İlkokul Öğretmenlerinin Bitişik Eğik Yazı ve Dik Temel Harflerin Kullanımına İlişkin Görüşlerinin Değerlendirilmesi

Çakır, Ogün; Arslan, Gülsen Aslantaş; Doğan, Midrabi

doi:10.24106/kefdergi.2140

Cited by 11 publications

(8 citation statements)

References 5 publications

(1 reference statement)

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“…This study provides detailed knowledge about the preferences of children with special needs regarding on digital games. When the literature was examined, many studies on children with typical development and their parents were found (Eryol, 2023;Ferguson, 2015;İnce, 2022;Jones, 2014;Lemmens et al, 2011;Mercan-Uzun et al, 2023;Smith, 2010;Sönmez & Sönmez, 2023;Swing et al, 2010;Toran et al, 2016;Üstündağ, 2019). However, studies investigating the effects of digital games on children with special needs are quite limited.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Determining the Opinions of Parents with Children with Special Needs on Digital Games

Deniz,

Gürgör Kılıç

2024

YED

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With the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Determining the Opinions of Parents with Children with Special Needs on Digital Games

Deniz,

Gürgör Kılıç

2024

YED

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“…According to research done in Turkey, primary school teachers do not feel that they are at a suitable level of professional competence or ability to teach kids this skill. It is advised that entrepreneurial courses be taught through undergraduate and graduate education programs (Akyürek & Şahin, 2013;Berk, 2009) in order to improve this competence in faculties of education. 21.…”

Section: Discussionmentioning

confidence: 99%

An Analysıs Of 21st-Century Skılls Knowledge And Experıences Of Prımary School Teachers

Sezginsoy Şeker

2023

Int. J. of Cont. Edu. Res.

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21st century skills can be considered as a tool to facilitate students' lives and prepare them for the world of the future. In this context, teachers' knowledge and experience of 21st century skills will be effective in solving possible problems that students will experience, and in turning them into a socially accepted, active, questioning, self-sufficient, well-equipped, determined, harmonious, social, qualified individual. In this study, phenomenological research design, one of the qualitative research methods, was used. The study group of the research consisted of 26 primary school teachers working in Balıkesir. In the study, criterion sampling and maximum variation sampling method, which are purposive sampling methods, were used. In the 4th Grade Social Studies course, teachers' experiences regarding how 21st century skills are perceived by teachers and how they are reflected in the program were collected by interview method. Content analysis was used in the analysis of the qualitative data obtained from the interviews. In this study, interview questions were evaluated under 3 different skill groups. Among the findings of the study, teachers see themselves as inadequate in "entrepreneurship" and "project management" and in parallel, they place less place in activities for the development of these skills in students in the social studies program, they mostly find themselves in "Empathy", "Lifelong learning", "Problem Solving and Decision". However, they mentioned the inadequacy of today's education system in acquiring skills because the curriculum is intense, resources or textbooks do not support skill-based activities, and our assessment-evaluation approach is exam-oriented.

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“…Parents are perceived as intermediaries in their children's interaction with digital technologies (Plowman et al, 2012). Children are drawn to utilising digital tools as a result of seeing people using them in their daily lives (Toran et al, 2016). This is understandable because children are skilled observers.…”

Section: Theoretical Frameworkepígrafementioning

confidence: 99%

Parental Views on Digital Device Use of Primary School Students

Kuru,

Eryaman

2024

RITIE

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This research aims to examine parents' views on their primary school-aged children's use of digital devices. The study was designed in a descriptive phenomenology pattern. Thus, the data in the research were collected through semi-structured interviews, which is one of the qualitative research methods. As a result of the analysis, three main categories were created: “Parental Views on Digital Device Use, Parental Mediation in Digital Device Use, and Parental Awareness of Digital Device Use”. The results drew attention to the fact that parents control the time their children spend with digital devices, as well as the need for time limitation and supervision in the digital media. Additionally, the results revealed that the parents allow their children to visit websites that they believe are safe to spend time on digital devices for learning purposes. The findings of this study are anticipated to alert parents of primary school-aged children to the importance of giving their children quality time on digital media while keeping them safe.

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İlkokul Öğretmenlerinin Bitişik Eğik Yazı ve Dik Temel Harflerin Kullanımına İlişkin Görüşlerinin Değerlendirilmesi

Cited by 11 publications

References 5 publications

Determining the Opinions of Parents with Children with Special Needs on Digital Games

Determining the Opinions of Parents with Children with Special Needs on Digital Games

An Analysıs Of 21st-Century Skılls Knowledge And Experıences Of Prımary School Teachers

Parental Views on Digital Device Use of Primary School Students

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