Investigating Primary School Education Department Faculties’ Perceived Online Risks For Children

Yıl 2015, Cilt: 16 Sayı: 2, 459 - 479, 31.12.2015

Onur Dönmez , H. Ferhan Odabaşı

https://doi.org/10.12984/eed.08479

Cited By: 1

Öz

The aim of the current study was to investigate faculties’ perceived online risks pertaining to children with regard to gender, risk experience and having trained on safe İnternet use variables. Participants of the study were 116 faculties working at primary school education departments of 19 Turkish state universities. Data were collected through Perceived Online Risks Scale for Children. The scale proved reliable within faculty context. Results suggest that faculties represent high perceived risks and their perceptions differ in terms of risk themes. However, faculties’ risk perceptions did not differ in terms of gender, education and risk experience variables. Findings were discussed along perceived risk literature. Suggestions for further research were presented.

Anahtar Kelimeler

Children, faculty, perceived risk, primary school education

Sınıf Öğretmenliği Bölümü Öğretim Elemanlarının Çocuklara Yönelik Çevrimiçi Risklere İlişkin Algılarının İncelenmesi

Öz

Bu çalışmanın amacı sınıf öğretmenliği bölümlerinde görev yapmakta olan öğretim elemanlarının, çocukların karşılaştığı çevrimiçi risklere yönelik algılarının, cinsiyet, güvenli İnternet kullanımı konusunda eğitim alma ve çevrimiçi risk deneyimi değişkenleri açısından incelenmesidir. Çalışmanın katılımcıları Türkiye’deki 19 devlet üniversitesinin sınıf öğretmenliği bölümlerinde görev yapmakta olan 116 öğretim elemanıdır. Çalışma verileri Çocukların Karşılaştığı Çevrimiçi Risklere Yönelik Algı Ölçeği kullanılarak toplanmıştır. Uygulamada ölçeğin yüksek güvenirlik sergilediği gözlenmiştir. Çalışma sonuçları öğretim elemanlarının risk algılarının yüksek olduğunu ve risk başlıklarına göre farklılaştığını göstermektedir. Öğretim elemanlarının risk algıları, cinsiyet, risk deneyimi ve güvenli İnternet kullanımı konusunda bir eğitim alma durumuna göre fark göstermemektedir. Bulgular, risk algısı alanyazını çerçevesinde tartışılmış ve gelecek araştırmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

Çocuk, öğretim elemanları, risk algısı, sınıf öğretmenliği

Kaynakça

• Aftab, P. 2000. The parent’s guide to protecting your children in cyberspace. New York: McGraw-Hill.
• Aslanidou, S., ve Menexes, G. (2008). Youth and the Internet: Uses and practices in the home. Computers and Education, 51(3), 1375-1391. doi: 10.1016/j.compedu.2007.12.003
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Barnett J. ve Breakwell, G.M. (2001). Risk perception and experience: Hazard personality profiles of individual differences. Risk Analysis, 21(1):171–178.
• Bartlett, J., Miller, C. (2011). Truth, lies and the internet a report into young people’s digital fluency. Demos: London
• Baumgartner, H. ve Hombur, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13, 139-161.
• Berson, I. R., Berson, M. J. ve Berson, M. J. (2002). Emerging risks of violence in the digital age: Lessons for educators from an online study of adolescent girls in the United States. Journal of School Violence, 1(2), 51-71.
• Brody, C. J. (1984). Differences by sex in support for nuclear power. Social Forces, 63(1), 209-228.
• Brown, T. (2006). Confirmatory factor analysis for applied research. Guildford Press, New York.
• Byron, T. (2008). Safer children in a digital world: The report of the byron review. London: Department for Children, Schools and Families, and the Department for Culture, Media and Sport.
• Chang, C. (2010). Internet Safety Survey: Who Will Protect the Children. Berkeley Tech. LJ, 25, 501.
• Creswell, J. (2009). Research design : Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
• Damasio, A. R. (2008). Descartes' error: Emotion, reason and the human brain. Random House.
• Dowling, G. R. (1986). Perceived risk: The concept and its measurement. Psychology & Marketing, 3(3), 193-210.
• Dönmez, O. (2015). Sınıf öğretmeni adaylarının çocukların karşılaştığı çevrimiçi risklere yönelik algılarının çeşitli değişkenler açısından incelenmesi. (Yayınlanmamış doktora tezi). Eğitim Bilimleri Enstitüsü, Anadolu Üniversitesi, Eskişehir.
• Duerager, A. ve Livingstone, S. (2012). How can parents support children’s internet safety? EU Kids Online, London, UK.
• Eurobarometer (2008). Towards a safer use of the internet for children in the EU – a parents’ perspective. Flash Eurobarometer No: 248. Hungary: The Gallup Organisation
• Field, A. (2009). Discovering statistics using SPSS. Sage publications.
• Flynn, J., Slovic, P. ve Mertz, C. K. (1994). Gender, race, and perception of environmental health risks. Risk Analysis, 14(6), 1101-1108.
• Finucane, M. L., Slovic, P., Mertz, C. K., Flynn, J. ve Satterfield, T. A. (2000). Gender, race, and perceived risk: The 'white male' effect. Health. Risk & Society, 2(2), 159-172.
• Fischhoff, B., Slovic, P., Lichtenstein, S., Read, S. ve Combs, B. (1978). How safe is safe enough? A psychometric study of attitudes towards technological risks and benefits. Policy Sciences, 9(2), 127-152.
• Fischhoff, B., Watson, S. R. ve Hope, C. (1984). Defining risk. Policy Sciences, 17(2), 123-139.
• Fraenkel, J., Wallen, N. ve Hyun, H. (2011). How to design and evaluate research in education (8. baskı). New York: McGraw-Hill Humanities/Social Sciences/Languages.
• Garbarino, E. ve Strahilevitz, M. (2004). Gender differences in the perceived risk of buying online and the effects of receiving a site recommendation. Journal of Business Research, 57(7), 768-775.
• Gasser, U., Maclay, C. M., ve Palfrey, J. G., Jr. (2010). Working Towards a Deeper Understanding of Digital Safety for Children and Young People in Developing Nations. Berkman Center Research Publication No. 2010-7.
• Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
• Hasebrink, U., Livingstone, S., Haddon, L. (2008) Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. London: EU Kids Online (Deliverable D3.2).
• Hasebrink, U., Livingstone, S., Haddon, L., ve Olafsson, K. (2009). Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. London: EU Kids Online: LSE.
• Henwood, K., Pidgeon, N. ve Parkhill, K. (2014) Explaining the ‘gender-risk effect’ in risk perception research: a qualitative secondary analysis study. / Explicando el ‘efecto género-riesgo’ en la investigación de la percepción del riesgo: un estudio cualitativo de análisis secundario. Psyecology, 5(2-3), 167-213
• Ho, M-C., Shaw, D., Lin, S., Chiu Y-C. (2008). How do disaster characteristics influence risk perception? Risk Analysis, 28(3), 635-643.
• Holloway,D., Green, L. ve Livingstone, S. (2013). Zero to eight. Young children and their internet use. LSE, London: EU Kids Online.
• Howard, S. K. (2011). Affect and acceptability: exploring teachers’ technology-related risk perceptions. Educational Media International, 48(4), 261-272.
• Howard, S. K. (2013). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357-372.
• Hu, L. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 1-55.
• I.S.T.E. (2008). ISTE standarts for teachers. 13.10.2015 tarihinde http://www.iste.org/standards/ISTE-standards/standards-for-teachers adresinden elde edilri.
• Kasperson, R. E., Berk, G., Pijawka, D., Sharaf, A. B. ve Wood, J. (1980). Public opposition to nuclear energy: Retrospect and prospect. Science, Technology, and Human Values, 5(31) 11-23.
• Kaşıkçı, D. N., Çağıltay, K., Karakuş, T., Kurşun, E., ve Ogan, C. (2014). Türkiye ve Avrupa'daki Çocukların İnternet Alışkanlıkları ve Güvenli İnternet Kullanımı. Education & Science/Egitim ve Bilim, 39(171), 230-243.
• Keser, H. ve Kavuk, M. (2014). Okulda siber zorbalık farkındalık anketinin geliştirilmesi. Kastamonu Eğitim Dergisi, 23(1), 17-30.
• Klem, L. (2000). Structural equation modeling. In L. Grimm & P. Yarnold (Eds.), Reading and understanding multivariate statistics (Vol. II). Washington, DC: American Psychological Association.
• Kline, R. B. (2005). Principles and practice of structural equation modeling (2. Baskı). Guilford Press, New York.
• Knuth, D., Kehl, D., Hulse, L. ve Schmidt, S. (2014). Risk Perception, Experience, and Objective Risk: A Cross‐National Study with European Emergency Survivors. Risk Analysis, 34(7), 1286-1298.
• LaRose, R., Rifon, N. J., & Enbody, R. (2008). Promoting personal responsibility for internet safety. Communications of the ACM, 51(3), 71-76.
• Linden, S. (2014). On the relationship between personal experience, affect and risk perception: The case of climate change. European Journal of Social Psychology, 44(5), 430-440.
• Livingstone, S. ve Magdalena. A. B. (2005). UK Children Go Online : final report of key project findings (Vol. 6). London, UK: London School of Economics and Political Science.
• Livingstone, S., Haddon, L., Görzig, A., ve Olafsson, K. (2011). EU Kids Online Final Report. London: EU Kids Online: LSE.
• Livingstone, S., Haddon, L., Görzig, A. ve Olafsson, K. (2011b) Risks and safety on the internet: the perspective of European children: full findings and policy implications from the EU Kids Online survey of 9-16 year olds and their parents in 25 countries. EU Kids Online, Deliverable D4. EU Kids Online Network, London, UK.
• Livingstone, S., Davidson, J., Bryce, J., Hargrave, A. M. & Grove-Hills, J. (2012) Children's online activities: risks and safety: the UK evidence base. UK Council for Child Internet Safety (UKCCIS). 44 p.
• Livingstone, S., Kirwil, L., Ponte, C., & Staksrud, E. (2014). In their own words: What bothers children online? European Journal of Communication, 29(3), 271-288.
• McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological methods, 7(1), 64.
• MEB (2013a). Öğretmenlik Mesleği Genel Yeterlilikleri. http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/%C3%96%C4%9Fretmen_Yeterlikleri_Kitab%C4%B1_genel_yeterlikler_par%C3%A7a_2.pdf adresinden elde edilmiştir.
• MEB (2013b). Sınıf öğretmeni Özel Alan Yeterlilikleri. http://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/%C3%96%C4%9Fretmen_Yeterlikleri_Kitab%C4%B1_s%C4%B1n%C4%B1f_%C3%B6%C4%9Fretmenli%C4%9Fi_alan_yeterlikleri_ilk%C3%B6%C4%9Fretim_par%C3%A7a_11.pdf adresinden elde edilmiştir.
• Morgan, M. G. (1990). Probing the question of technology-induced risk. Glickman, T. S. ve Gough, M (Ed.) Readings in Risk içinde (ss 5 – 15). Washington, D.C. Baltimore: Resources for the Future Distributed by the Johns Hopkins University Press.
• Nordgren, L. F., Van Der Pligt, J. ve Van Harreveld, F. (2007). Unpacking perceived control in risk perception: The mediating role of anticipated regret. Journal of Behavioral Decision Making, 20(5), 533-544.
• OECD (2011). The protection of children online: Risks faced by children online and policies to protect them. OECD Digital Economy Papers, No. 179, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/5kgcjf71pl28-en
• Palfrey, J. G. ve Gasser, U. (2013). Born digital : understanding the first generation of digital natives. New York: Basic Books
• Pligt, J. (1998). Perceived risk and vulnerability as predictors of precautionary behaviour. British Journal of Health Psychology, 3(1), 1-14.
• Poftak, A. (2002). Net-wise teens: Safety, ethics, and innovations. Technology & Learning, 22(1), 36−45.
• Rimal, R. N. ve Real, K. (2003). Perceived risk and efficacy beliefs as motivators of change: Use of the risk perception attitude framework to understand health behaviors. Human Communication Research, 29(3), 370 – 399.
• RTÜK [Radyo ve Televizyon Üst Kurulu] (2013). 1. Türkiye çocuk ve medya kongresi Türkiye’de çocukların medya kullanma alışkanlıkları araştırması. İstanbul: Çocuk Vakfı Yayınları.
• Sjöberg, L. (1999). Consequences of perceived risk: Demand for mitigation. Journal of Risk Research, 2(2), 129-149.
• Sjöberg, L. (2000). Factors in risk perception. Risk analysis, 20(1), 1-12.
• Slovic, P. (1987). Perception of risk. Science, 236, 280–285.
• Slovic, P., Finucane, M. L., Peters, E. ve MacGregor, D. G. (2004). Risk as analysis and risk as feelings: Some thoughts about affect, reason, risk, and rationality. Risk Analysis, 24(2), 311-322.
• Sproull, L., ve Kiesler, S. (1986). Reducing Social Context Cues: Electronic Mail in Organizational Communications. Management Science, 32(11), 1492-1512.
• Starr, C. (1969). Social benefit versus technological risk. Glickman, T. S. ve Gough, M (Ed.) Readings in Risk içinde (ss 183 – 194). Washington, D.C. Baltimore: Resources for the Future Distributed by the Johns Hopkins University Press.
• Stern, P. C., Dietz, T. ve Kalof, L. (1993). Value orientations, gender, and environmental concern. Environment and Behavior, 25(5), 322-348.
• Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3(6), 49-74.
• Terpstra T. (2011). Emotions, trust, and perceived risk: Affective and cognitive routes to flood preparedness behavior. Risk Analysis, 31(10):1658–1675.
• TÜİK (2013). 06-15 Yaş Grubu Çocuklarda Bilişim Teknolojileri Kullanımı Ve Medya, 2013 araştırması. Haber bülteni, sayı 15866 http://www.tuik.gov.tr/PreHaberBultenleri.do?id=15866 adresinden elde erişilmiştir.
• Tynes, B. M. (2007). Internet Safety Gone Wild? Journal of Adolescent Research, 22(6), 575-584. doi: 10.1177/0743558407303979
• UNESCO (2003). The workshop on the development of guideline on teacher training in ICT integration and standards for competency in ICT. Bangkok: UNESCO-Asia.
• Valcke, M., Bonte, S., De Wever, B., ve Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464. doi: 10.1016/j.compedu.2010.02.009
• Valcke, M., De Wever, B., Van Keer, H. ve Schellens, T. (2011). Long-term study of safe Internet use of young children. Computers & Education, 57(1), 1292-1305. doi: DOI 10.1016/j.compedu.2011.01.010
• Walrave, M. (2011). Cyberttens @ risk? Opportunities and risks of teens' ICT use analyzed. http://www.e-privacy.be/TIRO-summary.pdf adresinden elde edilmiştir.
• Ybarra, M. L., Mitchell, K. J., Wolak, J. ve Finkelhor, D. (2006). Examining characteristics and associated distress related to Internet harassment: Findings from the Second Youth Internet Safety Survey. Pediatrics, 118(4), e1169-e1177.
• Yim, M. S., ve Vaganov, P. A. (2003). Effects of education on nuclear risk perception and attitude: theory. Progress in Nuclear Energy, 42(2), 221-235.