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Evaluation of Pre-service Teachers' Attitudes and Opinions on Writing in Digital Environment

Yıl 2023, Cilt: 8 Sayı: 1, 56 - 90, 15.03.2023
https://doi.org/10.29250/sead.1239123

Öz

Digital writing has become an important part of the daily life of not only the new generation, but also individuals of all ages. Digital writing, which has become a great need for the new generation, is a special issue that concerns pre-service teacher candidates and even takes place in their lives. The purpose of this research is to evaluate the attitudes of pre-service teachers towards writing in the digital environment in terms of different variables and to determine their views. Mixed method was used in the study. The research was carried out in a university in the Aegean Region in the spring semester of the 2021-2022 academic year (n= 264). The participants consisted of pre-service teachers studying in preschool education teaching (n=161) and classroom education undergraduate programs (n=103). In order to obtain qualitative data, interviews were conducted with 12 volunteering students. The Attitude Scale Towards Writing in Digital Environment (DOYAT), developed by Susar Kırmızı, Kapıkıran, and Akkaya (2021), was used to obtain quantitative data. The "open-ended question questionnaire" developed by the researchers was used to obtain qualitative data. Quantitative data obtained were subjected to t-test and analysis of variance using statistical package program. Content analysis was used for the data obtained with the open-ended question form. The attitudes of pre-service teachers participating in the research towards digital writing did not show a significant difference according to gender, class level, and having their own computer. However, it was determined that there was a statistically significant difference according to the time allocated to digital writing. The pre-service teachers who participated in the research stated that they prefer digital writing because it is useful and economical. However, they also stated that writing in digital environment for a long time causes physical health problems.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • Åkerfeldt, A. (2014). Re-shaping of writing in the digital age-a study of pupils’ writing with different resources. Nordic Journal of Digital Literacy, 9(3), 172-193.
  • Ajzen, I., & Fishbein, M. (1975). A Bayesian analysis of attribution processes. Psychological bulletin, 82(2), 261-277.
  • Aktaş, N. & Akyol, H. (2020). Effect of digital writing workshop activities on writing motivation and development of story writing skills. International Journal of Progressive Education, 16(3), 270-287.
  • Baker, S. F., & Lastrapes, R. E. (2019). The writing performance of elementary students using a digital writing application: Results of a teacher–librarian collaboration. Interactive Technology and Smart Education. 16(4), 343-362.
  • Baki, A. & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Ballast, K., Stephens, L., & Radcliffe, R. (2008, March). The effects of digital storytelling on sixth grade students' writing and their attitudes about writing. In Society for Information Technology & Teacher Education International Conference (pp. 875-879). Association for the Advancement of Computing in Education (AACE).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Bumgarner, B. L. (2012). Digital storytelling in writing: A case study of student teacher attitudes toward teaching with technology. University of Missouri-Columbia.
  • Carlsson, L. (2019). Designing a Digital Voice-Controlled Travel Guide: Investigating the User Experience of Voice-Controlled Customer Service. Retrieved from https://www.diva-portal.org/smash/get/diva2:1330212/FULLTEXT01.pdf in 17. 01. 2023.
  • Chaudhuri, B., Kendall, L., & Bhalla, A. (2020). Beyond IVR: Exploring voice user interfaces for digital inclusion among urban smartphone users in India. Beyond IVR: Voice User Interfaces for Digital Inclusion. Retrieved from https://web.archive.org/web/20220802075642id_/https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1166&context=icis2020 in 12. 01. 2023.
  • Choo, Y. B., & Li, K. L. (2017). Digital writing in English language writing instruction. ARIEL-An International Research Journal of English Language and Literature, 28, 1-16.
  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2014). Central issues in new literacies and new literacies research. In Handbook of research on new literacies (pp. 1-22). Routledge.
  • Collier, S., Foley, B., Moguel, D., & Barnard, I. (2013). Write for your life: Developing digital literacies and writing pedagogy in teacher education. Contemporary Issues in Technology and Teacher Education, 13(3), 262-284.
  • Creswell, J. W. (1999). Mixed-method research: Introduction and application. In Handbook of educational policy (pp. 455-472). Academic press.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage publications.
  • Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed Methods Research, 3(2), 95-108.
  • Çetin, S. A. (2022). Eğitim fakültesi öğrencilerinin dijital ortamlarda yazma alışkanlıklarının incelenmesi. Okuma Yazma Eğitimi Araştırmaları, 10(2), 253-274.
  • Dahlström, H. (2019). Digital writing tools from the student perspective. Education and Information Technologies, 24(2), 1563-1581.
  • Dahlström, D., & Boström, B. (2017). Pros and cons: Handwriting versus digital writing. Nordic Journal of Digital Literacy, 12(4), 143-161.
  • Demirel, A. & Şengül, M. (2022). An investigation of pre-service Turkish teachers’ attitudes toward digital writing, International Online Journal of Educational Sciences, 14(2), 582-597.
  • Duran, E. (2013). Investigation on views and attitudes of students in faculty of education about reading and writing on screen. Educational Research and Reviews, 8(5), 203-211.
  • Ekholm, E., Zumbrunn, S., & DeBusk-Lane, M. (2018). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review, 30(3), 827-856.
  • Erkan, S. S. Ş., & Dağal, A. B. (2016). Öğretmen adaylarının dijital okuma, yazma ve sunum hazırlama becerileri hakkındaki görüşlerinin değerlendirilmesi. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 3(1), 131-144.
  • Grabill, J. (2005). Elektronic writing, research and teaching. The Clearing House, 78(3), 100-101.
  • Gustilo, L., Vergel, M. I., & Valle, A. (2020). Digital writing and english teachers' attitudes towards its non-standard conventions. Asian EFL Journal, 24(4), 101-129.
  • Haddock, G., & Maio, G. R. (2014). Einstellungen. In Sozialpsychologie (pp. 197-229). Springer, Berlin, Heidelberg.
  • Kırmızı, F. S., Kapıkıran, Ş. & Akkaya, N. (2021). Dijital ortamda yazmaya ilişkin tutum ölçeği (DOYAT): Ölçek geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (52), 417-444.
  • Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Ontario: Broadview Press.
  • Li, K. L., Razali, A. B., Noordin, N., & Abd Samad, A. (2018). The role of digital technologies in facilitating the learning of ESL writing among TESL pre-service teachers in Malaysia: A review of the literature. Journal of Asia TEFL, 15(4), 1139.
  • Maden, S., Banaz, E. & Maden, O. A. (2018). Türkçe öğretmeni adaylarının dijital ortamlardaki yazma alışkanlıkları. Eğitim ve Öğretim Araştırmaları Dergisi, 7(1), 103-112.
  • Madden, S. (2014). Obsolescence in/of digital writing studies. Computers and Composition, 33, 29-39.
  • Martin, N. M., & Lambert, C. (2015). Differentiating digital writing instruction: The intersection of technology, writing instruction, and digital genre knowledge. Journal of Adolescent & Adult Literacy, 59(2), 217-227.
  • Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118-128.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage publications.
  • Nobles, S., & Paganucci, L. (2015). Do digital writing tools deliver? Student perceptions of writing quality using digital tools and online writing environments. Computers and Composition, 38, 16-31.
  • Özbay, M. (2006). Türkçe özel öğretim yöntemleri. Ankara: Öncü Yayıncılık.
  • Pratolo, B. W., & Solikhati, H. A. (2021). Investigating teachers' attitude toward digital literacy in EFL classroom. Journal of Education and Learning (EduLearn), 15(1), 97-103.
  • Reid, N. (2015). Attitude research in science education. Khine, M. S. (Edt). Attitude measurements in science education: Classic and contemporary approaches, In (p.3-46), USA: Information Age Publishing.
  • Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26-32.
  • Snyder, I. (1995). Toward electronic writing classrooms: The challenge for teachers. Journal of Information Technology for Teacher Education, 4(1), 51-65.
  • Steinhubl, S. R., & Topol, E. J. (2018). Now we're talking: bringing a voice to digital medicine. The Lancet, 392(10148), 627.
  • Takayoshi, P. (1996). The shape of electronic writing: Evaluating and assessing computer-assisted writing processes and products. Computers and composition, 13(2), 245-257.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • Tok, M. (2015). Examining pre-service teacher views on the implementation of screen-based writing instruction. International Electronic Journal of Elementary Education, 7(2), 235-252.
  • Turnley, M. (2011). Towards a Mediological method: A framework for critically engaging dimensions of a medium. Computers and Composition, 28, 126-144.
  • Tüzel, S., & Tok, M. (2013). Öğretmen adaylarının dijital yazma deneyimlerinin incelenmesi. Tarih Okulu Dergisi, 6(15), 577-596.
  • Ustabulut, M. Y. (2021). Türkçe öğretmeni adaylarının dijital yazmayla ile ilgili görüşlerinin incelenmesi. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(2), 300-311.
  • Vue, G., Hall, T. E., Robinson, K., Ganley, P., Elizalde, E., & Graham, S. (2016). Informing understanding of young students’ writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities. Learning Disability Quarterly, 39(2), 83-94.
  • Yaman, E. (2008). Yazma sanatı: yazılı anlatım. Ankara: Savaş Yayınevi.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Zoch, M., Adams-Budde, M., & Langston-Demott, B. (2016). Creating spaces for students to position themselves as writers through experiences with digital writing. Texas Journal of Literacy Education, 4(2), 111-125.
  • Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267-299.

Öğretmen Adaylarının Dijital Ortamda Yazmaya İlişkin Tutumlarının ve Görüşlerinin Değerlendirilmesi

Yıl 2023, Cilt: 8 Sayı: 1, 56 - 90, 15.03.2023
https://doi.org/10.29250/sead.1239123

Öz

Dijital yazma yalnızca yeni neslin değil her yaştan bireyin günlük yaşamının önemli bir parçası haline gelmiştir. Yeni nesil için büyük bir gereksinim haline gelen dijital yazma hizmet öncesi eğitim alan öğretmen adaylarını da ilgilendiren hatta onların yaşamında da yer alan özel bir konudur. Bu araştırmanın amacı, öğretmen adaylarının dijital ortamda yazmaya yönelik tutumlarının farklı değişkenler açısından değerlendirilmesi ve görüşlerinin tespit edilmesidir. Çalışmada karma yönteme başvurulmuştur. Araştırma 2021-2022 eğitim öğretim yılının bahar döneminde Ege Bölgesindeki bir üniversitede gerçekleştirilmiştir (n= 264). Katılımcılar okulöncesi eğitimi öğretmenliği (n=161) ve sınıf eğitimi lisans programlarında (n=103) öğrenim gören öğretmen adaylarından oluşmaktadır. Nitel verilerin elde edilmesinde 12 öğrenci ile görüşme yapılmıştır. Görüşmelerde gönüllülük esası göz önünde bulundurulmuştur. Nicel verilerin elde edilmesinde Susar Kırmızı, Kapıkıran ve Akkaya (2021) tarafından geliştirilen “Dijital Ortamda Yazmaya İlişkin Tutum Ölçeği” (DOYAT) kullanılmıştır. Nitel verilerin elde edilmesinde ise araştırmacılar tarafından geliştirilmiş olan “açık uçlu soru anketi” kullanılmıştır. Elde edilen nicel veriler istatiksel paket program kullanılarak t-testi ve varyans analizine tabi tutulmuştur. Açık uçlu soru formu ile elde edilen veriler için içerik analizi kullanılmıştır. Araştırmaya katılan öğretmen adaylarının dijital yazmaya yönelik tutumları cinsiyete, sınıf düzeyine, kendine ait bilgisayarı olma değişkenine göre anlamlı bir farklılık göstermemektedir. Ancak dijital yazmaya ayrılan zaman değişkenine göre istatistiksel olarak anlamlı bir farklılık olduğu belirlenmiştir. Araştırmaya katılan öğretmen adayları, dijital yazmayı kullanışlı olduğu için tercih ettiklerini, ekonomik bulduklarını, aynı zamanda dijital ortamda uzun süre yazı yazmanın fiziksel olarak sağlık sorunlarına neden olduğunu ifade etmiştir.

Proje Numarası

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Kaynakça

  • Åkerfeldt, A. (2014). Re-shaping of writing in the digital age-a study of pupils’ writing with different resources. Nordic Journal of Digital Literacy, 9(3), 172-193.
  • Ajzen, I., & Fishbein, M. (1975). A Bayesian analysis of attribution processes. Psychological bulletin, 82(2), 261-277.
  • Aktaş, N. & Akyol, H. (2020). Effect of digital writing workshop activities on writing motivation and development of story writing skills. International Journal of Progressive Education, 16(3), 270-287.
  • Baker, S. F., & Lastrapes, R. E. (2019). The writing performance of elementary students using a digital writing application: Results of a teacher–librarian collaboration. Interactive Technology and Smart Education. 16(4), 343-362.
  • Baki, A. & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Ballast, K., Stephens, L., & Radcliffe, R. (2008, March). The effects of digital storytelling on sixth grade students' writing and their attitudes about writing. In Society for Information Technology & Teacher Education International Conference (pp. 875-879). Association for the Advancement of Computing in Education (AACE).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
  • Bumgarner, B. L. (2012). Digital storytelling in writing: A case study of student teacher attitudes toward teaching with technology. University of Missouri-Columbia.
  • Carlsson, L. (2019). Designing a Digital Voice-Controlled Travel Guide: Investigating the User Experience of Voice-Controlled Customer Service. Retrieved from https://www.diva-portal.org/smash/get/diva2:1330212/FULLTEXT01.pdf in 17. 01. 2023.
  • Chaudhuri, B., Kendall, L., & Bhalla, A. (2020). Beyond IVR: Exploring voice user interfaces for digital inclusion among urban smartphone users in India. Beyond IVR: Voice User Interfaces for Digital Inclusion. Retrieved from https://web.archive.org/web/20220802075642id_/https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1166&context=icis2020 in 12. 01. 2023.
  • Choo, Y. B., & Li, K. L. (2017). Digital writing in English language writing instruction. ARIEL-An International Research Journal of English Language and Literature, 28, 1-16.
  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2014). Central issues in new literacies and new literacies research. In Handbook of research on new literacies (pp. 1-22). Routledge.
  • Collier, S., Foley, B., Moguel, D., & Barnard, I. (2013). Write for your life: Developing digital literacies and writing pedagogy in teacher education. Contemporary Issues in Technology and Teacher Education, 13(3), 262-284.
  • Creswell, J. W. (1999). Mixed-method research: Introduction and application. In Handbook of educational policy (pp. 455-472). Academic press.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage publications.
  • Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed Methods Research, 3(2), 95-108.
  • Çetin, S. A. (2022). Eğitim fakültesi öğrencilerinin dijital ortamlarda yazma alışkanlıklarının incelenmesi. Okuma Yazma Eğitimi Araştırmaları, 10(2), 253-274.
  • Dahlström, H. (2019). Digital writing tools from the student perspective. Education and Information Technologies, 24(2), 1563-1581.
  • Dahlström, D., & Boström, B. (2017). Pros and cons: Handwriting versus digital writing. Nordic Journal of Digital Literacy, 12(4), 143-161.
  • Demirel, A. & Şengül, M. (2022). An investigation of pre-service Turkish teachers’ attitudes toward digital writing, International Online Journal of Educational Sciences, 14(2), 582-597.
  • Duran, E. (2013). Investigation on views and attitudes of students in faculty of education about reading and writing on screen. Educational Research and Reviews, 8(5), 203-211.
  • Ekholm, E., Zumbrunn, S., & DeBusk-Lane, M. (2018). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review, 30(3), 827-856.
  • Erkan, S. S. Ş., & Dağal, A. B. (2016). Öğretmen adaylarının dijital okuma, yazma ve sunum hazırlama becerileri hakkındaki görüşlerinin değerlendirilmesi. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 3(1), 131-144.
  • Grabill, J. (2005). Elektronic writing, research and teaching. The Clearing House, 78(3), 100-101.
  • Gustilo, L., Vergel, M. I., & Valle, A. (2020). Digital writing and english teachers' attitudes towards its non-standard conventions. Asian EFL Journal, 24(4), 101-129.
  • Haddock, G., & Maio, G. R. (2014). Einstellungen. In Sozialpsychologie (pp. 197-229). Springer, Berlin, Heidelberg.
  • Kırmızı, F. S., Kapıkıran, Ş. & Akkaya, N. (2021). Dijital ortamda yazmaya ilişkin tutum ölçeği (DOYAT): Ölçek geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (52), 417-444.
  • Lawrence, D. (2022). Digital writing: A guide to writing for social media and the web. Ontario: Broadview Press.
  • Li, K. L., Razali, A. B., Noordin, N., & Abd Samad, A. (2018). The role of digital technologies in facilitating the learning of ESL writing among TESL pre-service teachers in Malaysia: A review of the literature. Journal of Asia TEFL, 15(4), 1139.
  • Maden, S., Banaz, E. & Maden, O. A. (2018). Türkçe öğretmeni adaylarının dijital ortamlardaki yazma alışkanlıkları. Eğitim ve Öğretim Araştırmaları Dergisi, 7(1), 103-112.
  • Madden, S. (2014). Obsolescence in/of digital writing studies. Computers and Composition, 33, 29-39.
  • Martin, N. M., & Lambert, C. (2015). Differentiating digital writing instruction: The intersection of technology, writing instruction, and digital genre knowledge. Journal of Adolescent & Adult Literacy, 59(2), 217-227.
  • Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118-128.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage publications.
  • Nobles, S., & Paganucci, L. (2015). Do digital writing tools deliver? Student perceptions of writing quality using digital tools and online writing environments. Computers and Composition, 38, 16-31.
  • Özbay, M. (2006). Türkçe özel öğretim yöntemleri. Ankara: Öncü Yayıncılık.
  • Pratolo, B. W., & Solikhati, H. A. (2021). Investigating teachers' attitude toward digital literacy in EFL classroom. Journal of Education and Learning (EduLearn), 15(1), 97-103.
  • Reid, N. (2015). Attitude research in science education. Khine, M. S. (Edt). Attitude measurements in science education: Classic and contemporary approaches, In (p.3-46), USA: Information Age Publishing.
  • Shopova, T. (2014). Digital literacy of students and its improvement at the university. Journal on Efficiency and Responsibility in Education and Science, 7(2), 26-32.
  • Snyder, I. (1995). Toward electronic writing classrooms: The challenge for teachers. Journal of Information Technology for Teacher Education, 4(1), 51-65.
  • Steinhubl, S. R., & Topol, E. J. (2018). Now we're talking: bringing a voice to digital medicine. The Lancet, 392(10148), 627.
  • Takayoshi, P. (1996). The shape of electronic writing: Evaluating and assessing computer-assisted writing processes and products. Computers and composition, 13(2), 245-257.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • Tok, M. (2015). Examining pre-service teacher views on the implementation of screen-based writing instruction. International Electronic Journal of Elementary Education, 7(2), 235-252.
  • Turnley, M. (2011). Towards a Mediological method: A framework for critically engaging dimensions of a medium. Computers and Composition, 28, 126-144.
  • Tüzel, S., & Tok, M. (2013). Öğretmen adaylarının dijital yazma deneyimlerinin incelenmesi. Tarih Okulu Dergisi, 6(15), 577-596.
  • Ustabulut, M. Y. (2021). Türkçe öğretmeni adaylarının dijital yazmayla ile ilgili görüşlerinin incelenmesi. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(2), 300-311.
  • Vue, G., Hall, T. E., Robinson, K., Ganley, P., Elizalde, E., & Graham, S. (2016). Informing understanding of young students’ writing challenges and opportunities: Insights from the development of a digital writing tool that supports students with learning disabilities. Learning Disability Quarterly, 39(2), 83-94.
  • Yaman, E. (2008). Yazma sanatı: yazılı anlatım. Ankara: Savaş Yayınevi.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Zoch, M., Adams-Budde, M., & Langston-Demott, B. (2016). Creating spaces for students to position themselves as writers through experiences with digital writing. Texas Journal of Literacy Education, 4(2), 111-125.
  • Zheng, B., Warschauer, M., & Farkas, G. (2013). Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes. Journal of Educational Computing Research, 48(3), 267-299.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Fatma Kırmızı 0000-0002-0426-1908

Esra Bertan 0000-0002-0830-7109

Proje Numarası -
Yayımlanma Tarihi 15 Mart 2023
Gönderilme Tarihi 19 Ocak 2023
Kabul Tarihi 25 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 8 Sayı: 1

Kaynak Göster

APA Kırmızı, F., & Bertan, E. (2023). Evaluation of Pre-service Teachers’ Attitudes and Opinions on Writing in Digital Environment. The Journal of Limitless Education and Research, 8(1), 56-90. https://doi.org/10.29250/sead.1239123

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Bu eser Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.