Papers by Ahmet Sami Konca
This study aimed to develop a measurement tool to identify preschool children's problematic techn... more This study aimed to develop a measurement tool to identify preschool children's problematic technology use levels and contribute to Turkish literature. The study group included in the exploratory factor analysis was composed of 357 voluntary children in the preschool period. The study group included in the confirmatory factor analysis, proximal validity analysis, item discrimination analysis, and reliability analysis was composed of a total of 402 parents. Exploratory factor analysis (EFA) was conducted to present the factor structure of PTUS-YC. Confirmatory factor analysis (CFA) was performed to test the model obtained with EFA. Item discrimination values obtained as a result of the independent sample t-test was investigated to determine the internal validity of the measurement tool. Furthermore, the correlation values between PTUS-YC items and the relevant factors and the complete measurement tool were calculated, and total item correlation was used to test whether each item served a common purpose. In addition, CR and AVE values were examined in the proximal validity analysis conducted for PTUS-YC. Reliability analysis for PTUS-YC was performed using Cronbach alpha internal consistency coefficient and McDonald's Omega coefficient methods. As a result of the exploratory factor analysis, a 4-factor structure that explained 60.392% of the total variance was obtained: continuity of use, resistance to control, effects on development and deprivation-escape. Based on the results, PTUS-YC was a valid and reliable measurement tool that can be used to determine preschool children's problematic technology use levels.
This study aimed to explore the digital environments of 3-6-year-old children within the home set... more This study aimed to explore the digital environments of 3-6-year-old children within the home setting. A total of 537 children aged 3-6 years and their parents participated in the study. The results of the study revealed that the children live in digitally rich home environments. Parents usually limited the screen time of the children, or accompanied them during the use of digital technologies. The total screen time of the children was more than 3 h, whilst the parents' total screen time was around four and a half hours. The results also indicate the influence of family income and parents' screen time on children's screen time. Parents and home settings play a key role in their children's interaction with digital technologies. Therefore, the familial context should be taken into consideration for supporting young children's learning and development through digital technologies.
This study describes a faculty technology mentoring project intended at providing support and men... more This study describes a faculty technology mentoring project intended at providing support and mentoring a faculty member. The project took place in Ahi Evran University from February to June 2015. The mentor and mentee weekly met and explored new technologies which were suitable to the mentee's courses and discussed potential benefits and barriers regarding the implementation of the technology. Process of the project included a collaborative learning community and two-way streaming of information. The mentoring project provided the mentee becoming aware of possible tools, software and applications for using in his teaching processes. The mentee utilized from the project by creating a collaborative learning, observing the mentee's implementation of the project concerning adjusting and fitting technology, pedagogy, and content. This article discusses the perspectives of both mentor and mentees.
The main purpose of this study is to develop a disaster awareness scale to determine the disaster... more The main purpose of this study is to develop a disaster awareness scale to determine the disaster consciousness of teacher candidates. The study group consisted of 820 preservice teacher who studied in different departments of Kırşehir Kırşehir Ahi Evran University Faculty of Education in the 2016-2017 academic year. Of the pre-service teachers in the sample, 74.3% were female, and 25.7% were male. The initial state of the scale created after the scanning of the relevant literature consisted of 50 items. As a result of expert opinions, the number of items was reduced to 46 and applied to the working group. An exploratory factor analysis was performed to determine the validity of the scale, and item factor total correlations and substance discrimination values were calculated. The internal consistency level and stability levels were calculated in order to determine the reliability of the scale. This left 46 items, but the factor loads of 10 items were below 0.30. Thus, they were removed from the scale. As a result, the final scale has a total of 36 items, of which 27 are positive and 9 are negative; and consists of 4 dimensions, called "disaster education awareness", "pre-disaster awareness", "false disaster awareness" and "post-disaster awareness." As a result of the analyses made, it was determined that the scale is valid and reliable and can be used to determine disaster awareness levels.
Early mathematics education bases a foundation of academic success in mathematics for higher grad... more Early mathematics education bases a foundation of academic success in mathematics for higher grades. Studies show that introducing mathematical contents in preschool level is a strong predictor of success in mathematics for children during their progress in other school levels. Digital technologies can support children's learning mathematical concepts by means of the exploration and the manipulation of concrete representations. Therefore, digital activities provide opportunities for children to engage with experimental mathematics. In this study, the effects of digital learning tools on learning about geometric shapes in early childhood education were investigated. Hence, this study aimed to investigate children progresses on digital learning activities in terms of recognition and discrimination of basic geometric shapes. Participants of the study were six children from a kindergarten in Kırşehir, Turkey. Six digital learning activities were engaged by children with tablets about four weeks in learning settings. Task-based interview sessions were handled in this study. Results of this study show that these series of activities helped children to achieve higher cognitive levels. They improved their understanding through digital activities.
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
This paper was checked for plagiarism using iThenticate during the preview process and before pub... more This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.
Bu araştırmada çocuklarını okul öncesi eğitim kurumlarına gönderen ebeveynlerin okul öncesi eğiti... more Bu araştırmada çocuklarını okul öncesi eğitim kurumlarına gönderen ebeveynlerin okul öncesi eğitim hakkında düşünceleri araştırılmıştır. Bu doğrultuda, velilere göre okul öncesi eğitimin ne olduğu, velilerin çocuklarını okul öncesi eğitim kurumlarına gönderme nedenleri, okul öncesi eğitimde yapılan uygulamalardan memnuniyetleri ile velilerin okul öncesi eğitime yönelik istek ve önerileri incelenmiştir. Araştırmaya 7'si kadın 4'ü erkek 11 veli katılmıştır. Katılımcılarla 15 sorudan oluşan yarı yapılandırılmış görüşmeler yapılmış, veriler ses kayıt cihazı ile kaydedilmiştir. Elde edilen veriler transkript edilerek kodlama yoluyla analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre veliler okul öncesi eğitimi tanımlarken gelişim, beceri, uyum ve hazır bulunuşluk kavramlarına yönelik ifadeler kullanmaktadırlar. Velilerin çocuklarını okul öncesi eğitim kurumlarına gönderme nedenlerine bakıldığında ise beceri kazanımı, sosyal hayatı destekleme, gelişimi destekleme ve ilkokula hazırlık amaçları ön plana çıkmıştır. Veliler sinematiyatro gibi faaliyetler, akran etkileşimi, sorumluluk üzerine yapılan aktivitelerden memnuniyet duyarken maddi külfet gerektiren aktiviteler ile kültürel farklılıklar içeren medya içeriklerini okul öncesi eğitime yönelik olumsuz görüş olarak bildirmişlerdir. Velilerin istekleri incelendiğinde ise veliler öğretmenden, eğitim ortamından, maddi konularda destekten ve diğer öğrenci-velilerden farklı istek ve önerilerde bulundukları görülmüştür.
This article may be used for research, teaching, and private study purposes. Any substantial or s... more This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
This phenomenological study explored parental e-nvolvement (or electronic parental involvement), ... more This phenomenological study explored parental e-nvolvement (or electronic parental involvement), defined as parental efforts to plan, engage in, support, monitor and/or assess the learning experiences of their children either at home or at school predominantly using technological devices and media. Data were gathered from 23 volunteering parents through semi-structured interviews. The findings suggested that most parents use or have their children use a variety of technologies with tablets, computers, (smart)phones, and internet taking the lead. Participating parents used technology to have their children study, make practice on or repeat what they have learned at school, to help them prepare research projects, homework or presentations, and to communicate with teachers, schools and other parents. The pros of parental e-nvolvement mainly included enabling parents to supervise their children in terms of academic, personal or social well-being; increasing technology literacy; enabling easy and quick access to information sources; enhancing learner autonomy and academic achievement. Cons included mainly the risk of exposure to inconvenient websites/content; technology addiction; and making the child antisocial. Finally, different strategies to parents use to prevent their children from the harms and risks during parental e-nvolvement were presented and discussed.
The aim of this current study was to investigate how young children and their parents interact du... more The aim of this current study was to investigate how young children and their parents interact during in-home digital activities. A total of 40 home visits were conducted to observe children's social interaction with their parents during the digital activity time. Data were collected through participant observation as well as through interviews conducted with the parents. The results revealed that children and their parents frequently interacted with each other for a variety of purposes. These interactions were divided into categories of conflict and synchrony. The conflicts were resolved through three strategies of resolution: parental submission, child submission or compromise. The observed synchrony strategies were based on either following instructions, accompanying or cooperation. This study showed that parents play a key role in enriching children's digital activities through consistent interactions. No matter if there was conflict or synchrony, the social interactions between children and parents provided opportunities for improving children's understanding and arrangement of their emotions. However, each interaction between children and parents during digital activities has unique features. It should be highlighted that the interactions may vary across contexts and parent-child dyads.
Early childhood teachers and their preferences are very important in order to apply a balanced cu... more Early childhood teachers and their preferences are very important in order to apply a balanced curriculum in the early childhood education classroom. On the other hand, the views of parents play an important role in classroom implementations; although their views can sometimes create barriers for teachers, and sometimes teachers can be inspired by them. As a result, both teachers' preferences and parents' views need to be investigated in order to understand how they affect learning activities in early childhood education classrooms. With this purpose, this study aims to investigate preschool teachers' preferences and parents' views of learning activities applied in preschool classrooms through a case study. The study included 25 preschool teachers and 33 preschool children's parents. Data collection took the form of semi-structured interviews held with the preschool teachers and the parents of preschool children. The results of the study revealed that the preschool teachers mostly preferred art, mathematics, and literacy activities, whilst science, drama, and body movement activities were the least implemented types of activities in the early childhood classroom. On the other hand, language, literacy and body movement activities were considered most important activities by parents. Moreover, the needs of the children, products, and processes were the first three reasons behind the teachers' classroom activity preferences, whilst the teachers' self-confidence in applying the activities was the least influential factor in their activity preferences.
This cross-sectional survey study aims to investigate preschool teachers' usage of digital techno... more This cross-sectional survey study aims to investigate preschool teachers' usage of digital technologies (DT) in early childhood education. To investigate teachers' use of DT, a questionnaire was completed by 167 preschool teachers from 52 different preschools. Besides, the Attitude Scale for Technological Tools and Materials Use in Preschool Education was completed by the teachers. The results of the study revealed that the classrooms were equipped with a variety of DT such as television, DVD, computer, and smartphone. Teachers tended to use television and computers in the classroom activities. Although the teachers had a positive attitude towards using DT in early childhood education, they used ICT on a limited scale. They mainly utilized these devices in order for the children to watch cartoon films and listen to music. Gender, teaching experience, and attitudes of teachers towards using ICT did not significantly predict their DT usage in their classroom activities. The results imply that though teachers had enough DT sources and positive attitude towards using those devices in their classroom activities, their DT usage was limited to few types of activities. For improving the quality of DT use in the classrooms by teachers, barriers to teachers' successful technology integration in their classrooms should be determined.
Bu araştırmanın amacı pandemi sürecinde uzaktan eğitim ile okul öncesinden ilkokula geçiş hakkınd... more Bu araştırmanın amacı pandemi sürecinde uzaktan eğitim ile okul öncesinden ilkokula geçiş hakkında veli görüşlerini belirlemektir. Nitel araştırma desenlerinden durum çalışması deseninde tasarlanan araştırmanın katılımcıları çocuğu pandemi döneminde okul öncesi eğitimi tamamlayıp ilkokul 1.sınıfa geçiş yapan 20 veliden oluşmaktadır. Veri toplamak amacıyla katılımcılarla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen sonuçlara göre pandemi başlangıcında çocukların okul öncesi eğitime katılamadığı ve velilerin yapılan uzaktan eğitimden memnun olmadıkları, uzaktan eğitim ile yapılan okul öncesi eğitimde ise çoğunlukla öğretmenlerin telefon üzerinden WhatsApp uygulaması aracılığıyla etkinlikler gönderdiği, bunun yanında velilerin de kendi oluşturduğu etkinlikleri kullandıkları, süreçte aileye düşen görevlerin arttığı, çocukların iletişim, eğitsel ve sosyal açıdan çeşitli sıkıntılar yaşadıkları belirlenmiştir. İlkokul başlangıcında uzaktan eğitim sürecinde en çok EBA (Eğitim Bilişim Ağı) ve Zoom uygulamalarının kullanıldığı en az ise TRT Okul kanalının tercih edildiği bulunmuştur. Veliler senkron ve asenkron olarak katılım gösterdikleri uzaktan eğitim sürecinde yaşadıkları çeşitli olumlu durumlardan ayrıca sorun ve önerilerden bahsetmişlerdir. Araştırmanın sonuçları doğrultusunda pandemi döneminde okul öncesi eğitimin göz ardı edilmemesi ve öğretmen ile öğrenci arasında iletişimin artırılması önerilmektedir.
The primary research aim of this current study was to better understand the digital technology us... more The primary research aim of this current study was to better understand the digital technology use of Turkish kindergarten teachers in their parental involvement practices. A questionnaire designed by the authors was administered to 100 kindergarten teachers in five cities located within Turkey. It was revealed in the study results that the kindergarten teachers owned a variety of electronic devices and used those devices for both personal and educational purposes within the early childhood education setting. Teachers used digital technologies for their parental involvement practices less than they did for their own personal use or for other activities within the educational setting. The parental involvement types where teachers most often used digital technologies were for parenting and communicating. While the least popular parental involvement types where kindergarten teachers used digital technologies were decision-making and collaborating with the community. Teachers mentioned the two most common reasons for insufficient technology use for parental involvement were the parents' financial status and level of knowledge. A negative relationship between teachers' personal technology use and experience in the field increased, they were less likely to encounter problems regarding digital technology use for parental involvement.
This study aimed to explore the digital environments of 3-6-year-old children within the home set... more This study aimed to explore the digital environments of 3-6-year-old children within the home setting. A total of 537 children aged 3-6 years and their parents participated in the study. The results of the study revealed that the children live in digitally rich home environments. Parents usually limited the screen time of the children, or accompanied them during the use of digital technologies. The total screen time of the children was more than 3 h, whilst the parents' total screen time was around four and a half hours. The results also indicate the influence of family income and parents' screen time on children's screen time. Parents and home settings play a key role in their children's interaction with digital technologies. Therefore, the familial context should be taken into consideration for supporting young children's learning and development through digital technologies.
ÖZ Bu araştırma öğretmen adaylarının ücretli öğretmenlik sistemine yönelik algılarını metaforlar ... more ÖZ Bu araştırma öğretmen adaylarının ücretli öğretmenlik sistemine yönelik algılarını metaforlar aracılığıyla belirlemeyi amaçlamaktadır. Araştırma kapsamında ücretli öğretmenlik yapmış veya yapmakta olan 52 öğretmen adayının ücretli öğretmenlik algıları incelenmiştir. Katılımcılara "ücretli öğretmenlik …. gibidir/-e,-a benzer. çünkü,…….." kalıp sorusu sorulmuştur. Araştırma sonunda katılımcıların 41'i farklı olmak üzere 52 metafor oluşturdukları belirlenmiştir. Bu metaforlar çeşitli kategoriler altında toplanmıştır. Öğretmen adayları öncelikle ücretli öğretmenliği "derme-çatma" ve "geçişi iş" olarak görmektedir. Buna ek olarak, öğretmen adayları ücretli öğretmenliğin "uygun olmayan bir iş" olduğunu belirtmişlerdir. Son olarak, öğretmen adaylarının ücretli öğretmenliği "emek sömürüsü ve ucuz iş" olarak gördükleri belirlenmiştir. Bu sonuçlara göre öğretmen adaylarının ücretli öğretmenliğin çeşitli yönlerine yönelik olumsuz düşünceye sahip oldukları söylenebilir. Öğretmen adayları özellikle ücretli öğretmenliğin özlük hakları ve alınan ücret konusunda aksaklıkları vurguladığı görülmektedir. Öğretme adayları henüz mezun olmadan ücretli öğretmenliğe yönelik endişelere sahip olmakta, bu nedenle ilgili öneriler sunulmaktadır.
Early mathematics education bases a foundation of academic success in mathematics for higher grad... more Early mathematics education bases a foundation of academic success in mathematics for higher grades. Studies show that introducing mathematical contents in preschool level is a strong predictor of success in mathematics for children during their progress in other school levels. Digital technologies can support children's learning mathematical concepts by means of the exploration and the manipulation of concrete representations. Therefore, digital activities provide opportunities for children to engage with experimental mathematics. In this study, the effects of digital learning tools on learning about geometric shapes in early childhood education were investigated. Hence, this study aimed to investigate children progresses on digital learning activities in terms of recognition and discrimination of basic geometric shapes. Participants of the study were six children from a kindergarten in Kırşehir, Turkey. Six digital learning activities were engaged by children with tablets about four weeks in learning settings. Task-based interview sessions were handled in this study. Results of this study show that these series of activities helped children to achieve higher cognitive levels. They improved their understanding through digital activities.
Şad, S. N., Özer, N., Kukul, F. ve Konca, A. S. (2015, 16-18 Nisan). Velilerin çocuklarının eğiti... more Şad, S. N., Özer, N., Kukul, F. ve Konca, A. S. (2015, 16-18 Nisan). Velilerin çocuklarının eğitimine katılımında teknoloji kullanımı: Bir olgubilim çalışması. 24. Ulusal Eğitim Bilimleri Kongresi, Niğde Üniversitesi, Niğde.
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Papers by Ahmet Sami Konca
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The result of this study reveals that children live in a technologically rich environment. On a typical day, the mean number of minutes children watched TV was 115 and used computer was 28 minutes. In parallel with, children have many skills concerning using computer. According to sex, male use computer more than girl. Furthermore, male have more computer skills than girl.
When factors which affect children’s ICT usage and interaction are researched, effect of the parents’ educational situation is seen. Correspondingly, when the parents’ educational situations increase, children’s computer usage skills increase. Likewise, children’s ICT usage skills increase associated with parents’ economic situation.