Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü Öğrencilerinin Siber Zorbalığa İlişkin Duyarlılık Düzeylerinin İncelenmesi

Cyber-bullying, due to the improper use of information and communication technologies, has become one of the issues that have the potential to trigger some of the most devastating experiences for people of all ages. Also referred to as ‚techno-bullying, electronic bullying and online bullying‛ in relevant literature (Akbulut, Şahin & Erişti, 2010), cyber-bullying is defined as, ‚all kinds of actions that use information and communication technologies to direct technical or relational damage deliberately and repeatedly to any given individual or group or natural or legal person‛ (Arıcak, 2011). This specific behavior bears similarities to standard bullying; however, it takes place through information and communication technologies. Regardless of the virtual platform on which it takes place or the medium used, cyber-bullying is an action that can cause devastating and life-long effects on the victim. This behavior can damage the emotional, social, and psychological development of a person, in addition to adversely affecting social relations (Şahin, Sarı, Özer & Er, 2010). Cyber-bullying can occur within any age group, and at any educational or socio-economic level (Akbulut & Erişti, 2011). Nonetheless, considering that cyber-bullying is carried out via dissimilar information and communication technologies, as revealed by TUİK (Turkish Statistics Institute), national statistics on the use of technology indicate that the target population most likely to be victimized is high school and college students ages 16-24. To eliminate cyber-bullying or more realistically speaking, to reduce the number to a minimum level, the various shareholders’ knowledge and awareness within the school play an extremely important role. Related studies in literature focus on the necessity to increase teachers’ awareness and sensitivity levels in order to fight against cyber-bullying (Agatston, Kowalski & Limber, 2007; Baker & Kavşut, 2007; Şahin, Sarı, Özer & Er, 2010; Akbulut & Erişti, 2011; Özdemir & Akar, 2011). Considering the damaging effects of cyber-bullying, young people, who frequently use information and communication technologies, must be made aware of the dire social consequences of cyber-bullying. . The students are not only active technology users, but they are also prospective Information Technologies (IT) teachers at the future Computer and Instructional Technologies Teaching Department (CEIT). These students are expected to develop their own awareness against cyber-bullying and then play an active role in raising social awareness. The purpose of the present study is to detect the awareness level of CEIT Department students to cyber-bullying and analyze their cyber-bullying awareness levels.