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Eğitimde Dijitalleşme Olgusunun Fırsat Eşitliği Bağlamında Değerlendirilmesi

Year 2023, Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 1421 - 1437, 29.10.2023
https://doi.org/10.38151/akef.2023.118

Abstract

Eğitimde fırsat eşitliği meritokratik bir toplum düzeninde bireylerin liyakatleri doğrultusunda hak ettikleri toplumsal konumları elde etmelerini sağlayacak olanak ve araçlara erişimlerindeki adalete işaret eden bir kavramdır. Toplumsal yaşamda dijitalleşmenin ve teknoloji kullanımının giderek artması eğitsel süreçleri de benzer yönde biçimlendirmekte, özellikle yaşanan son pandemi ile birlikte eğitimde dijitalleşmeyi olağan ve kaçınılmaz bir noktaya taşımaktadır. Eğitim uygulamalarının daha hızlı ve kolay hale gelmesi açısından değerlendirildiğinde oldukça yararlı olarak değerlendirilebilecek bu durum, söz konusu dijital donanıma sahip olup olmama bağlamında yeni eşitsizlikler üretme riski açısından son derece tartışmaya açıktır. Özellikle okul dışı sosyoekonomik ve sosyokültürel boyutların etkili olduğu böylesi bir fırsat eşitliği tartışmasının, özellikle gelecekteki eğitsel süreçleri adil ve etkili bir biçimde, dezavantajlı kesimlerden gelen öğrencileri de gözeterek yapılandırmak açısından değerli olduğu düşünülmektedir. Bu çalışmanın amacı eğitimde fırsat eşitliği kavramına anlaşılır bir çerçeve sunduktan sonra hem dijitalleşme süreçlerinin eğitimde fırsat eşitliği ideali bağlamında içerdiği riskleri belirlemek hem de dijitalleşme süreçlerinin eğitsel ortamlarda eşitliğe katkı sunma potansiyelini tartışmaktır. Bu doğrultuda alan yazında öne çıkan ve araştırma odağında yer alan eğitimde fırsat eşitliği ve eğitimde dijitalleşmenin tartışıldığı önemli akademik çalışmalar doküman incelemesine tabi tutulmuş ve araştırma soruları kapsamında sentezlenmiştir.

References

  • Aguilar, D. & Pifarre Turmo, M. (2019). Promoting social creativity in science education with digital technology to overcome ınequalities: A scoping review. Frontiers in Psychology, 10(1474), 1-19. DOI: 10.3389/fpsyg.2019.01474
  • Azionya, C. M. & Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the covıd-19 lockdown. Turkish Online Journal of Distance Education-TOJDE, 22(4), 164-182. https://doi.org/10.17718/tojde.1002822
  • Bali, M., Cronin, C. ve Jhangianiet, R. S. (2020). Framing open educational practices from a social media in education justice perspective. Journal of Interactive Media in Education, 1(10), 1–12. DOI: https://doi.org/10.5334/jime.565
  • Beaunoyer, E., Dupéré, S., & Guitton, M. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111(1), 106424. https://doi.org/10.1016/j.chb.2020.106424
  • Bernard, S. (2011). Crossing the digital divide: Bridges and barriers to digital inclusion. George Lucas Educational Foundation. https://www.edutopia.org/digital-divide-technology-access-inclusion
  • Bonacini, J. & Murat, M. (2023). Beyond the Covid‐19 pandemic: Remote learning and education inequalities. Emprica, 50, 207–236. https://doi.org/10.1007/s10663-022-09556-7
  • Calderón Gómez, D. (2018). The three levels of the digital divide: Barriers in access, use and utility of internet among young people in Spain. Interações: Sociedade e as novas modernidades, 34, 64–91. https://doi.org/10.31211/interacoes.n34.2018.a4
  • Cheshmehzangi, A., Zou, T., Su, Z. & Tang, T. (2023). The growing digital divide in education among primary and secondary children during the COVID-19 pandemic: An overview of social exclusion and education equality issues. Journal of Human Behavior in the Social Environment, 33(3), 434-449. DOI: 10.1080/10911359.2022.2062515
  • Coleman, J. S. (1968). Equality of educational opportunity. Equity & Excellence in Education, 6(5),19-28, DOI: 10.1080/0020486680060504
  • Coleman, J., Campbell, E., Hobson, C., McPartland, J., Weinfeld, F. and York, R. (1966) Equality of educational opportunity, Washington, DC: US Government Printing Office.
  • Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36 (1), 73–87. https://doi.org/10.1080/07294360.2016.1171300
  • Erdoğdu, F. & Erdoğdu, E. (2015). The impact of access to ICT, student background and school/home environment on academic success of students in Turkey: An international comparative analysis. Computers & Education, 82, 26-49. http://dx.doi.org/10.1016/j.compedu.2014.10.023
  • García-Martín, J. & García-Sánchez, J.-N. (2022). The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era. International Journal of Environment Reearch Public Health, 19, 3358. https://doi.org/10.3390/ ijerph19063358
  • Garcia, A., & Lee, C. H. (2020). Equity-centered approaches to educational technology. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 247–261). Springer.
  • Giroux, H. (2014). Eğitimde Kuram ve Direniş (Çev. Senem Demiralp). Dost Yayınları.
  • Gonzalez-Betancor, A. M., Lopez-Puig, A. J. & Cardenal, M. E. (2021). Digital inequality at home. The school as compensatory. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104195
  • Gülpınar, Ö., & Güçlü, A. G. (2013). How to write a review article?. Turkish Journal of Urology, 39 (Suppl 1), 44. https://pubmed.ncbi.nlm.nih.gov/26328136/
  • Head, E. (2020) Digital technologies and parental involvement in education: The experiences of mothers of primary school-aged children. British Journal of Sociology of Education, 41(5), 593-607, DOI: 10.1080/01425692.2020.1776594
  • Hurn, C. (2016). Okulun İmkan ve Sınırları: Eğitim Sosyolojisine Giriş. (Çev. Edt. Mustafa Sever). Ankara: PegemA
  • Köseoglu, S. & Bozkurt, A. (2018). An exploratory literature review on open educational practices. Distance Education, 39(4), 441-461. DOI: 10.1080/01587919.2018.1520042
  • Laufer, M., Leiser, A., Deacon, B., Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID‐19 reality. International Journal of Educational Technolgy Higher Education, 18 (51), 1-17. https://doi.org/10.1186/s41239‐021‐00287‐6
  • Liu, J. (2021). Bridging digital divide amidst educational change for socially inclusive learning during the Covid-19 pandemic. Sage Open, 1–8. https://doi.org/10.1177%2F21582440211060810
  • Lombana-Bermudez, A., Cortesi, S., Fieseler, C., Gasser, U., Hasse, A., Newlands, G., & Wu, S. (2020). Youth and the digital economy: Exploring youth practices, motivations, skills, pathways, and value creation. Youth and Media, Berkman Klein Center for Internet & Society. https://cyber.harvard.edu/publication/2020/youth-and-digital-economy
  • Magdalena Claro, D. D. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004
  • Milana, M., Hodge, S., Holford, J., Waller, R. & Webb, S. (2021). A year of COVID-19 pandemic: exposing the fragility of education and digital in/equalities. International Journal of Lifelong Education, 40(2), 111-114. DOI: 10.1080/02601370.2021.1912946
  • OECD (2010). Students' use of information and communication technologies and performance in PISA 2006. In OECD, Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006. Paris: OECD Publishing.
  • Pietro, G. D. (2021). Changes in Italy's education-related digital divide. Economic Affairs, 41, 252–270. DOI: 10.1111/ecaf.12471
  • Ritzhaupt, A. D., Cheng, L., Luo, W., & Hohlfeld, T. N. (2020). The digital divide in formal educational settings: The past, present, and future relevance. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 483–504). Springer.
  • Robinson, L., Cotten, S. R., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., Schulz, J., Hale, T., & Stern, M. J. (2015). Digital Inequalities and why they matter. Information, Communication & Society, 18(5), 569–582. https://doi. org/10.1080/1369118X.2015.1012532
  • Samantha Burvill, S. O. (2022). The digital explosion: It’s impact on international student achievement. The International Journal of Management Education, 20, (1). https://doi.org/10.1016/j.ijme.2021.100585
  • Selwyn, N., Banaji, S., Hadjithoma-Garstka, C. & Clark, W. (2011). Providing a Platform for Parents? Exploring the Nature of Parental Engagement with School Learning Platforms. Journal of Computer Assisted Learning, 27(4), 314–323. doi:10.1111/j.1365-2729.2011.00428.x.
  • Seymour, K., Skattebol, J. & Pook, B. (2020). Compounding education disengagement: COVID-19 lockdown, the digital divide and wrap-around services. Journal Of Children’s Services, 15(4), 243-251. DOI: 10.1108/JCS-08-2020-0049
  • Sezgin, S. ve Fırat, M. (2020). Covid-19 pandemisinde uzaktan eğitime geçiş̧ ve dijital uçurum tehlikesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAD), 6(4), 37-54. https://dergipark.org.tr/tr/download/article-file/1195678
  • Sosa Díaz, M.J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. Int. J. Environ. Res. Public Health. 18, 7956. https://doi.org/10.3390/ ijerph18157956
  • Soylu, A. (2022). How Can School Compensate for Home Disadvantage? The Role of Schooling on Equalizing Social Distinctions. Journal of Theoretical Educational Science, 15 20(2), 347-372.
  • Soylu, A. ve Esen, Y. (2022). Ailenin Eğitsel Süreçlere Katılımı Konusunda Yapılmış Lisansüstü Tezlerde Sosyodemografik Değişkenlerin İncelenmesi. A. Yıldız (Ed.) AKADEMİDE 40 YIL: Prof. Dr. Meral Uysal’a Armağan içinde (83-116). Ankara Üniversitesi Yayınları.
  • Srinivasan, M., Jishnu D., & Shamala R. (2021). COVID-19 and online education: Digital inequality and other dilemmas of rural students in accessing online education during the pandemic. Journal of Russian Media and Journalism Studies, 4, 34-54. DOI: 10.30547/worldofmedia.4.2021.2
  • Suraya Hamid, J. W. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1- 9. http://dx.doi.org/10.1016/j.iheduc.2015.02.004
  • UNICEF (2021). “COVID-19: Are Children Able to Continue Learning during School Closures? A global analysis of the potential reach of remote learning policies using data from 100 countries.” New York, 2020. https://data.unicef.org/resources/remote-learning-reachability-factsheet/
  • Van de Werfhorst, H. G., Kessenich, E. & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100100
  • Van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2015). Internet skill levels increase, but gaps widen: A longitudinal cross-sectional analysis (2010–2013) among the Dutch population. Information, Communication & Society, 18(7), 782–797.
  • Van Ingen, E & Matzat, U. (2018). Inequality in mobilizing online help after a negative life event: the role of education, digital skills, and capital- enhancing Internet use. Information, Communication & Society, 21(4), 481-498. DOI: 10.1080/1369118X.2017.1293708
  • Wexler, P. (1976). The sociology of education: Beyond Equality. Indianapolis: Bobbs-Merrill Company.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (10. Baskı). Ankara: Seçkin Yayıncılık.

Evaluation of Digitalization in Education in the Context of Equality of Opportunity

Year 2023, Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 1421 - 1437, 29.10.2023
https://doi.org/10.38151/akef.2023.118

Abstract

Equality of opportunity in education is a concept that refers to the fairness in access to opportunities and tools that will enable individuals to achieve the social positions they deserve in line with their qualifications in a meritocratic social order. The increasing use of digitalization and technology in social life shapes educational processes in a similar direction, and especially with the recent pandemic, digitalization in education has become a normal and inevitable point. This situation, which can be considered very useful in terms of making educational practices faster and easier, is highly debatable in terms of the risk of producing new inequalities in the context of having or not having the digital equipment in question. Such a discussion of equality of opportunity, which is influenced by socioeconomic and sociocultural dimensions, especially outside of school, is considered to be valuable in terms of structuring future educational processes in a fair and effective manner, taking into account students from disadvantaged families. The aim of this study is to first provide a clear framework for the concept of equal opportunity in education, and then not only to identify the risks that digitalization processes involve in the context of the ideal of equal opportunity in education and but also to discuss the potential of digitalization processes to contribute to equality in educational environments. In this direction, important academic studies in which equality of opportunity in education and digitalization in education were subjected to document analysis and synthesized within the scope of the research questions.

References

  • Aguilar, D. & Pifarre Turmo, M. (2019). Promoting social creativity in science education with digital technology to overcome ınequalities: A scoping review. Frontiers in Psychology, 10(1474), 1-19. DOI: 10.3389/fpsyg.2019.01474
  • Azionya, C. M. & Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the covıd-19 lockdown. Turkish Online Journal of Distance Education-TOJDE, 22(4), 164-182. https://doi.org/10.17718/tojde.1002822
  • Bali, M., Cronin, C. ve Jhangianiet, R. S. (2020). Framing open educational practices from a social media in education justice perspective. Journal of Interactive Media in Education, 1(10), 1–12. DOI: https://doi.org/10.5334/jime.565
  • Beaunoyer, E., Dupéré, S., & Guitton, M. (2020). COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior, 111(1), 106424. https://doi.org/10.1016/j.chb.2020.106424
  • Bernard, S. (2011). Crossing the digital divide: Bridges and barriers to digital inclusion. George Lucas Educational Foundation. https://www.edutopia.org/digital-divide-technology-access-inclusion
  • Bonacini, J. & Murat, M. (2023). Beyond the Covid‐19 pandemic: Remote learning and education inequalities. Emprica, 50, 207–236. https://doi.org/10.1007/s10663-022-09556-7
  • Calderón Gómez, D. (2018). The three levels of the digital divide: Barriers in access, use and utility of internet among young people in Spain. Interações: Sociedade e as novas modernidades, 34, 64–91. https://doi.org/10.31211/interacoes.n34.2018.a4
  • Cheshmehzangi, A., Zou, T., Su, Z. & Tang, T. (2023). The growing digital divide in education among primary and secondary children during the COVID-19 pandemic: An overview of social exclusion and education equality issues. Journal of Human Behavior in the Social Environment, 33(3), 434-449. DOI: 10.1080/10911359.2022.2062515
  • Coleman, J. S. (1968). Equality of educational opportunity. Equity & Excellence in Education, 6(5),19-28, DOI: 10.1080/0020486680060504
  • Coleman, J., Campbell, E., Hobson, C., McPartland, J., Weinfeld, F. and York, R. (1966) Equality of educational opportunity, Washington, DC: US Government Printing Office.
  • Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36 (1), 73–87. https://doi.org/10.1080/07294360.2016.1171300
  • Erdoğdu, F. & Erdoğdu, E. (2015). The impact of access to ICT, student background and school/home environment on academic success of students in Turkey: An international comparative analysis. Computers & Education, 82, 26-49. http://dx.doi.org/10.1016/j.compedu.2014.10.023
  • García-Martín, J. & García-Sánchez, J.-N. (2022). The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era. International Journal of Environment Reearch Public Health, 19, 3358. https://doi.org/10.3390/ ijerph19063358
  • Garcia, A., & Lee, C. H. (2020). Equity-centered approaches to educational technology. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 247–261). Springer.
  • Giroux, H. (2014). Eğitimde Kuram ve Direniş (Çev. Senem Demiralp). Dost Yayınları.
  • Gonzalez-Betancor, A. M., Lopez-Puig, A. J. & Cardenal, M. E. (2021). Digital inequality at home. The school as compensatory. Computers & Education, 168. https://doi.org/10.1016/j.compedu.2021.104195
  • Gülpınar, Ö., & Güçlü, A. G. (2013). How to write a review article?. Turkish Journal of Urology, 39 (Suppl 1), 44. https://pubmed.ncbi.nlm.nih.gov/26328136/
  • Head, E. (2020) Digital technologies and parental involvement in education: The experiences of mothers of primary school-aged children. British Journal of Sociology of Education, 41(5), 593-607, DOI: 10.1080/01425692.2020.1776594
  • Hurn, C. (2016). Okulun İmkan ve Sınırları: Eğitim Sosyolojisine Giriş. (Çev. Edt. Mustafa Sever). Ankara: PegemA
  • Köseoglu, S. & Bozkurt, A. (2018). An exploratory literature review on open educational practices. Distance Education, 39(4), 441-461. DOI: 10.1080/01587919.2018.1520042
  • Laufer, M., Leiser, A., Deacon, B., Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a COVID‐19 reality. International Journal of Educational Technolgy Higher Education, 18 (51), 1-17. https://doi.org/10.1186/s41239‐021‐00287‐6
  • Liu, J. (2021). Bridging digital divide amidst educational change for socially inclusive learning during the Covid-19 pandemic. Sage Open, 1–8. https://doi.org/10.1177%2F21582440211060810
  • Lombana-Bermudez, A., Cortesi, S., Fieseler, C., Gasser, U., Hasse, A., Newlands, G., & Wu, S. (2020). Youth and the digital economy: Exploring youth practices, motivations, skills, pathways, and value creation. Youth and Media, Berkman Klein Center for Internet & Society. https://cyber.harvard.edu/publication/2020/youth-and-digital-economy
  • Magdalena Claro, D. D. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. https://doi.org/10.1016/j.compedu.2012.04.004
  • Milana, M., Hodge, S., Holford, J., Waller, R. & Webb, S. (2021). A year of COVID-19 pandemic: exposing the fragility of education and digital in/equalities. International Journal of Lifelong Education, 40(2), 111-114. DOI: 10.1080/02601370.2021.1912946
  • OECD (2010). Students' use of information and communication technologies and performance in PISA 2006. In OECD, Are the New Millennium Learners Making the Grade?: Technology Use and Educational Performance in PISA 2006. Paris: OECD Publishing.
  • Pietro, G. D. (2021). Changes in Italy's education-related digital divide. Economic Affairs, 41, 252–270. DOI: 10.1111/ecaf.12471
  • Ritzhaupt, A. D., Cheng, L., Luo, W., & Hohlfeld, T. N. (2020). The digital divide in formal educational settings: The past, present, and future relevance. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 483–504). Springer.
  • Robinson, L., Cotten, S. R., Ono, H., Quan-Haase, A., Mesch, G., Chen, W., Schulz, J., Hale, T., & Stern, M. J. (2015). Digital Inequalities and why they matter. Information, Communication & Society, 18(5), 569–582. https://doi. org/10.1080/1369118X.2015.1012532
  • Samantha Burvill, S. O. (2022). The digital explosion: It’s impact on international student achievement. The International Journal of Management Education, 20, (1). https://doi.org/10.1016/j.ijme.2021.100585
  • Selwyn, N., Banaji, S., Hadjithoma-Garstka, C. & Clark, W. (2011). Providing a Platform for Parents? Exploring the Nature of Parental Engagement with School Learning Platforms. Journal of Computer Assisted Learning, 27(4), 314–323. doi:10.1111/j.1365-2729.2011.00428.x.
  • Seymour, K., Skattebol, J. & Pook, B. (2020). Compounding education disengagement: COVID-19 lockdown, the digital divide and wrap-around services. Journal Of Children’s Services, 15(4), 243-251. DOI: 10.1108/JCS-08-2020-0049
  • Sezgin, S. ve Fırat, M. (2020). Covid-19 pandemisinde uzaktan eğitime geçiş̧ ve dijital uçurum tehlikesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAD), 6(4), 37-54. https://dergipark.org.tr/tr/download/article-file/1195678
  • Sosa Díaz, M.J. (2021). Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown. Int. J. Environ. Res. Public Health. 18, 7956. https://doi.org/10.3390/ ijerph18157956
  • Soylu, A. (2022). How Can School Compensate for Home Disadvantage? The Role of Schooling on Equalizing Social Distinctions. Journal of Theoretical Educational Science, 15 20(2), 347-372.
  • Soylu, A. ve Esen, Y. (2022). Ailenin Eğitsel Süreçlere Katılımı Konusunda Yapılmış Lisansüstü Tezlerde Sosyodemografik Değişkenlerin İncelenmesi. A. Yıldız (Ed.) AKADEMİDE 40 YIL: Prof. Dr. Meral Uysal’a Armağan içinde (83-116). Ankara Üniversitesi Yayınları.
  • Srinivasan, M., Jishnu D., & Shamala R. (2021). COVID-19 and online education: Digital inequality and other dilemmas of rural students in accessing online education during the pandemic. Journal of Russian Media and Journalism Studies, 4, 34-54. DOI: 10.30547/worldofmedia.4.2021.2
  • Suraya Hamid, J. W. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1- 9. http://dx.doi.org/10.1016/j.iheduc.2015.02.004
  • UNICEF (2021). “COVID-19: Are Children Able to Continue Learning during School Closures? A global analysis of the potential reach of remote learning policies using data from 100 countries.” New York, 2020. https://data.unicef.org/resources/remote-learning-reachability-factsheet/
  • Van de Werfhorst, H. G., Kessenich, E. & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100100
  • Van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2015). Internet skill levels increase, but gaps widen: A longitudinal cross-sectional analysis (2010–2013) among the Dutch population. Information, Communication & Society, 18(7), 782–797.
  • Van Ingen, E & Matzat, U. (2018). Inequality in mobilizing online help after a negative life event: the role of education, digital skills, and capital- enhancing Internet use. Information, Communication & Society, 21(4), 481-498. DOI: 10.1080/1369118X.2017.1293708
  • Wexler, P. (1976). The sociology of education: Beyond Equality. Indianapolis: Bobbs-Merrill Company.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (10. Baskı). Ankara: Seçkin Yayıncılık.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Philosophical and Social Foundations of Education
Journal Section Articles
Authors

Ahmet Kaysılı 0000-0002-0308-1067

Early Pub Date October 22, 2023
Publication Date October 29, 2023
Acceptance Date October 8, 2023
Published in Issue Year 2023 Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı

Cite

APA Kaysılı, A. (2023). Eğitimde Dijitalleşme Olgusunun Fırsat Eşitliği Bağlamında Değerlendirilmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(3), 1421-1437. https://doi.org/10.38151/akef.2023.118

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