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The Effect of Web 2.0 Supported Social Studies on the Digital Literacy Skills of Secondary School Students

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Titel: The Effect of Web 2.0 Supported Social Studies on the Digital Literacy Skills of Secondary School Students
Autoren: Ilhan Kulaca, Hakkı Yazıcı, Tuğba Selanik Ay
Weitere Verfasser: Yazıcı, Hakkı, Selanik Ay, Tuğba
Quelle: Kuramsal Eğitimbilim. 17:539-562
Verlagsinformationen: Afyon Kocatepe University, 2024.
Publikationsjahr: 2024
Schlagwörter: Social Studies, 4. Education, 05 social sciences, 06 humanities and the arts, Web 2.0 Araçları, Global Connections, Global Issues, Küresel Bağlantılar, Küresel Sorunlar, 0602 languages and literature, Digital Literacy, Sosyal Bilgiler, 0503 education, Web 2.0 Tools, Dijital Okuryazarlık
Beschreibung: The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoğlu, Güngören, Kaya-Uyanık, and Gür-Erdoğan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. The SPSS 23 package application was used to examine the obtained data. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.
Publikationsart: Article
Dateibeschreibung: application/pdf
Sprache: English
ISSN: 1308-1659
DOI: 10.30831/akukeg.1376954
Zugangs-URL: https://hdl.handle.net/11630/12324
Dokumentencode: edsair.doi.dedup.....ff6c825996f18fa23f6371e8c0332cb6
Datenbank: OpenAIRE
Beschreibung
Abstract:The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoğlu, Güngören, Kaya-Uyanık, and Gür-Erdoğan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. The SPSS 23 package application was used to examine the obtained data. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.
ISSN:13081659
DOI:10.30831/akukeg.1376954