior, 17, 213-224.
• Burt, G. (2006). Media effectiveness, essentiality, and amount of study: A mathematical model. British Journal of Educational Technology, 37(1), 121–130.
• Chipeva, P., Cruz-Jesus, F., & Oliveira, T., & Irani, Z. (2018). Digital divide at individual level: Evidence for Eastern and Western European countries. Government Information Quarterly. https://doi.org/10.1016/j.giq.2018.06.003.
• Cruz-Jesus, F., Vicente, M. R., Bacao, F. & Oliveira, T. (2016). The education-related digital divide: An analysis for the EU-28. Computers in Human Behavior, 56, 72-82.
• Erdiaw-Kwasie, M. O., & Alam, K. (2016). Towards understanding digital divide in rural partnerships and development: A framework and evidence from rural Australia. Journal of Rural Studies, 43, 214-224.
• Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed). New York: McGraw-Hill.
• Garland, K. J., & Noyes, J. M. (2004). Computer experience: A poor predictor of computer attitudes. Computers in Human Behavior, 20, 823–840.
• Garland, K. J., & Noyes, J. M. (2008). Computer attitude scales: How relevant today?. Computers in Human Behavior, 24, 563–575.
• Goncalves, G., Oliveira, T., & Cruz-Jesus, F. (2018). Understanding individual-level digital divide: Evidence of an African country. Computers in Human Behavior, 87, 276–291.
• Hellerstein, L. N. (1986). The social use of electronic communication at a major university. Computers and the Social Sciences, 1 (3-4), 191-197.
• Hermena, E. W., Sheen, M., AlJassmi, M., AlFalasi, K., AlMatroushi, M. & Jordan, T. R. (2017). Reading rate and comprehension for text presented on tablet and paper: Evidence from Arabic. Frontiers in Psychology, 8, doi: 10.3389/fpsyg.2017.00257
• Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divide in Schools. Computers & Education, 113, 135-161.
• Kazanci, Z. (2015). University students’ preferences of reading from a printed paper or a digital screen - A longitudinal study. International Journal of Culture and History, 1(1), 50–53.
• Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68.
• Mayes, D. K., Sims, V. K., & Koonce, J. M. (2001). Comprehension and workload differences for VDT and paper-based reading. International Journal of Industrial Ergonomics, 28, 367–378.
• Mumporeze, N., & Prieler, M. (2017). Gender digital divide in Rwanda: A qualitative analysis of socioeconomic factors. Telematics and Informatics, 34, 1285–1293.
• Nishijimaa, M., Ivanauskas, T. M., & Sarti, F. M. (2017). Evolution and determinants of digital divide in Brazil (2005–2013). Telecommunications Policy, 41, 12–24.
• Noyes, J.M., Garland, K.J., & Robbins, E.L. (2004). Paper-based versus computer-based assessment: Is workload another test mode effect? British Journal of Educational Technology, 35, 111–113.
• Noyes, J. & Garland, K. (2005). Students’ attitudes toward books and computers. Computers in Human Behavior, 21, 233–241.
• Noyes, J. M., & Garland, K. J. (2008). Computer- vs. paper-based tasks: Are they equivalent?. Ergonomics, 51 (9), 1352–1375.
• OECD (2001). Understanding the Digital Divide. OECD Publications. Retrieved from https://www.oecd.org/sti/1888451.pdf
• Park, S. (2017). Digital inequalities in rural Australia: A double jeopardy of remoteness and social exclusion. Journal of Rural Studies, 54, 399-407.
• Pervez, J., & Aghasatourian, N. (2018). Computer versus paper-based texts: Effects on reading recollection. California State Polytechnic University, Pomona. Retrieved from http://broncoscholar.library.cpp.edu/bitstream/handle/10211.3/202440/PervezJohn_Research2018.pdf?sequence=1
• Rao, S.S. (2005). Bridging digital divide: Efforts in India. Telematics and Informatics, 22, 361–375.
• Sharifirad, S. & Sharifirad, M. S. (2011). The preference of computers over books and anxiety among Iranian college students: The moderating role of demographic factors. Y. Wang (Ed.): Education Management, Education Theory & Education Application, 923–932.
• Singer, L. M., & Alexander, P. A. (2017a). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 87 (6), 1007– 1041.
• Singer, L. M., & Alexander, P. A. (2017b). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. The Journal of Experimental Education, 85 (1), 155-172.
• Smith, B., Caputi, P., & Rawstorne, P. (2007). The development of a measure of subjective computer experience. Computers in Human Behavior, 23, 127–145.
• Szeles, M. R. (2018). New insights from a multilevel approach to the regional digital divide in the European Union. Telecommunications Policy, 42, 452–463.
• Valentine, A., Belski, I., & Hamilton, M. (2017). Developing creativity and problem-solving skills of engineering students: A comparison of web- and pen-and paper-based approaches. European Journal of Engineering Education, 42(6), 1309-1329.
• Walstrom, K. A., Thomas, C. E., & Weber, A. (2010). Changes in student computer technology attitudes over 20 years: 1988 to 2009. Journal of Computer Information Systems, 51 (2), 81-86.
• Wilfong, J. D. (2006). Computer anxiety and anger: The impact of computer use, computer experience, and self-efficacy beliefs. Computers in Human Behavior, 22, 1001–1011.