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BRAIN Journal: Assessment of the Contributions and Psychological Damages of Technology to the Education at Schools by the Individuals in These Schools

As we live, we all start to notice the impact technology has on our lives. No matter where we go, we are surrounded by it. Our lives became easier thanks to technology, but also a series of disadvantages emerged, like the reduction of social interaction or the loss of contact with the real world. The paper Assessment of the Contributions and Psychological Damages of Technology to the Education at Schools by the Individuals in These Schools written by researcher Behcet Öznacar tries to grasp on the impact technology has on the educational field. The fact that technology is functional, it is shared and spread over and used in all our life shows how much the use of technology is important in the education field (Şişman & İzmirli 2012). Behcet agrees that students and also parents should embrace technology together with education. But what is educational technology?

Assessment_Contributions_Psychological_Damages_Technology_Education_Schools_Individuals The educational technology is denominated as a complicated process analyzing the problems including the aspects of individuals’ learning phenomenon in an organized way and setting forward all related factors, developing, applying, assessing and managing innovations in order to bring solutions for these (Yalın, 2014). According to another definition, education technology can be defined as systematic design, application and assessment of learning and teaching process in terms of its all specified special targets by using both human and pecuniary resource based on the researches related to learning and communication in order to provide a more effective education (Yalın, 2002).

Next Behcet talks about the method used for his research. The qualitative research has seven basic features, these are: susceptibility to the natural environment, participant role of the researcher, entirety approach, bringing up perceptions, flexibility in research design, inductive analysis and qualitative data, and it is defined as the research in which qualitative data collection techniques like observation, negotiation and document analysis are used (Yıldırım & Şimşek, 2013). In this study he aimed to find out the opinion of teachers, parents and students in regard to the benefits but also the damages of technology use in schools. The study group consisted of 40 shareholders selected at primary and secondary education levels from both private and state schools in TRNC. The qualitative research has seven basic features, these are: susceptibility to the natural environment, participant role of the researcher, entirety approach, bringing up perceptions, flexibility in research design, inductive analysis and qualitative data, and it is defined as the research in which qualitative data collection technics like observation, negotiation and document analysis are used (Yıldırım & Şimşek, 2013). When it comes to data collection, there was an interview and the qualitative research method was also applied. The qualitative data analysis NVIVO 11.0 has been used in grouping and coding in categories the data that was obtained from the research. Thanks to NVIVO 11.0 program, the content could easily be coded, and complex knowledge was arranged easily. A healthy communication was applied with the participants so that they could express their opinions freely.

When it comes to findings, it can be seen the domination of the idea that technology should be increased gradually in schools and educational system as the common view of administrators, teachers and parents. In conclusion, we can all agree that implementing technology more in the educational system can only be benefic, because it makes our life easier and it helps the students. After they finish school, the students will have to use technology proper, and that’s why it’s very important for them to get acquainted with it as fast as it is possible.

Ecaterina Filimon