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    Exploration of Parents' Digital Parenting Efficacy through Several Demographic Variables
    (Turkish Education Assoc, 2019) Yaman, Fatih; Donmez, Onur; Akbulut, Yavuz; Yurdakul, Isil Kabakci; Coklar, Ahmet Naci; Guyer, Tolga
    As digital technologies develop, they provide individuals with new opportunities in various areas of daily life. However, these technologies also bring about some potential risks. Through digital technologies, several risks including but not limited to malicious content, cyberbullying, pornography, and sexually-explicit messages can easily reach out to households. The most vulnerable group for such risks is the children. As parents are primarily responsible for the well-being of their children, they have an important role in protecting the children in the digital environment. Parents need to get acquainted with the digital age so that they could protect their children from the risks pertaining to the use of digital technologies. The purpose of this study was twofold: (a) to identify digital parenting efficacy domains and their indicators, and (b) to examine parents' efficacy levels in terms of some demographic variables through a measure based on the identified indicators. The study was survey research with two phases. In the first phase, based on a literature review and a focus group interview with experts, digital parenting efficacy fields and their indicators were identified. In the second phase, a digital parenting self-efficacy scale was developed and administered to 576 parents in Eskisehir region to explore the participants' self-efficacy levels based on parenting roles, internet use, income level, occupation, and educational level. The digital parenting competencies and their indicators used in the scale development process consisted of seven dimensions. Through the participation of separate samples of parents, the factorial structure of the scale was examined through exploratory (n=520) and confirmatory factor analyses (n=556). After construct validity steps, indicators were gathered under three factors as digital literacy, digital safety, and digital communication. These indicators did not differ based on parents' role in the process, internet use, socio-economic status, occupation, and level of education.
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    Exploration of Parents' Digital Parenting Efficacy through Several Demographic Variables
    (Turkish Education Assoc, 2019) Yaman, Fatih; Donmez, Onur; Akbulut, Yavuz; Yurdakul, Isil Kabakci; Coklar, Ahmet Naci; Guyer, Tolga
    As digital technologies develop, they provide individuals with new opportunities in various areas of daily life. However, these technologies also bring about some potential risks. Through digital technologies, several risks including but not limited to malicious content, cyberbullying, pornography, and sexually-explicit messages can easily reach out to households. The most vulnerable group for such risks is the children. As parents are primarily responsible for the well-being of their children, they have an important role in protecting the children in the digital environment. Parents need to get acquainted with the digital age so that they could protect their children from the risks pertaining to the use of digital technologies. The purpose of this study was twofold: (a) to identify digital parenting efficacy domains and their indicators, and (b) to examine parents' efficacy levels in terms of some demographic variables through a measure based on the identified indicators. The study was survey research with two phases. In the first phase, based on a literature review and a focus group interview with experts, digital parenting efficacy fields and their indicators were identified. In the second phase, a digital parenting self-efficacy scale was developed and administered to 576 parents in Eskisehir region to explore the participants' self-efficacy levels based on parenting roles, internet use, income level, occupation, and educational level. The digital parenting competencies and their indicators used in the scale development process consisted of seven dimensions. Through the participation of separate samples of parents, the factorial structure of the scale was examined through exploratory (n=520) and confirmatory factor analyses (n=556). After construct validity steps, indicators were gathered under three factors as digital literacy, digital safety, and digital communication. These indicators did not differ based on parents' role in the process, internet use, socio-economic status, occupation, and level of education.
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    Information literacy and digital nativity as determinants of online information search strategies
    (Pergamon-Elsevier Science Ltd, 2017) Coklar, Ahmet Naci; Yaman, Nihal Dulkadir; Yurdakul, Isil Kabakci
    The purpose of the study was to investigate the hypothesis that information literacy and digital nativity ate determinants of online information search competency. The participants of the study were 398 undergraduate students. The data collection instruments were the Online Information Search Strategies Inventory (OISSI), the Information Literacy Scale, and the Digital Nativity Assessment Scale. Structural regression analysis, a branch of structural equation modeling, was employed in the analysis. In addition, the correlations between the model variables were also examined. The results showed that information search competencies had a high-level correlation with information literacy and a low-level correlation with digital nativity. Thus, information literacy had more influence on online information search than digital nativity. The model showed a good fit with the data and the standardized regression weights indicated that information literacy and digital nativity are significant predictors of online information search. In light of the correlation analysis and structural model statistics, it can be said that an increase in either or both of information literacy and digital nativity level would affect OISS competencies; however, the two would exert their effects on the factors of OISS in different ways. The findings' implications for practice and future research are provided as well. (C) 2016 Elsevier Ltd. All rights reserved.
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    A TPACK Course for Developing Pre-Service Teachers' Technology Integration Competencies: From Design and Application to Evaluation
    (Igi Global, 2013) Yurdakul, Isil Kabakci; Odabasi, H. Ferhan; Sahin, Y. Levent; Coklar, Ahmet N.
    Technological Pedagogical Content Knowledge (TPACK) is one of the technology integration models that focuses on effective technology integration related to teacher competencies. This model is based on the interaction and combination of teachers' technology, pedagogy, and content knowledge. A new course was created using a TPACK model of education. In this context, the trainer takes responsibility of being a role model and the use of new technology-based applications for educational purposes appropriately updated. Additionally, integrating the TPACK model of education could make important contributions to technology integration in teacher training if the information is concretized with concept maps, if students are made creative in their own fields with digital storytelling, and if all these are transferred into a course environment via the Web with the help of a learning management system.