How students digitally age: by gaining or losing?

Bilge Aslan Altan, Halit Karalar

Öz


The study concerns the effects of the extensive technology use among students in basic education. Therefore, the study aimed to benefit from primary education teachers’ experiences on students cans and cants due to technology use. The study was based on qualitative research approach with descriptive design. 60 primary education teachers, 30 from rural and 30 from urban school district, participated in the study. The participants were asked two semi-structured open-ended questions and responses were analyzed via content analysis. The results showed that teachers had consensus on students’ cans due to technology while students’ cants differed between rural and urban region teachers. All teachers highlighted that students are good at playing games, doing research, making quick decision and operating any technological devices. However, rural region teachers embarked that students were lack of individual and social skills while urban region teachers emphasized lack of academic skills due to technology use. The results provided a frame that students as young learners get affected from technology both positively and negatively. However, unimproved skills seem more prominent regarding this study. In the light of the results, related recommendations were presented for stakeholders.

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