Kitap Bölümü Koleksiyonu
Bu koleksiyon için kalıcı URI
Güncel Gönderiler
Öğe Linking with technology in the education and adaptation processes of refugee children(IGI Global, 2024) Engin, Kübra; Budak, Kadriye Selin; Bozkurt Polat, Emine; Aydın Bölükbaş, Feyza; Ulutaş, İlkayIn this section, the needs of refugee children are discussed within the framework of Maslow's hierarchy and family systems theory, and explanations of children's participation in educational processes, the use of technology in educational processes, and teacher guidance are given. In addition, the study aims to determine the knowledge, awareness, and experiences of preschool teachers in Turkey about integrating technology into education in classrooms for refugee children. In this direction, the teacher interview form on technology integration into activities with refugee children in early childhood was developed by the researchers, and the current situation was revealed by interviewing preschool teachers working with refugee children. As a result of the research, it was seen that refugee children in Turkey have problems with language and communication, adaptation and behavior problems, self-care skills, and cultural differences. It was found that teachers used language translation programs and technology-assisted instruction to solve these problems and made arrangements such as making extra explanations for refugee children in the context of language and culture, using Arabic materials, and speaking English. It was stated that technology integration was beneficial for refugee children in terms of easier language acquisition. "easier instruction, more adaptability and motivation, and faster learning, and it was emphasized that it provided equal opportunities with Turkish children.Öğe Ethical principles, challanges, and methodological issues in cross-cultural research: Implementations, examples, and recommendations(IGI Global, 2024) Kılıç, ŞükranThis book chapter addresses essential ethical principles in cross-cultural research and explores fundamental ethical challenges encountered in both historical and contemporary implementations, using examples. Furthermoree, this book chapter evaluates what the methodological isues and challenges are in cross-cultural research such as construct and measurements equivelance and considers potential solutions and points of attention. The ethical principles, ethical difficulties encountered, methodological problems and issues addressed in this book chapter are presented in each topic, with recommendations and examples for researchers to pay attention to. This book chapter also includes a section on recommendations, and in this section, the main difficulties that cross-cultural researchers may face and possible solutions are brought to the agenda. In addition, researchers are also advised on what to pay attention to in future cross-cultural research (e.g. online research).Öğe Do we support ethical behavior in digital tool use in early childhood?(IGI Global, 2023) Bölükbaş, Feyza Aydın; Engin, Kübra; Bozkurt Polat, Emine; Budak, Kadriye Selin; Ulutaş, İlkayIt is important to be a role model and guide for the child in the process of acquiring the rules and behaviors that should be followed in order to protect from the risks during the use of technology and not to create risks for others. In this context, as a result of the research conducted with preschool teachers who are the guides and role models of children, it was seen that their understanding of digital ethics was based on protection from the harms of technology, correct use, and the application of moral and ethical rules to the digital environment. It was stated that precautions such as restricting posts about children and controlling the channels they share were taken. They stated that they wanted to receive training on digital ethics to improve themselves, guide and protect children, and that they obtained information various resources. They stated that they shared with children, families, and colleagues on issues such as safe internet and digital citizenship and emphasized that teachers and parents should also be trained for digital ethics education to be given to children.Öğe Mathematics learning with augmented reality in early childhood education(IGI Global, 2023) Ulutaş, İlkay; Bozkurt Polat, Emine; Aydın Bölükbaş, Feyza; Budak, Kadriye Selin; Engin, KübraWith the rapidly developing technology, the use of AR applications in the educational process is becoming widespread as a new field of study. When the literature was examined, there were no studies investigating AR applications and evaluating them as a mathematics education tool in early childhood. In this context, this study aims to determine the AR applications that can be used in the early childhood mathematics education process and to examine the content, mathematical skills, and functionality of these applications.Öğe Digital storytelling in early mathematics education(Springer Science and Business Media Deutschland GmbH, 2022) Ulutaş, İlkay; Kılıç Çakmak, Ebru; Akıncı Coşgun, Ayşegül; Bozkurt Polat, Emine; Aydın Bölükbaş, Feyza; Engin, Kübra; Kayabaşı, Emrah; Özcan, SeherIn recent years, technology has been widely used in teaching mathematics to support students’ thinking skills in early childhood. Although there are many online games and applications with mathematical content, the fact is that most of them are limited to particular concepts or acquisitions. Digital storytelling provides a gateway to math concepts and mathematics skills by engaging children in both mathematics and technology. Strengthening the knowledge and experience of teachers according to the latest technological developments will enable them to integrate their digital stories into mathematics education. The purpose of this study was to conduct Digital Mathematics Stories Training with early childhood teachers and examine their experiences with this training. At the end of the week-long theoretical and practical training with 30 teachers, it was determined that the teachers experienced increased self-confidence, were motivated toward creativity and production, and demonstrated an enhanced ability to integrate mathematics and technology. During the study, teachers were amazed at the extent to which they advanced their limited digital competencies. Their anxieties transformed into productivity and self-confidence.
