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Yıl 2023, Cilt: 10 Sayı: 5, 248 - 263, 01.09.2023

Emrah Akman Önder İdil Recep Çakır

https://doi.org/10.17275/per.23.85.10.5

Öz

Kaynakça

  • Acar, Ç. (2015). Parent opinions about their own digital literacy and their primary, secondary and high school children [Unpublished master’s thesis]. Institute of Education Sciences, Ankara University, Turkey.
  • Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25, 2393–2414. Doi: 10.1007/s10639-020-10201-8
  • Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies. Doi: 10.1007/s10639-021-10832-5
  • Barnes, R., & Potter, A. (2020). Sharenting and parents’ digital literacy: An agenda for future research. Communication Research and Practice, 1–15. Doi: 10.1080/22041451.2020.1847819
  • Benedetto, L., & Ingrassia, M. (2020). Digital parenting: Raising and protecting children in media world. In L. Benedetto, & M. Ingrassia (Eds.), Parenting - Studies by an Ecocultural and Transactional Perspective. IntechOpen. Doi: 10.5772/intechopen.92579
  • Bennett, E. (2014). Learning from the early adopters: Developing the digital practitioner. Research in Learning Technology, 22, 21453. Doi: 10.3402/rlt.v22.21453
  • Canbek, G., & Sağıroğlu, Ş. (2006). A review on information, information security and security processes. Journal of Polytechnic, 9(3), 165-174. https://dergipark.org.tr/en/pub/politeknik/issue/33021/367110
  • Chou, C., Chan, P. S., & Wu, H.C. (2007). Using a two-tier test to assess students’ understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 1072-84. Doi: 10.1111/j.1467-8535.2006.00695.x
  • Ciboci, L., & Labaš, D. (2019). Digital media literacy, school and contemporary parenting. Medijske studije, 10(19), 83-101. Doi: 10.20901/ms.10.19.5
  • Covello, S. (2010). A review of digital literacy assessment instruments. Syracuse University School of Education/IDD & E, IDE-712: Analysis for Human Performance Technology Decisions. http://www.apescience.com/id/fulltext/research-on-digital-literacy-assessment-instruments
  • Covert, Q., Steinhagen, D., Francis, M., & Streff, K. (2020, January). Towards a triad for data privacy. In Proceedings of the 53rd Hawaii International Conference on System Sciences. https://scholarspace.manoa.hawaii.edu/bitstream/10125/64277/0433.pdf
  • de Vaus, D. (1990). Surveys in Social Research. London: Unwin Hyman.
  • Dönmez, G. (2019). Investigation of the relationship between information security awareness and digital literacy of high school students [Unpublished master’s thesis]. Institute of Education Sciences, Hacettepe University, Turkey.
  • Durak, A., & Kaygin, H. (2020). Parental mediation of young children’s internet use: Adaptation of parental mediation scale and review of parental mediation based on the demographic variables and digital data security awareness. Education and Information Technologies, 25, 2275–2296. Doi: 10.1007/s10639-019-10079-1
  • Göldağ, B. (2021). Investigation of the relationship between digital literacy levels and digital data security awareness levels of university students. e-International Journal of Educational Research, 12(3), 82-100. Doi: 10.19160/e-ijer.950635
  • Gül Ünlü, D. (2020). Digital parenting and mobile applications: A review on the mobile application usage practices of digital parents. Journal of Communication Theory & Research, (50), 56-73. https://dergipark.org.tr/en/download/article-file/1222148
  • Hamutoğlu, N. B., Canan Güngören, Ö., Kaya Uyanık, G., & Gür Erdoğan, D. (2017). Adapting Digital Literacy Scale into Turkish. Ege Journal of Education, 18(1), 408-429. Doi: 10.12984/egeefd.295306
  • Hoghughi, M. (1997). Parenting at the margins: some consequences of inequality, in K.N. Dwivedi (ed.) Enhancing Parenting Skills. A Guide Book for Professionals Working with Parents, Chichester: Wiley.
  • Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. Doi: 10.1007/s11528-011-0510-z
  • İnan-Kaya, G., Mutlu-Bayraktar, D., & Yılmaz, Ö. (2018). Digital parenting attitude scale: validity and reliability study. Mehmet Akif Ersoy University Journal of Education Faculty, (46), 149-173. Doi: 10.21764/maeuefd.390626.
  • Jones, D. (2001). The assessment of parental capacity, in J. Horwath (ed.) The Child’s World:Assessing Children in Need, London: Jessica Kingsley.
  • Kabakçı-Yurdakul, İ., Dönmez, O., Yaman, F., & Odabaşı, H. F. (2013). Digital parenting and changing roles. Gaziantep University Journal of Social Sciences, 12(4), 883-896. https://dergipark.org.tr/en/pub/jss/issue/24231/256855
  • Kajee, L. (2016). Digital literacy: A critical framework for digital literacy practices in classrooms. EDULEARN16 Proceedings. Doi: 10.21125/edulearn.
  • Karaarslan, E. (2013). A preliminary study on using network simulation and network testbeds for cyber security experiments. TBV Journal of Computer Science and Engineering, 6(1). https://dergipark.org.tr/en/download/article-file/207215
  • Karasu, M., & Arıkan, Y. D. (2016). Investigation of relationship between habits of using social media and media literacy levels of teacher candidates. Ege Journal of Education, 17(2), 549-566. Doi: 10.12984/egeefd.280757
  • Kinzer, C. K. (2010). Considering literacy and policy in the context of digital environments. Language Arts, 88(1), 51-61.
  • Kubiatko, M., Usak, M., Yılmaz, K., & Tasar, M. F. (2010). A cross-national study of Czech and Turkish university students' attitudes towards ICT used in science subjects. Journal of Baltic Science Education, 9(2), 119-134. http://www.scientiasocialis.lt/jbse/files/pdf/vol9/119-134.Kubiatko_Vol.9_No.2.pdf
  • Lauricella, A. R., Wartella, E. A., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11-17. Doi: 10.1016/j.appdev.2014.12.001
  • List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146-158. Doi: 10.1016/j.compedu.2019.03.009
  • Maden, S., Maden, A., & Banaz, E. (2018). The evaluation of 5th grade Turkish course books within the context of digital literacy. The Journal of International Social Research, 11(55), 685-698. Doi: 10.17719/jisr.20185537239
  • Manap, A., & Durmuş, E. (2020). Development of digital parental awareness scale. İnönü University Journal of the Faculty of Education, 21(2), 978-993. Doi: 10.17679/inuefd.711101
  • Mark, L. K., & Nguyen, T. T. T. (2017). An invitation to internet safety and ethics: School and family collaboration. Journal of Invitational Theory and Practice, 23, 62-75. https://files.eric.ed.gov/fulltext/EJ1184559.pdf
  • McBurney, D. & White, T. (2009). Research Methods. New York, NY: Cengage Learning.
  • Mendoza, A. (2018). Preparing preservice educators to teach critical, place-based literacies. Journal of Adolescent & Adult Literacy, 61(4), 413–420. Doi: 10.1002/jaal.708
  • MoNE (2021). National Education Statistics Formal Education 2020/'21. A Publication of Official Statistics Programme. Turkish Statistical Institute.
  • Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109–122. Doi: 10.1177/0004944114523368
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. Doi: 10.1016/j.compedu.2012.04.01
  • Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. J Child Fam Stud, 24, 3423–3435. Doi: 10.1007/s10826-015-0144-4
  • Özerbaş, M. A., & Kuralbayeva, A. (2018). A review of digital literacy levels of future primary-school and secondary-school teachers in Turkey and Kazakhstan. MSKU Journal of Education, 5(1), 16-25. Doi: 10.21666/muefd.314761
  • Pihakainen P. (2006). A design theory for information security awareness [Unpublished doctoral dissertation]. Faculty of Science, University of Oulu. http://jultika.oulu.fi/files/isbn9514281144.pdf
  • Preradovic, N. M., Lesin, G., & Sagud, M. (2016). Investigating parents' attitudes towards digital technology use in early childhood: A case study from Croatia. Informatics Educ., 15, 127-146. Doi: 10.15388/INFEDU.2016.07
  • Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype Me! Socially contingent interactions help toddlers learn language. Child Development, 85(3), 956–970. Doi: 10.1111/cdev.12166
  • Selwyn N., & Odabaşı H. F. (2017). Çocuklar ve gençlerin dijital yaşamla mücadeleleri [Struggles of children and young people with digital life], H. F. Odabaşı (Editor), Dijital Yaşamda Çocuk [Child in Digital Life]. Ankara: Pegem Akademi.
  • Shalavin, C. (2018). Don’t just stay in your lane: developing digital literacies freestyle. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Open Oceans: Learning without borders. Proceedings ASCILITE 2018 Geelong (pp. 505-509).
  • Techataweewan, W., & Prasertsin, U. (2017). Development of digital literacy indicators for Thai undergraduate students using mixed method research. Kasetsart Journal of Social Sciences, 39(2), 215–221. Doi: 10.1016/j.kjss.2017.07.001
  • The Scottish Government (2015). Literature review on the impact of digital technology on learning and teaching. https://www.gov.scot/publications/literature-review-impact-digital-technology-learning-teaching/documents/
  • Tomczyk, Ł. (2019). What do teachers know about digital safety?. Computers in the Schools, 36(3), 167-187. Doi: 10.1080/07380569.2019.1642728
  • Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25, 471-486. Doi: 10.1007/s10639-019-09980-6
  • Törley, G. (2020). The level of information security awareness of first-year university students. 11th International Conference on Applied Informatics, Hungary.
  • Yaman, F. (2018). An empirical investigation of digital parenting self-efficacy among Turkish parents [Unpublished doctoral dissertation]. Institute of Education Sciences, Ankara University, Turkey.
  • Yaman, F., Kabakçı Yurdakul, I., & Dönmez, O. (2020). Dijital Vatandaşlıktan Dijital Ebeveynliğe Dönüşüm [Transformation from Digital Citizenship to Digital Parenting]. Gençlik ve Dijital Çağ 2020 [Youth and the Digital Age 2020] (Ed. Aylin Görgün Baran, Oya Hazer, M. Serhat Öztürk). Hacettepe Üniversitesi Gençlik Araştırmaları ve Uygulama Merkezi [University Youth Research and Application Center]. 165-180. Doi: 10.14527/9786053187783.02
  • Yılmaz, E. (2015). Digital data security awareness of teachers [Unpublished doctoral dissertation]. Institute of Education Sciences, Ankara University, Turkey.
  • Zin, N. A. M., Zaman, H. B., Judi, H. M., Mukti, N. A., Amin, H. M., Sahran, S., Ahmad, K., Ayob, M., Abdullah, S., & Abdullah, Z. (2000). Gender differences in computer literacy level among undergraduate students in Universiti Kebangsaan Malaysia (UKM). The Electronic Journal of Information Systems in Developing Countries, 1(1), 1–8. Doi: 10.1002/j.1681-4835.2000.tb00003.x

An Investigation into the Levels of Digital Parenting, Digital Literacy, and Digital Data Security Awareness among Parents and Teachers in Early Childhood Education

Yıl 2023, Cilt: 10 Sayı: 5, 248 - 263, 01.09.2023

Emrah Akman Önder İdil Recep Çakır

https://doi.org/10.17275/per.23.85.10.5

Öz

It is of great importance for teachers, students, and parents, who are among the main stakeholders in education, to understand concepts such as digital parenting, digital literacy, and digital information security awareness in that we live in a digital age, and it seems that we will never go back. The purpose of this research is to examine the levels of digital parenting attitudes of preschool parents, and the levels of digital literacy and digital data security awareness of preschool teachers and parents, and then to investigate whether these variables show general relationships with change. Designed as quantitative research, this is a correlational study. We recruited a total of 410 participants from preschool teachers and preschool parents. We used a personal information form, Digital Parenting Attitude Scale, Digital Literacy Scale, and Digital Data Security Awareness Scale as data collection instruments. Our results show that preschool teachers' digital literacy and digital data security awareness levels are higher than those of preschool parents. There is evidence that there was a statistically significant difference between digital literacy and digital data security awareness. Accordingly, we recommend that teachers should cooperate with parents on digital literacy and digital data security awareness. Further, school principals should make their greatest efforts to make this cooperation sustainable. Several activities should be conducted to boost digital literacy levels of both parents and students, and thereby increasing their digital data security awareness.

Anahtar Kelimeler

digital parenting attitude digital literacy digital data security awareness preschool

Kaynakça

  • Acar, Ç. (2015). Parent opinions about their own digital literacy and their primary, secondary and high school children [Unpublished master’s thesis]. Institute of Education Sciences, Ankara University, Turkey.
  • Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25, 2393–2414. Doi: 10.1007/s10639-020-10201-8
  • Audrin, C., & Audrin, B. (2022). Key factors in digital literacy in learning and education: a systematic literature review using text mining. Education and Information Technologies. Doi: 10.1007/s10639-021-10832-5
  • Barnes, R., & Potter, A. (2020). Sharenting and parents’ digital literacy: An agenda for future research. Communication Research and Practice, 1–15. Doi: 10.1080/22041451.2020.1847819
  • Benedetto, L., & Ingrassia, M. (2020). Digital parenting: Raising and protecting children in media world. In L. Benedetto, & M. Ingrassia (Eds.), Parenting - Studies by an Ecocultural and Transactional Perspective. IntechOpen. Doi: 10.5772/intechopen.92579
  • Bennett, E. (2014). Learning from the early adopters: Developing the digital practitioner. Research in Learning Technology, 22, 21453. Doi: 10.3402/rlt.v22.21453
  • Canbek, G., & Sağıroğlu, Ş. (2006). A review on information, information security and security processes. Journal of Polytechnic, 9(3), 165-174. https://dergipark.org.tr/en/pub/politeknik/issue/33021/367110
  • Chou, C., Chan, P. S., & Wu, H.C. (2007). Using a two-tier test to assess students’ understanding and alternative conceptions of cyber copyright laws. British Journal of Educational Technology, 38(6), 1072-84. Doi: 10.1111/j.1467-8535.2006.00695.x
  • Ciboci, L., & Labaš, D. (2019). Digital media literacy, school and contemporary parenting. Medijske studije, 10(19), 83-101. Doi: 10.20901/ms.10.19.5
  • Covello, S. (2010). A review of digital literacy assessment instruments. Syracuse University School of Education/IDD & E, IDE-712: Analysis for Human Performance Technology Decisions. http://www.apescience.com/id/fulltext/research-on-digital-literacy-assessment-instruments
  • Covert, Q., Steinhagen, D., Francis, M., & Streff, K. (2020, January). Towards a triad for data privacy. In Proceedings of the 53rd Hawaii International Conference on System Sciences. https://scholarspace.manoa.hawaii.edu/bitstream/10125/64277/0433.pdf
  • de Vaus, D. (1990). Surveys in Social Research. London: Unwin Hyman.
  • Dönmez, G. (2019). Investigation of the relationship between information security awareness and digital literacy of high school students [Unpublished master’s thesis]. Institute of Education Sciences, Hacettepe University, Turkey.
  • Durak, A., & Kaygin, H. (2020). Parental mediation of young children’s internet use: Adaptation of parental mediation scale and review of parental mediation based on the demographic variables and digital data security awareness. Education and Information Technologies, 25, 2275–2296. Doi: 10.1007/s10639-019-10079-1
  • Göldağ, B. (2021). Investigation of the relationship between digital literacy levels and digital data security awareness levels of university students. e-International Journal of Educational Research, 12(3), 82-100. Doi: 10.19160/e-ijer.950635
  • Gül Ünlü, D. (2020). Digital parenting and mobile applications: A review on the mobile application usage practices of digital parents. Journal of Communication Theory & Research, (50), 56-73. https://dergipark.org.tr/en/download/article-file/1222148
  • Hamutoğlu, N. B., Canan Güngören, Ö., Kaya Uyanık, G., & Gür Erdoğan, D. (2017). Adapting Digital Literacy Scale into Turkish. Ege Journal of Education, 18(1), 408-429. Doi: 10.12984/egeefd.295306
  • Hoghughi, M. (1997). Parenting at the margins: some consequences of inequality, in K.N. Dwivedi (ed.) Enhancing Parenting Skills. A Guide Book for Professionals Working with Parents, Chichester: Wiley.
  • Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. Doi: 10.1007/s11528-011-0510-z
  • İnan-Kaya, G., Mutlu-Bayraktar, D., & Yılmaz, Ö. (2018). Digital parenting attitude scale: validity and reliability study. Mehmet Akif Ersoy University Journal of Education Faculty, (46), 149-173. Doi: 10.21764/maeuefd.390626.
  • Jones, D. (2001). The assessment of parental capacity, in J. Horwath (ed.) The Child’s World:Assessing Children in Need, London: Jessica Kingsley.
  • Kabakçı-Yurdakul, İ., Dönmez, O., Yaman, F., & Odabaşı, H. F. (2013). Digital parenting and changing roles. Gaziantep University Journal of Social Sciences, 12(4), 883-896. https://dergipark.org.tr/en/pub/jss/issue/24231/256855
  • Kajee, L. (2016). Digital literacy: A critical framework for digital literacy practices in classrooms. EDULEARN16 Proceedings. Doi: 10.21125/edulearn.
  • Karaarslan, E. (2013). A preliminary study on using network simulation and network testbeds for cyber security experiments. TBV Journal of Computer Science and Engineering, 6(1). https://dergipark.org.tr/en/download/article-file/207215
  • Karasu, M., & Arıkan, Y. D. (2016). Investigation of relationship between habits of using social media and media literacy levels of teacher candidates. Ege Journal of Education, 17(2), 549-566. Doi: 10.12984/egeefd.280757
  • Kinzer, C. K. (2010). Considering literacy and policy in the context of digital environments. Language Arts, 88(1), 51-61.
  • Kubiatko, M., Usak, M., Yılmaz, K., & Tasar, M. F. (2010). A cross-national study of Czech and Turkish university students' attitudes towards ICT used in science subjects. Journal of Baltic Science Education, 9(2), 119-134. http://www.scientiasocialis.lt/jbse/files/pdf/vol9/119-134.Kubiatko_Vol.9_No.2.pdf
  • Lauricella, A. R., Wartella, E. A., & Rideout, V. J. (2015). Young children's screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11-17. Doi: 10.1016/j.appdev.2014.12.001
  • List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146-158. Doi: 10.1016/j.compedu.2019.03.009
  • Maden, S., Maden, A., & Banaz, E. (2018). The evaluation of 5th grade Turkish course books within the context of digital literacy. The Journal of International Social Research, 11(55), 685-698. Doi: 10.17719/jisr.20185537239
  • Manap, A., & Durmuş, E. (2020). Development of digital parental awareness scale. İnönü University Journal of the Faculty of Education, 21(2), 978-993. Doi: 10.17679/inuefd.711101
  • Mark, L. K., & Nguyen, T. T. T. (2017). An invitation to internet safety and ethics: School and family collaboration. Journal of Invitational Theory and Practice, 23, 62-75. https://files.eric.ed.gov/fulltext/EJ1184559.pdf
  • McBurney, D. & White, T. (2009). Research Methods. New York, NY: Cengage Learning.
  • Mendoza, A. (2018). Preparing preservice educators to teach critical, place-based literacies. Journal of Adolescent & Adult Literacy, 61(4), 413–420. Doi: 10.1002/jaal.708
  • MoNE (2021). National Education Statistics Formal Education 2020/'21. A Publication of Official Statistics Programme. Turkish Statistical Institute.
  • Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109–122. Doi: 10.1177/0004944114523368
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. Doi: 10.1016/j.compedu.2012.04.01
  • Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. J Child Fam Stud, 24, 3423–3435. Doi: 10.1007/s10826-015-0144-4
  • Özerbaş, M. A., & Kuralbayeva, A. (2018). A review of digital literacy levels of future primary-school and secondary-school teachers in Turkey and Kazakhstan. MSKU Journal of Education, 5(1), 16-25. Doi: 10.21666/muefd.314761
  • Pihakainen P. (2006). A design theory for information security awareness [Unpublished doctoral dissertation]. Faculty of Science, University of Oulu. http://jultika.oulu.fi/files/isbn9514281144.pdf
  • Preradovic, N. M., Lesin, G., & Sagud, M. (2016). Investigating parents' attitudes towards digital technology use in early childhood: A case study from Croatia. Informatics Educ., 15, 127-146. Doi: 10.15388/INFEDU.2016.07
  • Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype Me! Socially contingent interactions help toddlers learn language. Child Development, 85(3), 956–970. Doi: 10.1111/cdev.12166
  • Selwyn N., & Odabaşı H. F. (2017). Çocuklar ve gençlerin dijital yaşamla mücadeleleri [Struggles of children and young people with digital life], H. F. Odabaşı (Editor), Dijital Yaşamda Çocuk [Child in Digital Life]. Ankara: Pegem Akademi.
  • Shalavin, C. (2018). Don’t just stay in your lane: developing digital literacies freestyle. In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O’Donnell, S. Palmer, L. Riddell, I. Story, H. Suri & J. Tai (Eds.), Open Oceans: Learning without borders. Proceedings ASCILITE 2018 Geelong (pp. 505-509).
  • Techataweewan, W., & Prasertsin, U. (2017). Development of digital literacy indicators for Thai undergraduate students using mixed method research. Kasetsart Journal of Social Sciences, 39(2), 215–221. Doi: 10.1016/j.kjss.2017.07.001
  • The Scottish Government (2015). Literature review on the impact of digital technology on learning and teaching. https://www.gov.scot/publications/literature-review-impact-digital-technology-learning-teaching/documents/
  • Tomczyk, Ł. (2019). What do teachers know about digital safety?. Computers in the Schools, 36(3), 167-187. Doi: 10.1080/07380569.2019.1642728
  • Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25, 471-486. Doi: 10.1007/s10639-019-09980-6
  • Törley, G. (2020). The level of information security awareness of first-year university students. 11th International Conference on Applied Informatics, Hungary.
  • Yaman, F. (2018). An empirical investigation of digital parenting self-efficacy among Turkish parents [Unpublished doctoral dissertation]. Institute of Education Sciences, Ankara University, Turkey.
  • Yaman, F., Kabakçı Yurdakul, I., & Dönmez, O. (2020). Dijital Vatandaşlıktan Dijital Ebeveynliğe Dönüşüm [Transformation from Digital Citizenship to Digital Parenting]. Gençlik ve Dijital Çağ 2020 [Youth and the Digital Age 2020] (Ed. Aylin Görgün Baran, Oya Hazer, M. Serhat Öztürk). Hacettepe Üniversitesi Gençlik Araştırmaları ve Uygulama Merkezi [University Youth Research and Application Center]. 165-180. Doi: 10.14527/9786053187783.02
  • Yılmaz, E. (2015). Digital data security awareness of teachers [Unpublished doctoral dissertation]. Institute of Education Sciences, Ankara University, Turkey.
  • Zin, N. A. M., Zaman, H. B., Judi, H. M., Mukti, N. A., Amin, H. M., Sahran, S., Ahmad, K., Ayob, M., Abdullah, S., & Abdullah, Z. (2000). Gender differences in computer literacy level among undergraduate students in Universiti Kebangsaan Malaysia (UKM). The Electronic Journal of Information Systems in Developing Countries, 1(1), 1–8. Doi: 10.1002/j.1681-4835.2000.tb00003.x
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Bilgi Sistemleri Eğitimi
Bölüm Research Articles
Yazarlar

Emrah Akman 0000-0003-0637-919X

Önder İdil 0000-0003-1744-4006

Recep Çakır 0000-0002-2641-5007

Erken Görünüm Tarihi 22 Ağustos 2023
Yayımlanma Tarihi 1 Eylül 2023
Kabul Tarihi 17 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 5

Kaynak Göster

APA Akman, E., İdil, Ö., & Çakır, R. (2023). An Investigation into the Levels of Digital Parenting, Digital Literacy, and Digital Data Security Awareness among Parents and Teachers in Early Childhood Education. Participatory Educational Research, 10(5), 248-263. https://doi.org/10.17275/per.23.85.10.5
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