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This paper addresses the challenges faced by older adults in the digitalization process and aims to provide recommendations based on existing literature to help these individuals overcome them. Factors such as access to and proficiency with technology, digital literacy, economic constraints, and social isolation prevent older adults from fully benefiting from digital advancements. Limited access to affordable digital devices and internet services represents a significant barrier to their participation in the digital world. Furthermore, many older adults lack both the basic skills necessary to use digital technologies and the confidence to apply these skills effectively. The inability to perceive the value that technology could add to their daily lives further diminishes their interest in digitalization. Additionally, fears of fraud and online threats negatively impact the adoption of digital technologies among older adults. Collectively, these factors present substantial barriers to their inclusion in the digitalization process. To bridge the digital divide and promote technology adaptation among older adults, it is recommended that intergenerational learning programs, artificial intelligence-supported tools, and comprehensive digital literacy training be developed. These strategies are expected to enable older adults to engage effectively in the digital world and support a culture of lifelong learning. In conclusion, enhancing efforts both individually and collectively is crucial for facilitating older adults' adaptation to digitalization. Aging, Digital Transformation, Digital Divide, Digitalization. [ABSTRACT FROM AUTHOR]

Copyright of Etkileşim: Academic Journal of Uskudar University Faculty of Communication is the property of Etkilesim and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The main purpose of this study is to examine the impact of digital inequality between those who have access to digital technology and those who do not, with the widespread digitization in education aimed at lifelong learning, equal opportunities in education, and support for professional development. The study seeks to explain the phenomenon of inequality that occurs globally and in Turkey in the field of education due to digital inequality. In this context, research and indices used to assess digital inequality worldwide and Turkey are examined to analyze the situation revealed by these measurements. It is aimed to contribute to the literature by understanding the dimensions of digital inequality in hybrid education and effectively addressing this issue. Method: In this study, digital inequality in hybrid education was evaluated using approaches to determine digital inequality, such as the Information and Communication Technologies (ICT) Development Index, Turkish Statistical Institute (TUIK) Household Information Technologies Usage Survey, and Network Readiness Index. The reflections on digital inequality in hybrid education were discussed with a comprehensive literature review using international and national comparisons. Findings: The findings of the study show that state and private sector actors have important responsibilities in addressing digital inequality. Conclusion: This study emphasizes the steps that need to be taken to raise awareness about digital inequality and ensure equal education opportunities. To fully realize the potential of hybrid education, it is essential for all stakeholders to work collaboratively in the fight against digital inequality. Originality: Examining the conceptual and theoretical literature on the relationship between digital inequality and hybrid education highlights the importance of this study. Additionally, it is thought that it can make a significant contribution to identifying potential areas for future research by filling existing knowledge gaps. [ABSTRACT FROM AUTHOR]

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.

In today's world, the rapid spread and increasing use of digital technology have led to disparities in individuals', communities', or countries' access to, usage of, and benefits from digital technologies. Particularly since the 2010s, the introduction of portable devices into individuals' lives and the necessity for institutions to digitize, leading to the online execution of many processes, have become essential. Within this context, the aim of this study is to employ bibliometric analysis to examine the studies conducted on digital inequality, aiming to uncover the background of the digital inequality issue. Works published between 2003 and 2023 were examined using the Scopus database, and the acquired data was visualized using VOSviewer 1.6.6 software. As a result of the analysis, the countries with the highest number of studies in the field of digital inequality are the USA, the United Kingdom, the Russian Federation, the Netherlands, and Switzerland. The researchers who conducted the most publications and exhibited the highest level of collaboration among authors in the field of digital inequality are Hargittay, E., A. Van Deursan, A. Van Dijk, and M. Ragnedda. The journals leading in the publication of studies on digital inequality are "Information Communication and Society," "New Media and Society," and "Computers in Human Behavior." Among the examined articles, the terms "digital inequality" and "digital divide" are the most frequently used keywords. When analyzing the frequency levels of words used in the abstract sections of the articles, it is concluded that words such as division, regions, internet, students, and education are more commonly used. Countries with Western-centric economies are generally the ones with the highest intensity of research on digital inequality. Consequently, it is emphasized that within this context, considering the economic and technological levels of development, research interests, and existing inequalities, it is essential to investigate different dynamics of inequality in other regions as well. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Media & Communication Research / Uluslararası Medya ve Iletişim Araştırmaları Hakemli Dergisi is the property of Journal of Media & Communication Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Online Journal of Design, Art & Communication is the property of Turkish Online Journal of Design, Art & Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ÖZ: Teknolojik gelişmeler 21. yüzyıl başında hayatın hemen her alanında etkisini net bir biçimde göstermiştir. Bilgi ve iletişim teknolojileri (BİT) alanında da yaşanan gelişmeler eğitim sektöründe dijital dönüşüme sebep olmuştur. Eğitim sektöründe Türkiye’de yaklaşık 25 milyon öğrenci COVID19 salgından ve pandemi sürecinde hızlanan eğitimdeki dijital dönüşümden etkilenmiştir. İlköğretimden yükseköğrenime tüm eğitim öğretim faaliyetleri pandemi sürecinde uzaktan eğitim yöntemi ile devam ettirilmiştir. Ancak hem öğrencilerin karşılaştığı zorluklar hem de eğitim-öğretimin bu süreçteki dijital dönüşüme adaptasyonu birtakım sorunlara neden olmuştur. Sayısal (dijital) uçurum olarak tanımlanan bu kavram, literatürde genel olarak farklı coğrafyalarda yaşayan ve sosyo-ekonomik farklılıkları olan birey, firma veya ülkelerin BİT’e ulaşması ve kullanmasında yaşadığı eşitsizlik olarak tanımlanmaktadır. Yaşanan sorunlar mekânsal analizi ön plana çıkararak Coğrafi Bilgi Sistemlerinin (CBS) dijital dönüşüm analizleri alandaki kullanımını zorunlu hale getirmiştir. Eğitime erişimin izlenmesi, eğitimden faydalanan öğrencilerin analizi, güncel kayıtlı öğrenci sayısı, ilgili kurumların eğitimle alakalı karar verme süreçlerinde CBS bir araç olarak kullanılmaktadır. Bu çalışma kapsamında Türkiye’deki okuma yazma, ortaokul mezunu ve lisansa kayıtlı öğrenci eğitim istatistiklerinin CBS tabanlı analizlerine yer verilmiş ve TÜİK’in Hanehalkı Bilişim Teknolojileri (BT) Kullanım Araştırması ile mekânsal gösterimi yapılmıştır. Çalışmanın analiz aşamasında elde edilen veriler QGIS 3.22.10 kullanılarak görselleştirilmiştir. ABSTRACT: Technological developments have clearly shown their effects in almost every aspect of life at the beginning of the 21st century. Developments in the field of information and communication technologies (ICT) have also led to digital transformation in the education sector. In the education sector, approximately 25 million students in Turkey have been affected by the COVID19 epidemic and the accelerated digital transformation in education during the pandemic. All education and training activities, from primary education to higher education, were continued with the distance education method during the pandemic process. However, both the difficulties faced by students and the adaptation of education to digital transformation in this process have caused some problems. This concept, which is defined as the digital divide (digital gap), is generally defined in the literature as the inequality experienced by individuals, companies or countries living in different geographies and having socio-economic differences in accessing and using ICT. The problems experienced have brought spatial analysis to the fore and made the use of Geographic Information Systems (GIS) digital transformation analysis in the field mandatory. GIS is used as a tool in monitoring access to education, analysis of students benefiting from education, the number of currently enrolled students, and education-related decision-making processes of relevant institutions. Within the scope of this study, GIS-based analyzes of literacy, secondary school graduate and undergraduate student education statistics in Turkey were included and spatial representation was made with the Household Information Technologies (IT) Usage Survey of TUIK. The data obtained during the analysis phase of the study were visualized using QGIS 3.22.10.

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The need for the internet, internet access tools and digital literacy skills has increased as most essential activities have gone online during the Covid-19 pandemic. In this process, the ruptures created by the digital divide have come to the fore and turned into an important problem that needs to be discussed. The concept of digital divide is an important one to understand and discuss that not everyone adapts to the digitized world to the same degree. This concept was previously used to describe the gap between those with and without access Dto communication technology, but today it has expanded from the problem of access to a set of problems that arise from use. Disadvantaged groups of society such as the elderly, the disabled, the poor, youth and women are more affected by the inequality created by the digital divide. The gender-based digital divide that this research focuses on covers an important area of discussion in the digital age. Because women, who are deprived of economic and cultural capital due to the imposition of social roles, constitute a disadvantaged group in terms of access to and use of digital technologies. It has been observed that during the epidemic days, gender-based inequality deepened and women had problems in accessing and using the internet and internet access tools. The findings of this research provide insight into how women of low socioeconomic status experience digital inequality during the epidemic. In the research, the experiences of women during the epidemic period were limited to the context of digital inequality, and the findings of the research were obtained by the semi-structured interview method, which is a qualitative research method. [ABSTRACT FROM AUTHOR]

Copyright of Ankara Barosu Dergileri is the property of Ankara Bar Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to investigate the existence of digital divide at the regional level empirically in Turkey. For this purpose, the digital divide of 12 regions at the TR Nuts 1 level was analyzed using EDAS and MAIRCA methods. The analysis was made separately with the 2011 and August 2021 data, and in this way, the ten-year variation of the digital divide between the regions was revealed. As a result of the analysis, it has been revealed that there is a significant digital gap between regions in Turkey and the distribution of this gap within the regions has hardly changed in the last ten years. As of 2021, the ranking of 12 regions regarding digital division has been determined as Istanbul, West Anatolia, East Marmara, Aegean, Mediterranean, Central Anatolia, East Black Sea, West Marmara, Southeast Anatolia, West Black Sea, Middle East Anatolia, Northeast Anatolia regions. The parallelism of the results of this study with previous empirical studies in the literature reveals that the digital divide in Turkey has continued with similar differences for many years. This paper is different from other studies in the literature in that it includes the comparison of the last ten years and makes use of multi-criteria decision-making methods in the detection of the digital divide. [ABSTRACT FROM AUTHOR]

Copyright of Bursa Uludağ Journal of Economy & Society / Bursa Uludağ Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi is the property of Uludag Universitesi Iktisadi ve Idari Bilimler Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Türkiye Ulusal Ajansı tarafından yürütülmekte olan Erasmus+ Programı Okul Eğitimi Stratejik Ortaklıklar eylemi kapsamında finanse edilen DigiComp kısa adıyla “Dijital Göçmenler için Dijital Yeterlilikleri Artırma: Dijital Bölünme ve Dijital Sosyal Eşitsizlikle Mücadele” projesi kapsamında hazırlanan bu çalışma, dijital göçmenler için dijital yetkinlikleri konu edinmektedir. Özellikle düşük ve orta eğitim düzeyindeki ve ileri yaşlardaki dijital göçmenlerin dijital bölünmeyle ilişkili ciddi risk faktörleriyle karşı karşıya oldukları gerçeğinden hareket eden çalışma, dijital teknolojilerin benimsenmesine ilişkin kapasite geliştirme çabalarına; dijital göçmenlerin sahip olması gereken dijital yetkinliklerin, literatür taraması ve uzman görüşleri çerçevesinde daha net bir resmini sunarak, farklılıklara ve fikir birliğine dayalı bir yetkinlik çerçevesi geliştirerek katkı sunma amacı taşımaktadır. Bu çerçevede dijital göçmenlerin dijital teknolojilerle ilgili hangi sorumluluk ve sorun alanlarıyla karşı karşıya oldukları ve bu alanlardaki yetkinliklerinin hangi kategorilerde ele alınabileceği literatür taraması marifetiyle somutlaştırılmış; saha kısmında ise ilgili literatürden elde edilen veriler çerçevesinde 11 uzmanın görüşlerine başvurulmuştur. Son olarak da ilgili literatür ve sahanın kesişiminde elde edile veriler bir yetkinlik çerçevesi olarak somutlaştırılmıştır.

ÖZ: Kullanıcı sayısı arttıkça internet ve onun sunduğu imkânlar günlük yaşamda daha fazla yer kaplar hale gelmiştir. Bu kalabalık dünyada yer alabilmek için çoğu zaman yalnızca bir internet bağlantısı yeterli gibi gözükse de, onunla beraber bazı dijital becerilere sahip olmak da önem taşımaktadır. Ancak dijital becerilerin eşitsiz dağılımı internetin sunduğu imkânlardan kadın ve erkeklerin olması gerektiği biçimde yararlanmalarının önüne geçmektedir. Başka bir deyişle dijital becerilerdeki adaletsiz dağılım, toplumsal cinsiyet eşitsizliğini körüklemektedir. Buradan hareketle mevcut araştırma dijital becerilerin artmasının toplumsal cinsiyet eşitliğini nasıl etkilediğini ortaya koymayı hedeflemektedir. SmartPLS 3 programıyla gerçekleştirilen araştırma sonuçları, yüksek dijital becerilerin, toplumsal cinsiyet eşitliği indeksini iyileştirdiğini (0,793, t:12,490) göstermiştir. Buna göre, toplumsal cinsiyet eşitliği indeksinde meydana gelen değişmenin %62,8’i, yüksek dijital beceriler değişkeni tarafından açıklanmaktadır. ABSTRACT: As the number of users increases, the internet, and its possibilities have become more common in daily life. Although it often seems like only one internet connection is enough to take part in this crowded world, it is also important to have some digital skills as well. However, the unequal distribution of digital skills prevents women and men from taking advantage of the opportunities offered by the internet as they should. In other words, inequality in digital skills strengthens gender inequality. The study explores whether gender equality improves when digital skills increase. As a result of the study, it was concluded that high digital skills improve the gender equality index (0.793, t: 12.490). Accordingly, 62.8% of the change in the gender equality index is explained by the high digital skills variable.

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Erciyes Communication / Erciyes İletişim Dergisi is the property of Erciyes University, Faculty of Communication / Erciyes Universitesi Iletism Fakultesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study is to determine the factors of individuals' skills with regard to internet usage in Turkey by Confirmatory Factor Analysis, and to analyze the factor indicators in order to clarify if they vary by gender, age and education level, i.e. if a digital divide is in question, by Multivariate Analysis of Variance (MANOVA) method. For that purpose, the data on "IT Usage - 2016" of Turkish Statistical Institute was selected as baseline. All data used in this study is categorical. Though, since Confirmatory Factor Analysis and MANOVA are methods using continuous variables, firstly, the variables were transferred to quantified variables by Optimal Scaling method, and before employing Confirmatory Factor Analysis and MANOVA methods, the validity of both multivariate normality and equality of variance-covariance matrices hypotheses was checked. The results obtained showed that the skill with regard to internet usage consists of four factors: personal intended internet activities, e-learning, e-government services, and software related activities. According to the MANOVA results, these factors significantly vary by gender, age, and education level, and thus, there's a second and a third level digital divide between individuals in Turkey.

The rapid development of information and communication technologies has led to a rapid change in the education system. The most important alteration is that distance education methods have been passed down in universities. In this context, it was carried out in order to determine whether there is a digital divide among the vocational high school students in different socioeconomic situation which makes their courses with distance education method. This study was carried out with the participation of 891 students from first year students of Dokuz Eylül University Technical Programs Department of İzmir Vocational High School. One sample t-test, ANOVA and spatial statistical methods (weighted average center, weighted standard distance and weighted standard deviation ellipse) were used in the analysis of the data. In the evaluation of the results, the students were determined as gender and cities where they graduate as factor. Among the students, it has been found that men use information technologies more effectively than women who have information technologies. Additionally, results of the spatial statistics there is no digital divide between regions of country according to city where students graduated.

Developments in post-industrial societies shaped by the factors of globalization and the speed and diversity of information and communication technologies have been subjects to various conceptualizations along with different approaches and paradigms. The concepts of information, information society, information age, digital divide, information poverty and chronic information poverty are the main examples of these tendencies. The editorial of this issue aims to provide a general and conceptual framework for the mentioned issues. [ABSTRACT FROM AUTHOR]

As the number of users increases, the internet, and its possibilities have become more common in daily life. Although it often seems like only one internet connection is enough to take part in this crowded world, it is also important to have some digital skills as well. However, the unequal distribution of digital skills prevents women and men from taking advantage of the opportunities offered by the internet as they should. In other words, inequality in digital skills strengthens gender inequality. The study explores whether gender equality improves when digital skills increase. As a result of the study, it was concluded that high digital skills improve the gender equality index (0.793, t: 12.490). Accordingly, 62.8% of the change in the gender equality index is explained by the high digital skills variable. [ABSTRACT FROM AUTHOR]

With the beginning of the COVID-19 pandemic process, approximately one and a half billion students from all age groups around the world have switched from face to face education to distance education activities. This educational response, called emergency remote education (ERE), has given a quick and positive response to the educational negativity brought about by the pandemic. For educators, stakeholder experiences in ERE processes and accurate interpretation of the practices carried out are critical in the context of sustainable and planned distance education activities for the possible later stages of pandemic or after pandemic. In this study, ERE research conducted worldwide during the COVID-19 pandemic process was analyzed contentwise and some descriptive data, prominent concepts, problems and solution proposals were examined in the ERE process. Within the scope of the research, gray literature was also used in the interpretation of the data used in scientific articles, full text conference papers and scientific book chapters. Studies analyzed in the study were gathered from; SCOPUS, Web of Science, Science Direct, Emerald Insight, IEEEXplore, ACM Digital Library, EBSCO host research databases (including Academic Search Premier, H.W. Wilson, British Education Index, ERIC et al.), JSTOR and Google Scholar databases. A total of 2535 researches were reached within the scope of the study, 252 of which were examined in detail and 152 were included in the analysis phase. Thematic analysis and descriptive analysis were used during the analysis process. The concepts that stand out in the pandemic ERE period are categorized under five, the problems & constraints experienced are categorized under eleven and solution proposals are categorized under six main themes. Research findings show that studies conducted in the field of ERE during pandemic were mostly conducted in the field of higher education and often in developed countries. However, it is seen that the digital divide is the reality that stands out in the context of the concepts emerged and problems experienced. As a result of the study, recommendations were made about different categories and content for planned distance education activities within the scope of the findings obtained within this research. [ABSTRACT FROM AUTHOR]

Bu çalışma, Özgür / Libre Açık Kaynak Kodlu Yazılımın ÖLAKK Dijital Bölünme'yi kapatmadaki potansiyel etkisini ve Türkiye'nin ÖLAKK ekosistemindeki mevcut konumuna vurgu yapmaktadır. ÖLAKK birbiriyle bağlantılı olarak sosyal faydaları olduğu ve bunları teknolojik faydalar, ekonomik faydalar, teknolojilere uyum, yerel kapasitenin inşası, paradigmanın değişmesi ve yenilikçi toplumun boyutlarına ulaşılması olarak tanımlayabiliriz. Türkiye çift haneli yazılım endüstrisine ve güçlü FLOSS topluluklarına sahip olmasına rağmen Türkiye dijital uçurumun kapatılmasında ÖLAKK faydalarına henüz ulaşamamıştır. Bunun nedenlerini: ÖLAKK politikanın olmayışı, Pardus projesinin başarısızlığı, merkezi hükümet desteğinin azlıgı ve ilgi eksikliği, yetersiz eğitim fırsatları ve satıcı kilitleme sorunu olarak grouplandırabiliriz.

Thanks to changes in communication and information technologies, the use of the internet and smartphone has become an indispensable element of life. With these developments, individuals have become members of touch societies that can be accessed instantly by clicking on anything. The use of technology in line with the daily needs of everyone, from infants to adults, has led to the state of being connected to digital and internet. Most of the requirements in Maslow's theory of needs hierarchy are now being tried to be fed through the virtual environment. Internet-based digital media are preferred for ordering food, seeking a job, making friends, socializing, acquiring information, having fun and gaining respectability. For this reason, individuals are connected to this developing and changing network and make their work easier with an invisible hand. Today, individuals use internet technology to connect to social networks in addition to their daily needs. On social networks, individuals can share information, videos, pictures and follow friends and relatives at any time. The sense of freedom provided by the social media, the possibility of stalking, the likes received control the individuals with the effect of an infectious energy and strengthen the connection status to the social network. In addition, people's desire not to miss the developments, being social or phenomenon, and acceptance of some places according to the number of followers increase the interest and demand for social networks. The idea of deprivation or deprivation of the internet, smartphone and social network trio, which is a whole with our lives, has created new fears in people. These fears appear as netlesphobia, nomophobia and fomo. The fear of being deprived of the Internet in any place is the netlesphobia; the fear of being left out of the phone or going out without a phone means nomophobia and the fear of missing out on social media. In this context, should we be concerned about the new generation of fears, whether these fears are a reflection of addiction, and what is the situation of our society and who is most at risk? With this in mind, a content analysis study was conducted by examining the scientific studies dealing with the subjects of netlessphobia, nomophobia and fomo. In the articles and theses examined, it was tried to determine the tendency of the researched subjects, the relations with which subjects, the working groups and the types of research. The aim of the study is to provide a cross-section to those who will work in the field by obtaining categorical information on the concepts in question. [ABSTRACT FROM AUTHOR]

Copyright of SDU Journal of Engineering Sciences & Design / Mühendislik Bilimleri ve Tasarım Dergisi is the property of Journal of Engineering Sciences & Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

1970 yılında ortaya çıkan ve özellikle yazılı basın üzerine kurulan Bilgi Açığı Hipotezi kitle iletişim araçlarının toplumun her kesimini eşit derecede bilgilendirme konusunda başarısızlığını açıklamaktadır. Daha sonra yapılan çalışmalarda radyonun da bilgi açığı oluşturduğu ortaya çıkmış ancak televizyonun toplum kesimleri arasında bilgi açığı oluşturduğu sonucuna ulaşan çok az sayıda araştırma olmuştur. Yapılan ilk çalışmalar İnternet haber siteleri, sosyal medya vb. ve yeni iletişim teknolojilerinin bilgi-haber açığını artırdığını ortaya koysa da son yıllarda yapılan çalışmalar İnternet ve yeni iletişim teknolojilerinin bilgi-haber açığını azalttığı sonucuna ulaşmışlardır. Bu çalışmada Bilgi Açığı Hipotezi ve bu konuda yapılan çalışmalara yer verilmiştir. İncelenen çalışmalar neticesinde özellikle son yıllarda yapılan çalışmalarda Yeni Medyanın toplum kesimleri arasında bilgi-haber açığını azalttığı sonucuna ulaşılmıştır. Öte yandan toplum kesimleri arasında bilgi açığı medya, konu ve zamana göre varlığını devam ettirmektedir.

Survey was conducted to collect information on university students’ media consumption and habits. The result shows that the ones who use digital and broadcast media for collecting news and information have more experience of using the Internet. There is a significant difference between males and females both for media use and content consumption. Females more than males both tended to consume more more media and news content of media. The age difference between the participants was another important factor played role in whether or not Internet users got information and news about entertainment. The results were discussed and interpreted within the framework of digital divide, knowledge gap, and the theory of uses and gratifications.

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature on digital divide has increasingly focused on new levels of divisions in recent years. This doesn't mean that studies on inequalities in access to information technologies (IT) or technology ownership aren't valid anymore. Yet, further research is needed in order to reveal the dynamics of deeper inequalities with respect to IT. For instance, in especially the case of developing countries such as Turkey, problems of first-level digital divide still exist even if some of them have been eliminated to some extent. Nevertheless, studies on digital divide emphasize that differences between people's skills and forms of using IT need more elaboration beyond. Relevant studies in Turkey are far from reflecting the underlined extension of literature. It is the purpose of the study to understand the relationships between the IT skills of people and the offline resources and activities, drawing on the potential of Bourdieuian cultural capital concept, and in parallel with the expansion and deepening of the related body of literature, employing the data of Adult Education Research conducted by TURKSTAT in 2012. The research particularly focuses on the relationships between variables such as individuals' education, parents' education, foreign language skills, reading habits, and cultural activities as well as the ability to use of IT. Multiple correspondence analysis was used as method of analysis. Consequently, it is observed there is a high connection between respondents' own level of education, their parents' schooling, and their IT skills. Those who have high schooling are in the same group with those who have advanced IT skills. Besides, what is valid for the variable of education is also valid for other variables of socio-economic status and cultural capital. This leads to the ultimate result of deepening digital inequalities that cannot be alleviated with classical measurements (overcoming ownership and access problems) as has been underlined by previous researches in the related literature. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Communication Theory & Research / Iletisim Kuram ve Arastirma Dergisi is the property of Gazi University, Faculty of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the concept of "digital divide" was explained with its reasons and types; and it was aimed to identify the factors that lead to a digital divide in developed and developing countries and to calculate the IDI index. Dynamic panel regression analysis, which covered the period between 1995 and 2013, was used for 20 developed and 16 developing countries. In all models, per capita income was found significant in explaining the digital divide. In addition quality of laws, and city population were found significant in the developed country. Electricity consumption per capita, and age dependency ratio were found significant in the developing countries. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, the technological tools and applications which are emerged by rapid developments in information and communication technologies (ICTs) have become an indispensable part of people's daily life. Despite these continuous technological developments, every individual in a society cannot reach and use the same level of ICT. This difference is not only between individuals but also between groups, regions, countries, and continents. The term "Digital Divide" is used for describing inequalities in terms of information and communication technologies (ICTs). To measure the global digital divide, the most popular measure is the ICT Development Index published by International Telecommunication Union (ITU) for every year. Although there are some studies to examine the digital divide in Turkey, a study to measure the digital gap between the regions of Turkey does not exist. The aim of this study is to calculate and evaluate the ICT Development Index for different regions of Turkey. The data are gathered from "Electronic Communications Statistics at Provincial Level" prepared by Turkish Information and Communication Technologies Authority and "Information and Communication Technologies Usage in Households and Individuals Survey" prepared by Turkish Statistical Institute for year 2012. To measure the digital divide between regions of Turkey, the ICT Development Indices of 12 statistical regions are calculated and evaluated for the current situation of the digital divide in Turkey. As a result, there are digital differences among all regions of Turkey. Especially, between east and west parts of Turkey, there are crucial gaps. Thus, investing more in education to increase the literacy rate especially for the east part of Turkey, taking necessary actions for providing ICTs with affordable costs may be essential for decreasing the digital divide among the regions. [ABSTRACT FROM AUTHOR]

Copyright of Mugla Sitki Kocman University Journal of Social Sciences is the property of Mugla Sitki Kocman University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Halk kütüphaneleri dijital uçurumun azaltılmasında önemli roller üstlenen toplumsal kuruluşlardır. Onların, bu rollerini gerçekleştirebilmeleri için niceliksel açıdan yeterli durumda olmaları gerekmektedir. Ayrıca, halk kütüphanelerine ilişkin niceliksel göstergeler niteliklerini ve nitelikli hizmet vermelerini doğrudan belirler. İran, 30 ilde yaşayan 71 milyon nüfusa sahip bir Ortadoğu ülkesidir. Bu çalışmada, İran'daki halk kütüphanelerine ilişkin niceliksel durum kütüphane sayısı, kullanıcı, derme ve personel unsurları açısından ortaya konulmaya çalışılmıştır. Elde edilen sonuçlara göre, İran'da ele alınan söz konusu unsurlar açısından genelde bir yetersizlik olduğu anlaşılmıştır. Çalışma sonunda bazı önerilerde bulunulmuştur. Public libraries as social organizations play a significant role in reducing the digital divide. In order to perform this role, their quantitative aspects need to be sufficient. In addition, the quantitative indicators of public libraries reveal their qualities and qualified services. Iran has a population of 71 million, in 30 provinces. In this paper, the public libraries of Iran are studied with respect to number of libraries, users, collections and staff. The results suggest that the abovementioned factors are generally insufficient as regards public libraries in Iran. In the conclusion of the study, some suggestions are made. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)