Açık öğretim ortaokulu öğrencilerinin teknoloji okuryazarlığı durumu
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Date
2021
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Eğitim Bilimleri Enstitüsü
Abstract
The content of literacy, which is built as a society, continuously changes in the context of the changing needs of the society within cultural practices. Recent rapid advances in technology have resulted in similarly rapid changes in literacy and literate individuals and the fact that these two phenomena are now associated with the concept of technology. Today, technology greatly influences the way we live and work. Independent from the social, cultural and economical backgrounds of individuals, they need to attain basic skills and proficiency regarding technology and become technologically literate in order to adapt to a life filled with technology, to exist in society, to improve themselves and to prosper by making use of existing opportunities. It is essential that people with a disadvantageous status in society are technologically literate so that they can avoid inequality arising from technology along with the destructive effects of already existing inequalities. This study has been conducted with the aim of determining the level of technology literacy among adult students of Open Middle School, aged 18 and above. The cognitive aspect of technology literacy has not been included in the research. The nature of the research, which has been conducted by making use of survey model, is comprised of registered students, aged 18 and above, in Open Middle School. The data used in the study has been obtained through a questionnaire which has been devised by the researcher and which includes questions aimed at determining the demographical characteristics of the students and their habits regarding reading, the use of traditional media and new technologies. During the analysis of the data, the frequency and percent value that belong to each answer have been tabulated and the gender and age correlations of these and their relevance have been evaluated with the use of chi-square test. In conclusion, it has been found out that the ownership of computer and internet technology and the rates of technology literacy are limited among the students. Even the students who claim to be competent computer and internet users actually have very basic skills. The technological awareness of the students is limited to tools and equipments used around the house in line with their needs. Accordingly, their perception of technology is at a very basic level as well. Almost all the students in the study own a cellphone. The rates of the use of cellphone functions which require relatively medium and high level technology skills are low. This situation, which is applicable for all the mentioned technologies, points to limited problem-solving skills in a technological realm and not being a functional technology user. It is not possible to talk about technology literacy in its common definition among the students who have poor access to technology and a lack of ability to use it. Based on above-mentioned facts, it can be stated that the students, who are already at a disadvantage due to being insufficiently educated, suffer from the reemergence and the increasing continuation of their exisiting disadvantageous circumstances, which results from inadequacies in their access to and use of technology.
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Yaşam boyu öğrenme, Yetişkin eğitimi, Teknoloji okuryazarlığı, Dijital bölünme