Parenting and Education in Digital Era: Changing Roles

Year 2021, Volume: 8 Issue: 27, 83 - 100, 08.01.2021

Gamze İnan Kaya

https://doi.org/10.29224/insanveinsan.819184

Cited By: 1

Abstract

Digitalization, deeply affecting daily life in almost every aspect, has brought changes to roles and duties of parents and teachers in relation to psychosocial development and education of children and youth. These duties and responsibilities rely on an idea, which emphasizes maximizing digital learning opportunities while minimizing potential digital risks for children and youth. That is because of the current context of the world, in which digitalization has been an indispensable part of daily lives of all. Stating central role of digital literacy, we have inspected the notion of digitalization in relation to its effect on young people’s psychosocial development and education by emphasizing the changing roles of parents’ and teachers’. An urgent need for a comprehensive digital literacy policy that is supporting parents and teachers has been proposed. 

Keywords

Digitalization, Parenting education, Education, Digital opportunities, Digital risks

Dijital Çağda Çocuk Yetiştirme ve Eğitim: Değişen Roller

Abstract

Dijitalleşme günlük yaşamı her anlamda etkileyen bir süreç olarak çocuk ve gençlerin psikososyal gelişimi ve eğitimi açısından ebeveynler ve öğretmenlerin rolleri ve sorumluluklarında bir dönüşümü de beraberinde getirmektedir. Bu rol ve sorumlulukların dayandığı anlayış genç kuşağın dijital öğrenme ve gelişme olanaklarından maksimum düzeyde faydalanmalarını desteklerken; onların dijital risklerden korunmasını sağlamaktır. Çünkü gelinen noktada, dijital medya ve bu amaçla kullanılan teknolojik araçlar çocukların ve gençlerin yaşamalarının ayrılmaz bir parçası olmaya başlamıştır. Dijital okuryazarlığın önemine dikkat çekilerek, burada, dijitalleşme olgusunun çocuk ve gençlerin psikososyal gelişimi ve eğitimine yönelik dönüştürücü etkisi, yine dijital çağın getirisi olan öğrenme olanakları ve riskler açısından, ebeveynlerin ve öğretmenlerin değişen rollerine odaklanılarak tartışılmaktadır. Bu noktada ebeveyn ve öğretmenlerin bütüncül bir dijital okuryazarlık politikası kapsamında desteklenmesine yönelik ihtiyaç ifade edilmektedir.

Keywords

Dijitalleşme, Çocuk yetiştirme, Eğitim, Dijital olanaklar, Dijital riskler

References

• Altın, Hüseyin Melih ve Filiz Kalelioğlu. “Fatih Projesi ile İlgili Öğrenci ve Öğretmen Görüşleri”. Başkent University Journal of Education. 2/1(2015): 89-105.
• Ata, Rıdvan ve Kasım Yıldırım. “Öğretmen Adaylarının Medya Okuryazarlığı Dersi Kapsamında İnternet ve Sosyal Medya Kullanımları”. Journal of Kirsehir Education Faculty. 17/2 (2016): 581-602.
• Aydemir, Sevilay ve Özden Demirkan. “Gender-Aware Media Literacy Training: A Needs Analysis Study for Prospective Teachers”. Educational Policy Analysis and Strategic Research. 13/1 (2018): 6-30.
• Blackwell, Courtney K., Alexis R. Lauricella ve Ellen Wartella. “Factors Influencing Digital Technology Use in Early Childhood Education”. Computers & Education. 77 (2014): 82-90.
• Bozkuş, Kıvanç ve Mehmet Fatih Karacabey. “FATİH Projesi ile Eğitimde Bilişim Teknolojilerinin Kullanımı: Ne Kadar Yol Alındı?”. Yaşadıkça Eğitim. 33/1 (2019): 17-32.
• Brito, Rita, Rita Francisco, Patrícia Dias ve Stephane Chaudron. “Family Dynamics in Digital Homes: The Role Played by Parental Mediation in Young Children’s Digital Practices around 14 European Countries”. Contemporary Family Therapy. 39/4 (2017): 271-280.
• Buckingham, David. “Defining Digital Literacy-What Do Young People Need to Know About Digital Media?”. Nordic Journal of Digital Literacy. 4/10 (2015): 21-34.
• Burns, Tracey ve Gottschalk Francesca. Der., Educating 21st Century Children: Emotional Well-being in the Digital Age. Educational Research and Innovation. Paris: OECD, 2019.
• Chaudron, Stéphane, M. E. Beutel, Veronica Donoso Navarrete, M. Dreier, Ben Fletcher-Watson, A. S. Heikkilä, V. Kontríková vd. Young Children (0-8) and Digital Technology: A Qualitative Exploratory Study Across Seven Countries. ISPRA, Italy: JRC, 2015. https://publications.jrc.ec.europa.eu/repository/
handle/JRC93239. (erişim 12.07.2020).
• Ciboci, Lana ve Danijel Labaš. “Digital Media Literacy, School and Contemporary Parenting”. Medijske Studije. 10/19 (2019): 83-101. Cingel, D. P. ve M. Krcmar. “Predicting Media Use in very Young Children: The Role of Demographics and Parent Attitudes”. Communication Studies. 64/4 (2013): 374-394.
• Collins, Allan ve Richard Halverson. Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. NewYork: Teachers College Press, 2018.
• Covolo, Loredana, J. Roncali, D. Zaniboni, V. Mapelli, E. Ceretti ve U. Gelatti. “Children and Digital Devices: A Survey On Risk Perception and Use”. European Journal of Public Health. 29/4 (2019): 185-101.
• Cruz-Jesus, Frederico, María Rosalía Vicente, Fernando Bacao ve Tiago Oliveira. “The Education-Related Digital Divide: An Analysis for the EU-28”. Computers in Human Behavior. 56 (2016): 72-82.
• Dehue, Francine, Catherine Bolman ve Trijntje Völlink. “Cyberbullying: Youngsters' Experiences and Parental Perception”. CyberPsychology & Behavior. 11/ 2 (2008): 217-223.
• Demirer, Veysel ve Cemal Hakan Dikmen. “Öğretmenlerin FATİH Projesine Yönelik Görüşlerinin Teknolojik Pedagojik Alan Bilgisi Bağlamında İncelenmesi”. İlköğretim Online. 17/1 (2018): 26-46. https://core.ac.uk/download/pdf/230034853.pdf (erişim 16.06.2020).
• Erdoğan, İrfan. Milli Eğitime Dair. Ankara: Nobel, 2014.
• Eshet, Yoram. “Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era”. Journal of Educational Multimedia and Hypermedia. 13/1 (2004): 93-106.
• Fujioka, Yuki ve Erica Weintraub Austin. “The Relationship of Family Communication Patterns to Parental Mediation Styles”. Communication Research. 29/6 (2002): 642-665.
• Greenfield, Susan. Mind Change: How Digital Technologies are Leaving Their Mark on Our Brains. NewYork: Random House Incorporated, 2015.
• Helsper, Ellen Johanna ve Rebecca Eynon. “Digital Natives: Where is the Evidence?”. British Educational Research Journal. 36/3 (2010): 503-520.
• Hutton, John S., Li Lin, Rachel Gruber, Jennifer Berndsen, Thomas DeWitt, Judith B. Van Ginkel ve Robert T. Ammerman. “Shared Reading and Television Across the Perinatal Period in Low-SES Households”. Clinical Pediatrics. 57/8 (2018): 904-912.
• Johannesen, Monica, Leikny Øgrim ve Tonje Hilde Giæver. “Notion in Motion: Teachers’ Digital Competence”. Nordic Journal of Digital Literacy. 9/04 (2014): 300-312.
• Kabali, H. K., Irigoyen, M.M., Nunez-Davis, R., Budacki, J.G., Mohanty, S.H., Leister, K.P. ve Bonner, R.L. “Exposure and Use of Mobile Media Devices by Young Children”. Pediatrics. 136/ 6 (2015): 1044-1050.
• Kirschner, Paul A. ve Pedro De Bruyckere. “The Myths of the Digital Native and the Multitasker”. Teaching and Teacher Education. 67 (2017): 135-142.
• Király, Orsolya, Marc N. Potenza, Dan J. Stein, Daniel L. King, David C. Hodgins, John B. Saunders, Mark D. Griffiths vd. “Preventing Problematic Internet Use During the COVID-19 Pandemic: Consensus Guidance”. Comprehensive Psychiatry, 100 (2020): 152180. https://doi.org/10.1016/j.comppsych.2020.
152180. (erişim 10.09.2020).
• Kumpulainen, Kristiina ve Julia Gillen. “Young Children’s Digital Literacy Practices in the Home: A Review of the Literature”. Cost Action ISI1410 DigiLitEY. 20/3 (2017): 472-499. http://digilitey.eu/wp-content/uploads/2018/02/WG-1-Lit-Review-04-12-17.pdf (erişim 15.08.2020).
• Lauricella, Alexis R., Ellen Wartella ve Victoria J. Rideout. “Young Children's Screen Time: The Complex Role of Parent and Child Factors”. Journal of Applied Developmental Psychology. 36 (2015): 11-17.
• Leigh, Disney, Emma Connelly ve Bethany Waterhouse. “Digital Literacy-Teacher and Parent Conversations”. Practical Literacy: The Early and Primary Years. 22/3 (2017): 13-15.
• Livingstone, Sonia. “Erasmus Medal Lecture 2018 AE GM Barcelona: Realizing Children’s Rights in Relation to the Digital Environment”. European Review. 28 (2020): 1-14. http://eprints.lse.ac.uk/103563/ (erişim 17.09.2020).
• Livingstone, Sonia, Kjartan Ólafsson, Ellen J. Helsper, Francisco Lupiáñez-Villanueva, Giuseppe A. Veltri ve Frans Folkvord “Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation”. Journal of Communication. 67/1 (2017): 82-105.
• Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S. ve Lagae, K. “How Parents of Young Children Manage Digital Devices at Home: The Role of Income, Education and Parental Style”. EUKidsOnline. London: LSE, 2015. https://eprints.lse.ac.uk/63378/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_EU%20Kids%20Online_EU_Kids_Online_How%20parents%20manage%20digital%20devices_2016.pdf. (erişim 08.09.2018).
• Madeleine J. George, Michael A. Russell, Joy R. Piontak ve Candice L. Odgers. “Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms”. Child Development. 89/1 (2018): 78-88.
• Merton, Robert K. “The Matthew Effect in Science: The Reward and Communication Systems of Science are Considered”. Science. 159/3810 (1968): 56-63.
• Moore, Sarah A., Guy Faulkner, Ryan E. Rhodes, Mariana Brussoni, Tala Chulak-Bozzer, Leah J. Ferguson, Raktim Mitra vd. “Impact of the COVID-19 Virus Outbreak on Movement and Play Behaviours of Canadian Children and Youth: A National Survey”. International Journal of Behavioral Nutrition and Physical Activity. 17/1 (2020): 1-11.
• Nikken, Peter ve Suzanna J. Opree. “Guiding Young Children’s Digital Media Use: SES-Differences in Mediation Concerns and Competence”. Journal of Child and Family Studies. 27/6 (2018): 1844-1857.
• Ofcom. “Children and Parents: Media Use and Attitudes Report 2018”. Erişim 12 Temmuz, 2020. https://www.ofcom.org.uk/__data/assets/pdf_file/0023/190616/children-media-use-attitudes-2019-report.pdf.
• Olsson, Tobias, Ulli Samuelsson ve Dino Viscovi. “At Risk of Exclusion? Degrees of ICT Access and Literacy Among Senior Citizens”. Information, Communication & Society. 22/1 (2019): 55-72.
• Prensky, Marc. “Digital Natives, Digital Immigrants”. On the Horizon. 9/5 (2001):1-6. https://www.marcprensky.com/writing/Prensky%20-%20Digital%20
Natives,%20Digital%20Immigrants%20-%20Part1.pdf. (erişim 15.08.2020).
• Roser, Max, Hannah Ritchie ve Esteban Ortiz-Ospina. “Internet”. (2015). Erişim 10 Eylül, 2020. https://ourworldindata.org/internet.
• Radyo Televizyon Üst Kurulu. “Medya Okuryazarlığı Araştırması”. (2016). Erişim 2 Aralık, 2020. https://www.medyaokuryazarligi.gov.tr/userfiles/files/
Medya%20Okuryazarligi%20Arastirmasi%202015(1).pdf.
• Scheerder, Anique, Alexander van Deursen ve Jan van Dijk. “Determinants of Internet Skills, Uses and Outcomes. A Systematic Review of the Second-and Third-Level Digital Divide”. Telematics and Informatics. 34/8 (2017): 1607-1624.
• Selwyn, Neil. Education and Technology: Key Issues and Debates. London: Bloomsbury Publishing. 2016.
• Selwyn, Neil. “The Digital Native–Myth and Reality”. Aslib Proceedings: New Information Perspectives. 61/4 (2009): 364-379.
• Siibak, Andra ve Elyna Nevski. “Older Siblings as Mediators of Infants’ and Toddlers’(Digital) Media Use”. The Routledge Handbook of Digital Literacies in Early Childhood. Der., Ola Erstad, Rosie Flewitt, Bettina Kümmrling-Meibauer ve Iris Susana Pires Pereira, NewYork: Routledge. 2019: 123-133.
• Sjöberg, Mats, Hung-Han Chen, Patrik Floréen, Markus Koskela, Kai Kuikkaniemi, Tuukka Lehtiniemi ve Jaakko Peltonen. “Digital Me: Controlling and Making Sense of My Digital Footprint”. International Workshop on Symbiotic Interaction. Der., Luciano Gamberini vd., Cham: Springer. 2016: 155-167.
• Smahelova, Martina, Dana Juhová, Ivo Cermak ve David Smahel. “Mediation of Young Children’s Digital Technology Use: The Parents’ Perspective”. Cyberpsychology: Journal of Psychosocial Research on Cyberspace. 11/3 (2017). https://cyberpsychology.eu/article/view/8561/7732 (erişim 05.01.2018).
• Tsui, Lokman. “The Panopticon as the Antithesis of a Space of Freedom: Control and Regulation of the Internet in China”. China Information. 17/2 (2003): 65-82.
• Türkiye İstatistik Kurumu. “Hanehalkı Bilişim Teknolojileri (BT) Kullanım Araştırması 2020”. Erişim 30 Kasım, 2020. https://data.tuik.gov.tr/
Bulten/Index?p=Hanehalki-Bilisim-Teknolojileri-(BT)-Kullanim-Arastirma
si-2020-33679.
• Van Deursen, Alexander ve Jan Van Dijk. “The First-Level Digital Divide Shifts from Inequalities in Physical Access to Inequalities in Material Access”. New Media & Society. 21/2 (2019): 354-375.
• Van Dijk, Jan. “Digital Divide Research, Achievements and Shortcomings”. Poetics. 34 (2006): 221-235.
• We are Social. “Digital 2020: Turkey”. Erişim 30 Kasım, 2020. https://datareportal.com/reports/digital-2020-turkey.
• Wentz, Reinhard. “Visibility of Research: FUTON Bias”. The Lancet. 360/9341 (2002): 1256.
• Yaman, Fatih, Onur Dönmez, Zeynep Çoban ve Hatice Ferhan Odabaşı. “Okul Rehber Öğretmenleri Gözünden İlköğretim Öğrencilerinin Karşılaştıkları Çevrimiçi Riskler”. Turkish Online Journal of Qualitative Inquiry (TOJQI). 8/4 (2017): 415-427.
• Yılmaz, Eray, Levent Yusuf Şahin ve Davut Kodaş. “Öğretmenlerin Dijital Veri Güvenliği Farkındalığı”. Sakarya University Journal of Education. 6/2 (2016): 26-45.
• Zuboff, S. “Big Other: Surveillance Capitalism and the Prospects of an Information Civilization”. Journal of Information Technology. 30/1 (2015): 75-89.
• I. Türkiye Çocuk ve Medya Kongresi İstanbul, 14-15 Kasım 2013. “I. Türkiye Çocuk ve Medya Stratejisi ve Uygulama Planı 2014-2018 Strateji Belgesi Birinci Taslağı”. Erişim, 28 Kasım, 2020. http://cocukvakfi.org.tr/wp-content/dosya/11k.pdf.