Şahin Gökçearslan

Modelling smartphone addiction

The present study investigates the roles of smartphone usage, self-regulation, general self-efficacy and cyberloafing in smartphone addiction. We conducted an online survey which received responses from 598 participants attending a public university in Ankara, Turkey. The results showed that both the duration of smartphone usage and cyberloafing positively affected smartphone addiction. The effect of self-regulation on smartphone addiction was negative and significant. In addition, neither self-regulation nor general self-efficacy had an effect on cyberloafing. Research results are discussed within the context of the effect of smartphone addiction on learning environments and individuals. Predictors of smartphone addiction were modelled.The smartphone usage positively affected smartphone addiction.Cyberloafing positively affected smartphone addiction.Self-regulation negatively affected smartphone addiction.Neither self-regulation nor general self-efficacy had an effect on cyberloafing.

Preservice Teachers’ Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their “individual innovativeness” can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that “individual innovativeness” was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.

Bilişim suçları ve etik

Endustrinin tum alanlarinda hizli bir degisim yasanmakta ve ogretmen, gerek alan gerekse ogretmenlik meslek bilgisi konularinda daha iyi yetismeye gereksinim duymaktadir. Bes on yilda bir, her alan, konusunda bir evrim gecirmektedir. Bu nedenle, mesleki / teknik ogretmenler hem teknolojik degisim hem de sosyal ve kulturel evrim konularinda becerilerini surekli olarak gelistirmeli ve bu degisimi siniflarina yansitabilmelidirler. Ozellikle meslek,ogretim ve sosyopolitik gorus acilarindan ogretmenlerin daha ileri duzeyde egitilmeleri gerekli gorulmektedir (Weete, 1986).