SavedAdd your journal

Journals / Eğitimde Kuram ve Uygulama / 2013 / Cilt: 9 - Sayı: 4

-

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

Selim GÜNÜÇ
Hatice ODABAŞI
Abdullah KUZU
Pages
436–455
Publication Date
2013-07-10
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to understand how student teachers define the characteristics of the students of 21st century.
📊
Key Findings & Data:With the aim of the study, student teachers experienced an activity on Twitter, where they shared their ideas on 21st century students.
💡
Conclusion & Impact: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).
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:21. yüzyıl öğrencileri · twitter · öğrenci özellikleri

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).

Özet

ÖZETBu 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.

🔖

Cite This Article

GÜNÜÇ, S., ODABAŞI, H., KUZU, A. (2013). -. Eğitimde Kuram ve Uygulama, Cilt: 9 - Sayı: 4, 436–455. https://ajindex.com/articles/250588

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Bailey, K. D. (1982). Methods of social research ( baskı). New York: Free Press.
  2. 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
  3. Boyd, D. M. ve Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230.
  4. 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.
  5. Denzin, N. (1984).
  6. 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.
  7. 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). Measurem