Discovering Turkish Generation-Z in the Context of Educational Technology

Autor/inn/en	Sanalan, Vehbi Aytekin; Taslibeyaz, Elif
Titel	Discovering Turkish Generation-Z in the Context of Educational Technology
Quelle	In: Journal of Educational Issues, 6 (2020) 2, S.249-268 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Foreign Countries; Generational Differences; Educational Technology; Technology Uses in Education; Internet; Familiarity; Technological Literacy; Socioeconomic Status; Interaction; Student Attitudes; Cooperation; Communication Skills; Student Characteristics; College Students; Social Media; Computer Use; Telecommunications; Handheld Devices; Turkey + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Socio-economic status; Sozioökonomischer Status; Interaktion; Schülerverhalten; Co-operation; Kooperation; Kommunikationsstil; Collegestudent; Soziale Medien; Telekommunikationstechnik; Türkei
Abstract	The main aim of this study was to investigate the new generation in order to identify their distinctive characteristics considering their everyday technology use during their lifespan. The secondary aim was to examine the needs of individuals in the Generation-Z in educational environments equipped with technology. A mixed-method research design was utilized. Data were collected by the New Generation Characteristics Scale (NGCS), and by an interview form. The participants of this study were 882 university students. The quantitative data were analyzed using descriptive and inferential techniques, and the qualitative data using content analysis. As a result, participants' internet and social media use frequency was found to be related with their NGCS scores. Internet use from childhood was also found to be an important characteristic for Generation-Z. On the other hand, socio economical statuses were not effective in identifying Generation-Z members. In addition, it was seen that interactive technological applications should be included in the courses in which students can work in collaboration. The students preferred interactive technologies and applications, supporting multitasking features of Generation-Z. In addition, the students wanted to see the availability of more flexible environments, such as online discussions and access to materials outside the classroom. In this study, Generation-Z was more open to cooperation, and they had higher communication skills, which is consistent with previous research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01