Usage of Mobile Technologies in Social Skills Development
Author(s)
Yunus Günindi
ABSTRACT
In this study, it has been aimed to reveal that pre-school children’s social adaptation skills can be supported by the application of frame code. The other aim of this study is to create awareness about the possible application areas of mobile learning technologies within the frame code in pre-school education. For this purpose, the study that consists of four experimental and four control group classes coming from similar socio-economic families children in five age groups that continued in kindergarten was carried out. 162 children participated in this study including 81 applications and 81 control groups. “Social Skills Training Program” supported by Frame Code Application (consisting of 12 acquisitions and 41 indicators) was prepared and during seven weeks, it was administered under the guidance of teachers. In order to evaluate the data before and after implementation, “Social Adaptation and Skills Scale” was used. According to the results of the study, in terms of sub-factors and social adaptation of the scale of “Social Adaptation and Skills Scale”, it was found that there was a significant difference in favor of the experimental group between experimental and control groups after application; however, after the application, social inadaptability sub-factor scores of the children in the experimental group were lower than the scores of control group children.
In this study, it has been aimed to reveal that pre-school children’s social adaptation skills can be supported by the application of frame code. The other aim of this study is to create awareness about the possible application areas of mobile learning technologies within the frame code in pre-school education. For this purpose, the study that consists of four experimental and four control group classes coming from similar socio-economic families children in five age groups that continued in kindergarten was carried out. 162 children participated in this study including 81 applications and 81 control groups. “Social Skills Training Program” supported by Frame Code Application (consisting of 12 acquisitions and 41 indicators) was prepared and during seven weeks, it was administered under the guidance of teachers. In order to evaluate the data before and after implementation, “Social Adaptation and Skills Scale” was used. According to the results of the study, in terms of sub-factors and social adaptation of the scale of “Social Adaptation and Skills Scale”, it was found that there was a significant difference in favor of the experimental group between experimental and control groups after application; however, after the application, social inadaptability sub-factor scores of the children in the experimental group were lower than the scores of control group children.
Cite this paper
Günindi, Y. (2014) Usage of Mobile Technologies in Social Skills Development. Creative Education, 5, 1576-1584. doi: 10.4236/ce.2014.516174.
Günindi, Y. (2014) Usage of Mobile Technologies in Social Skills Development. Creative Education, 5, 1576-1584. doi: 10.4236/ce.2014.516174.
References
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http://dx.doi.org/10.1016/0022-4405(87)90038-0 [5] Hegen, M. (2007). Prozess des Taggens.
http://mobile-tagging.blogspot.com [6] Îsman, A. (2001). Teknolojinin Felsefi Temelleri. Sakarya Üniversitesi Egitim Fakültesi Dergisi, S.1 (Nisan-May1s-Haziran), Sakarya. [7] Johns, B. H., Crowley, E. P., & Guetzloe, E. (2005). The Central Role of Teaching Social Skills. Focus on Exceptional Children, 37, 1-8. [8] Karasar, N. (2000). Bilimsel Arast1rma Yöntemi-Kavramlar, Îlkeler, Teknikler. 10. Baski. Nobel Yay1nevi, Ankara.?? [9] Ladd, G. W., & Mize, J. (1983). A Cognitive-Social Learning Model of Social Skill Training. Psychological Review, 90, 127-157.
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http://dx.doi.org/10.1111/j.1467-8535.2010.01071.x [14] R1za, E. T. (2000). Egitim Teknolojisi Uygulamalar1 ve Materyal Gelistirme, Anadolu Matbaas1, Îzmir. [15] Rutherford, R. B. (2001) Teaching Social Skills to At-Risk and Special Needss Students: A Positive Instructional Aprroach. Antalya: International Conferance on Special Education and Collaboration. [16] Staub, D., & Hunt, P. (1993). The Effects of Social Interaction Training on High School Peer Tutors of Schoolmates with Severe Disabilities. Cambridge: Exceptional Children. [17] Sorias, O. (1986). Sosyal Beceriler ve Degerlendirme Yöntemleri. Psikoloji Dergisi, 5, 24-29. [18] Walker, H. M., Mcconel, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1988). The Walker Social Skills Curriculum. The Accept Program. Austin, TX: Pro-Ed. [19] Westwood, P. (1993). Commonsense Methods for Children with Special Needs Strategies for the Regular Classrom. London: Routledge.
[1] Aktas, C. (2013). Eksel Gazetenin, Çevrimiçi Gazete Île Artan Rekabet Potansiyeli Üzerine Bir Tart?sma. Selçuk Üniversitesi Îletisim Fakültesi Akademik Dergisi, 7. [2] Alkan, C. (1997). Egitim Teknolojisi. Ani Yayincilik, Ankara. [3] Çilenti, K. (1994). Egitim Teknolojisi ve Ögretim. Kadioglu Matbaasi, Ankara. [4] Gresham, F. M., & Reschly, D. J. (1987). Dimensions Of Social Competence: Method Factors in the Assessment of Adaptive Behavior, Social Skills and Peer Acceptance. Journal of School Psycholog, 25, 108-117.
http://dx.doi.org/10.1016/0022-4405(87)90038-0 [5] Hegen, M. (2007). Prozess des Taggens.
http://mobile-tagging.blogspot.com [6] Îsman, A. (2001). Teknolojinin Felsefi Temelleri. Sakarya Üniversitesi Egitim Fakültesi Dergisi, S.1 (Nisan-May1s-Haziran), Sakarya. [7] Johns, B. H., Crowley, E. P., & Guetzloe, E. (2005). The Central Role of Teaching Social Skills. Focus on Exceptional Children, 37, 1-8. [8] Karasar, N. (2000). Bilimsel Arast1rma Yöntemi-Kavramlar, Îlkeler, Teknikler. 10. Baski. Nobel Yay1nevi, Ankara.?? [9] Ladd, G. W., & Mize, J. (1983). A Cognitive-Social Learning Model of Social Skill Training. Psychological Review, 90, 127-157.
http://dx.doi.org/10.1037/0033-295X.90.2.127 [10] McFall, M. R. (1982). A Review and Reformulation of the Concept of Social Skills. Behavioral Assesment, 4, 1-33. [11] Oktay, A. (1999). Yasam1n Sihirli Y1llar1: Okulöncesi Dönem. Îstanbul: Epsilon Yay1nlar1. [12] Önder, A. (2003). Okul Öncesi Çocuklar1 Îçin Egitici Drama Uygulamalar1. Îstanbul: Morpa Yay1nlar1. [13] Özdemir, S. (2010). Supporting Printed Books with Multimedia: A New Way to Use Mobile Technology for Learning. British Journal of Educational Technology, 41, E135-E138.
http://dx.doi.org/10.1111/j.1467-8535.2010.01071.x [14] R1za, E. T. (2000). Egitim Teknolojisi Uygulamalar1 ve Materyal Gelistirme, Anadolu Matbaas1, Îzmir. [15] Rutherford, R. B. (2001) Teaching Social Skills to At-Risk and Special Needss Students: A Positive Instructional Aprroach. Antalya: International Conferance on Special Education and Collaboration. [16] Staub, D., & Hunt, P. (1993). The Effects of Social Interaction Training on High School Peer Tutors of Schoolmates with Severe Disabilities. Cambridge: Exceptional Children. [17] Sorias, O. (1986). Sosyal Beceriler ve Degerlendirme Yöntemleri. Psikoloji Dergisi, 5, 24-29. [18] Walker, H. M., Mcconel, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1988). The Walker Social Skills Curriculum. The Accept Program. Austin, TX: Pro-Ed. [19] Westwood, P. (1993). Commonsense Methods for Children with Special Needs Strategies for the Regular Classrom. London: Routledge.