Annotated Bibliography
English 1302
Annotated Bibliography #1
The Annotated Bibliography you have to complete for Essay #1 provides me with brief summaries and
evaluations of each of the sources you consult, which will be used as support for your ideas in Essay #1.
Please be sure to review the guidelines on creating an Annotated Bibliography well as the sample Annotated
Bibliography provided to you.
As a reminder, you need to have a total of four (4) sources for Essay #1. Three of these will be articles that I
have already provided you, and you may choose among the essays by Simpson, Tugend, Carr, and Schwartz.
This means you have to locate just one additional source on your own.
NOTE: You may not complete Essay #1 by relying on open internet sources, and if that is your habit, change
it now. You are expected to use the library’s Online Databases to locate useful and credible sources for your
Annotated Bibliography.
To complete the AB, for each source you have, do the following:
1. Cite the source of your information in MLA format. Be sure to include all of the relevant and required
pieces of information for the type of source used.
2. Write the annotation. In general, a good annotation will include:
A summary of the information in the original source (one paragraph).
An evaluation of the quality and/or usefulness of the source (one paragraph).
To help you out, here are the full citations for the essays Ive provided you:
Carr, Nicholas. Is Google Making Us Stupid? The Atlantic, Atlantic Media Company, 2008,
www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.
Schwartz, Casey. Finding It Hard to Focus? Maybe Its Not Your Fault. New York Times, 14 Aug., 2018,
https://www.nytimes.com/2018/08/14/style/how-can-i-focus-better.html.
Simpson, Joanne. Multitasking State of Mind. Signs of Life in the USA, 6th ed., edited by Sonia Maasik
and Jack Solomon, Bedford, 2014, pp. 469-71.
Tugend, Alina. Multitasking Can Make You Lose … Um … Focus. New York Times, 24 Oct. 2008.
https://www.nytimes.com/2008/10/25/business/yourmoney/25shortcuts.html.
Be sure to create complete and correct MLA citations for the external sources you locate.
Once again, your Annotated Bibliography needs to contain four (4) entries. Once you have submitted your
Annotated Bibliography, you can begin working on your draft of Essay #1.
http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
English 1302 Psikiyatride Gncel Yaklamlar-Current Approaches in Psychiatry 2019; 11(Suppl 1):101-117
doi: 10.18863/pgy.556689
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
RESEARCH
Technology Addiction among Students According to
Teacher Views
retmen Grlerine Gre rencilerdeki Teknoloji
Bamll
Engin Karada 1 , Burcu Kl 2
Abstract
The aim of this study is to analyses students technology addiction and the role of the school in
preventing technology addiction based on teacher views. The study was designed in accordance with
the phenomenological design which is one of the qualitative research designs. Maximum diversity
sampling method was employed in the study. The participants were twenty-five teachers working in
public or private schools. The data of the study were collected through semi-structured interview
forms and analyzed using the descriptive analysis method. The findings showed that the students
mostly had social network addiction, online game addiction and instant messaging addiction. In
addition, it was emphasized by the teachers that those students with technology addiction had low
academic achievement and had difficulty in communicating with people in their environment.
Keywords: Technology, technology addiction, students, views of teachers, qualitative research.
z
Bu almann amac rencilerin teknoloji bamlln ve teknoloji bamllnn nlenmesinde
okulun roln, retmen grleri kapsamnda analiz etmektir. alma, nitel aratrma desenlerin-
den biri olan olgubilim desenine uygun olarak tasarlanmtr. almada maksimum eitlilik
rnekleme yntemi tercih edilmitir. Aratrmann alma grubu kamu okullarnda veya zel okull-
arda alan 25 retmen oluturmutur. Veriler yar yaplandrlm grme formu ile toplanm ve
betimsel analiz yntemiyle zmlenmitir. Bulgular retmen grlerine gre rencilerde oun-
lukla sosyal a bamll, evrimii oyun bamll ve anlk mesajlama bamll olduunu
gstermitir. Ayrca retmenler tarafndan teknoloji bamll olan rencilerin akademik
baarlarnn dk olduu ve evresiyle iletiim kurmakta glk ektii vurgulanmtr.
Anahtar szckler: Teknoloji, teknoloji bamll, renciler, retmen grleri, nitel aratrma.
1 Akdeniz University Faculty of Education Department of Educational Sciences, Antalya, Turkey
2 Sakarya Educational Institutions, Eskiehir, Turkey
Engin Karada, Akdeniz University Faculty of Education Department of Educational Sciences, Antalya, Turkey
[emailprotected]
Submission date: 22.04.2019 | Accepted: 01.07.2019 | Online published: 19.07.2019
https://orcid.org/0000-0002-9723-3833
https://orcid.org/0000-0001-5304-7505
https://orcid.org/0000-0002-9723-3833
https://orcid.org/0000-0001-5304-7505
Karada and Kl 102
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
ADDICTION is a general concept which is used for many objects and actions in daily
life and has different meanings depending on the different situations. While the con-
cept of addiction has been used more frequently for substance addiction in recent years,
it is now defined as an irresistible desire for action, object or person. The continuation
of this desire despite its negative effects on people’s mental and physical life is an indi-
cator of addiction (Beyazyrek and atr 2000, Uzbay, 2011). Kknel (1998) argues
that addiction should be defined in two different ways: substance addiction and behavi-
oral addiction. Substance addiction is the problem of non-refusal to use a substance
that harms the body. Behavioral addiction, on the other hand, is a situation where a
harmful behavior is frequently exhibited and repeated despite its negative consequences.
It refers to the fact that a person is fond of this harmful behavior in order to eliminate
certain needs.
Technology that develops with globalization is an indispensable element in meeting
our needs at every moment of our lives. For countries, the use of technology in several
fields such as business, education, defense and health is seen as a necessity to keep up
with the times. The necessity of using technology has made access to technology quite
easy. Today, in almost every home and office, computers and the internet, as well as
smart phones and related technology have become a part of every humans life. The fact
that the use of technology becomes an indispensable activity for individuals brings
about a king of behavioral addiction. Griffiths (1995, 1996a) describes technology
dependence as a behavioral dependence involving the interaction of people with machi-
nes. In technology addiction, stimuli such as television keep the person passive, stimuli
such as computer games provide active participation of the person, while all technologi-
cal tools have strengthening and triggering features such as sound effects, attractive
colors and awards that increase the tendency of addiction. Griffiths (1996a) suggested
that well-known addiction types, such as alcohol, gambling, and substance addiction,
and behavioral addiction have similar effects on individuals. Intense desire, stress when
not reached, distress situations are cited as common effects of substance addiction and
behavioral addiction (Marks 1990). The determination of behavioral addiction depends
on the existence of some certain factors. Griffiths (2005) in his study investigating the
model of the components of addiction concluded that the criteria of behavioral addic-
tion such as technology addiction include drawing attention, mood change, tolerance,
deprivation, conflict and relapse. Drawing attention refers to the fact that a person
considers a certain behavior as the most important event in his life. In the case of tech-
nology addiction, the tendency to use some certain technological tools even when there
is no need for such tools is an example of drawing attention. In the context of techno-
logy addiction mood change occurs when one feels much more comfortable when s/he
accesses technology. Tolerance refers to the need to increase the time allocated for
technology use in regard to technology addiction. In the context of technology addic-
tion deprivation refers to the negative conditions that occur when the person cannot
reach the technology. The bad mood of an individual who is addicted to computer
games when he does not play the game is an example of the deprivation. Conflict is an
internal conflict between a person’s life, which involves the use of technology, and his
or her personal responsibilities in regard to technology addiction. Relapse refers to a
situation where the person tries to get away from technology addiction voluntarily but
fails to do so (Gl 2015, Aydn 2017).
103 Technology Addiction among Students
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
The technological world consisting of television, mobile phone, internet and com-
puter games has had a say in the social and psychological development of children and
young people. The frustration, sadness and anxiety of people resulted from the fact that
they do not have an internet connection, computers that do not support the operation
of digital games, and televisions that do not have more than one channel are the results
of technology addiction (lhan 2007). Griffiths (1996) stated that technology addiction
is categorized as television addiction, computer addiction (computer piracy, internet
use, programming), computer game addiction and virtual reality addiction. However, it
is stated that research on technology addiction is not sufficient. In such studies the
topics of Internet addiction and computer game addiction are mostly analysed. Taking
into consideration the students’ teaching processes, technology addiction has been
classified by Griffiths (2005) as social network addiction, instant messaging addic-
tion, online game addiction and website addiction. This study focuses on social
network addiction, online game addiction and instant messaging addiction. Social
network addiction can be limited to the use of platforms such as Facebook, Instagram,
Twitter, Linkedin and Youtube where users create individual profiles, connect with
friends, and make friends (Kuss and Griffiths 2011). Online gaming addiction refers
the use of web-based and entertainment-oriented applications of multi-user virtual
environments with a wide network from simple text-based games to complex graphic-
design games on electronic networks (Gao 2005). Instant messaging addiction includes
the use of one-to-one communication tools based on the chat model of multiple com-
ponents such as e-mail, chat room, telephone, and voice mail (Chung and Nam 2007).
Young (1996) conducted the first experimental study on internet addiction and sta-
ted that internet addiction like gambling and alcohol addiction poses important prob-
lems in family, social and professional lives of individuals. Studies on Internet addiction
mostly attempt to reveal the level of Internet use by students and to determine negative
dimensions of it (Griffiths and Parke 2002, Balc and Glnar 2009, Karaman and
Kurdolu 2009, Odac and Kalkan 2010, Ceyhan 2011, Gkearslan and Gnbatar
2012, Tanrverdi 2012, Yu et. al. 2013, am 2014, Khan et. al. 2014, ahin 2014,
Waldo 2014, Ate 2016, Gencer 2017, Topal 2018). Young (2004) for the first time
put forth the criteria of internet addiction and mentioned the similarity between inter-
net addiction and gambling addiction. He stated that the impulse control mechanisms
of internet addicts are somewhat distorted. Chou and Hsiao (2000) in their studies on
internet addiction among university and high school students stated that the internet
addict group is negatively affected from it in terms of their work and social life. In the
research on internet addiction among university students it is found that internet ad-
dicts had problems in making friends, completing their homework and sleeping pat-
terns (Anderson 2001). Yang and Tung (2007) found that internet addict students have
high levels of depression and suicidal tendency and Yen el. al. (2007) concluded that
adolescents with internet addiction have depression, social phobia and hyperactivity
disorders. Young and Rogers (1998) suggested that depression is the most important
factor in the formation of pathological internet use. Computer games replaced traditi-
ons childrens games where children meet and play different games together (Horzum
2011) and it is suggested that computer games are similar to gambling in terms of being
reasons for violence and lack of attention among students in schools (Gentile 2009).
Young and Rogers (1998), Grsser and Thalemann (2006) stated that technology
Karada and Kl 104
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
addiction has some physical, psychological and social negative effects. Such physical
effects include burning in the eyes, pain in the neck muscles, disturbances in body
posture and numbness in certain parts of the body. Major psychological effects are low
academic achievement, personal, family and school problems, and lack of time control,
difficulty in communicating, lack of self-confidence, and inability to express oneself.
The studies on technology addiction emphasize the fact that in dealing with the prob-
lems related to technology addiction family plays a significant role (Wallenius and
Punamaki 2008, Akay and zcebe 2012, Solak 2012, ahin and Turul 2012, akr
2013, Arslan et. al. 2015). In addition to the family, it should be taken into considera-
tion that schools, which shape students’ future and are an important part of their daily
lives, have an impact on students in technology addiction. It is thought that school
management and teachers’ activities about preventing technology addiction will have an
impact on students. Research is very rare on the level of technology addiction of stu-
dents, the attitudes of families about technology addiction of students, technology,
media and socialization, the positive and negative effects of technology on people. On
the other hand, the schools and teachers thought to have an important role in the deve-
lopment of students in technology addiction, which is one of the biggest problems
today, have an important role in shaping their behaviors. In addition, it has been sug-
gested that quantitative studies should be supported with qualitative methods in order
to gain an in-depth view of the data on technology addiction in schools (Aydn 2017).
It is thought that the results of such studies will provide a conceptual framework for
future research. In this context, the general purpose of the study is to reveal the views of
teachers about technology addiction among students. In line with this aim the study
attempts to answer the following research questions: (i) What are the effects of tech-
nology addiction that teachers observe on students? and (ii) What is the role of scho-
ols in preventing technology addiction among students? Teachers are the first people
after the family members who meet the students and offer them more qualified social
experiences, guide them and be role models for them (Snbl 2004). Considering the
critical role of teachers and schools on students, the current study is important to sup-
port the development of educational policies to prevent or at least reduce technology
addiction among students.
Method
Study Design
The present study which aims to reveal the views of teachers about technology addic-
tion is structured within the framework of qualitative research method which questions
the meanings of individuals or groups towards a social or human problem using its own
methods (Creswell 2018). Qualitative research is a method in which the topic at hand is
handled in its natural environment and a holistic approach is followed as well as the
facts related to the topic are interpreted (Denzin 2005). Phenomenology, which is one
of the qualitative research designs, was used in the study. Phenomenology focuses on
the facts that are realized through the experiences of daily life and that are needed to
make an in-depth examination and to reach a detailed understanding (Yldrm and
imek 2008). Interpretation of these phenomena that people experience as a result
form in their own consciousness is the main objective of phenomenological studies.
105 Technology Addiction among Students
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
(Bloor and Wood 2006, Patton 2018). Phenomenological research examines how peop-
le understand the phenomenon, how they describe it, how they feel about it and how it
makes sense, and phenomenology attempts to uncover the relevant experiences of peop-
le in a given context and at a given time. The most important point in phenomenologi-
cal studies is to understand the individual meaning structures and intentions of indivi-
dual individuals by approaching them from the perspectives (Patton 2018). The reason
for using this method can be explained as the focus of the research is on how teachers’
observations and experiences underlying the phenomenon of technology addiction, and
the basic assumption of the study is which pattern makes it possible to discover this
meaning. In this study, teachers’ experiences were analysed in order to obtain a more
holistic perspective about the phenomenon of technology addiction (Fraenkel and
Wallen 2006). Accordingly, teachers’ views on technology addiction seen among stu-
dents were revealed and interpreted.
Participatnts
In the study, maximum diversity sampling method was used for the purpose of se-
lection of the participants. Maximum diversity was provided through selecting partici-
pants from different types of schools and from different teaching areas. The maximum
diversity sampling method involves predetermining some criteria that are different
among individuals and then selecting the participants according to these criteria.
Maximum diversity sampling method is a method that enriches qualitative research in
terms of reflecting different perspectives of the findings (Creswell 2018). With maxi-
mum diversity method, it is possible to explain in detail the specific dimensions of each
group in the sample and to reveal common themes between the situations that show
different characteristics (Yldrm and imek 2008).
In quantitative research, power analysis and effect size calculations are used to de-
termine the number of samples, while qualitative research does not have a standard
scale indicating cultural and social expressions and does not employ probability models
that determine the distribution of expressions for statistical power analysis (Luborsky
and Rubinstein 1995). Neuman and Robson (2014) emphasized that the quality of the
sample is important, not because of the quantity, but because it is necessary to collect
detailed data on a small number of samples especially in qualitative studies conducted in
the phenomenology design. In phenomenology studies the number of participants can
be just one (Miles and Huberman 1994) or 325 (Neuman 2014). Charmaz (2011)
stated that it is appropriate to have a study group consisting of at least 10 people in a
phenomenology study. In this context, as a result of the preliminary interviews with
teachers, the study group consisted of twenty-five teachers who teach different subject
areas working in either public or private schools and at primary schools, secondary
schools and high schools and who teach at least four lessons per week. The study was
approved by the Research Committee of Social and Educational Sciences (2018/9). All
teachers were informed that participation was voluntary and that they could withdraw
from the study. They gave informed verbal consent to participate in the study. Table 1
presents information about the teachers participated in the study. Table 1 indicates that
eleven of the participants were male and 14 were female. According to the data from
the Ministry of Education, there are 632781 female and 436471 male teachers working
at public and private schools. When the distribution of male and female teachers is
Karada and Kl 106
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
considered, it can be said that the male-female ratios of the participants in this study
represent this general distribution of the teachers.
Table 1. Information about the participants of the study
Code Gender School Branch
Beril Female Secondary school (Private) Sciences
Can Male Elementary school (Public) Elementary school teacher
Cemal Male Secondary school (Private) Social studies
Doruk Male High school (Public) Literature
Elif Female High school (Public) Literature
Esra Female Secondary school (Public) Math
Figen Female Elementary school (Public) Elementary school teacher
Fikret Male High school (Public) Biology
Gkmen Male Secondary school (Private) Social studies
Gl Female Secondary school (Private) Sciences
Hale Female Secondary school (Public) Social studies
Hasan Male High school (Private) Math
Leyla Female High school (Private) Chemistry
Melek Female Secondary school (Private) Math
Metin Male Secondary school (Public) Sciences
Niyazi Male Secondary school (Private) School counselor
Nuray Female Secondary school (Private) Turkish
nder Male High school (Private) Literature
Sercan Male High school (Public) Tarih
Sibel Female Secondary school (Private) ngilizce
ebnem Female Secondary school (Private) Sciences
Tark Male High school (Public) Chemistry
Yamur Female High school (Public) School counselor
Yaren Female Secondary school (Private) Turkish
Zerrin Female Secondary school (Public) Math
Measure
The data of the study were collected using interview technique. In-depth analysis of the
participants views on technology addiction among students was needed. In case studies,
it is considered appropriate to use interview technique in order to express clearly the
experiences of the participants about the topic at hand (Bloor and Wood 2006,
Creswell 2018). During the interview, behaviors and emotions that are not observed in
the mind of the participant are revealed (Patton 2018). In the present study interviews
were conducted using a semi-structured interview form consisting of open-ended items.
The semi-structured interviews (Yin 2011) was preferred in order to allow for the parti-
cipants to express their perceived world through his / her own thoughts and to reach
new ideas about the subject during the interview (Merriam 2009).
Semi-structured interview form was developed based on the review of the related
studies. Then, the interview form was developed in a manner to cover the one-
dimensional, easy-to-understand, motivating participants and general-specific items
(Bogdan and Biklen 1992). The basic principle of qualitative interviews is to make it
easier for the participants to explain their understanding about the topic to be analysed
in their own words (Patton 2018). The draft interview form consisted of nine items
aimed at revealing the experiences and personal perspectives of the participants that are
107 Technology Addiction among Students
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
deep in their views on technology addiction among students. After the development of
the draft, two experts’ opinions about qualitative research methods and addiction were
used to revise the form. Based on the expert feedback two items were combined and
one item was removed from the form. Preliminary interviews were conducted with
three randomly selected teachers to determine the comprehensibility of the interview
items. The interview items developed by the authors were organized, and the interview
form was finalized. The interview form consisted of six open-ended items:
1. What does technology addiction mean to you? Can you give me a few examp-
les?
2. What level of technology dependence do your students have? Which techno-
logies are more dependent on them?
3. How do students’ technology addictions affect them? Can you give an examp-
le?
4. Do you think your school administrators is aware of technology addictions
among students? Why?
5. Do your school administrators and yourself have studies on students’ techno-
logy addictions? If so what?
6. Can you evaluate your school administartors and your role in preventing tech-
nology addiction in students?
The participants were informed about the purpose of the study. In addition, they
were told that the interview would be conducted on a voluntary basis. All of the inter-
views were conducted by the authors themselves and recorded with a voice recorder.
The items were asked to the interviewees in the same order, and no restrictions were
imposed on the answers given by the participants. Thus, teachers were given an oppor-
tunity to express their thoughts that they found important on the topic at hand.
Procedure
Interview records were transcribed by the authors without any corrections. Next the
data were analysed through the descriptive analysis. The data obtained were arranged
according to the pre-determined conceptual framework and themes, and direct quotati-
ons were used to present the views of the interviewed individuals to the reader (Yldrm
and imek 2008). The procedures of descriptive analysis employed in the study are as
follows: to record the interviews in the audio recordings without making any changes,
to form a framework for data analysis based on the dimensions of the interviews, to
determine the themes to be presented according to the framework, to gather the data in
a meaningful way and to interpret the findings. The thematic framework of the study
consisted of (i) teachers ‘perception of technology addiction, (ii) technology addiction
and its effects on students and (iii) schools’ role in technology addiction against stu-
dents.
Validity and Reliability
The perspectives and terms used to establish validity and reliability in qualitative re-
search differ from one study to another. Guba and Lincoln (1982) argued that the
terms credibility, transferability, reliability and verifiability should be used for validity
(Creswell 2018). In order to ensure the validity of the present study, importance was
given to its credibility and transferability. Processes to ensure the internal validity of the
Karada and Kl 108
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
study are as follows: (i) In the process of developing a semi-structured interview form,
the related studies were reviewed, and the theoretical framework was established in line
with these studies. In the process of obtaining the credibility of the data the objectivity
of the researchers was given importance and in this context, the data recorded with the
voice recorder was checked with the participant confirmation (Merriam 2013); the
interview form, which was developed to reach the participants who could not be di-
rectly observed, was developed considering the themes created for the descriptive analy-
sis; (iii) the internal validity of the themes was determined based on the descriptive
analysis carried out for the consistency of the findings and provided by considering
internal homogeneity and external heterogeneity criteria. In order to ensure the external
validity of the study, the method of the study, sample selection and the process of the
participants are presented in detail (Merriam 2013, Creswell 2018). The reliability of
qualitative studies refers to the fact that if the study is carried out again, the results
should be be replicated (Neuman 2006). The procedures to ensure the internal reliabi-
lity of the study were as follows: (i) The findings obtained in the data analysis were
presented directly to the reader without any comment and (ii) the codes generated
during the data analysis were developed separately by the authors, and a comparative
method was used. The procedures to ensure the external reliability of the study were as
follows: (i) detailed description of the methods used in the study and (ii) recording of
raw data and analysis to provide detailed information for future studies on the similar
topic.
Results
Teachers’ views on technology dependence among the students are divided into the
following themes: (i) teachers’ perception of technology addiction, (ii) the effects of
technology addiction on students and (iii) schools’ role in technology addiction among
students. In this section, teachers views and direct quotations on these themes are
given.
Teachers’ Perceptions about Technology Addiction
The participants were asked what technology addiction meant to them. When the
participants’ answers about technology addiction are examined, it is understood that
they are aware of the technology addiction problem. They described technology addici-
tion as follows: using technology more than necessary, moving away from the real
world, not being able to do anything without technology, being stuck in the virtual
world, asocialization, not being able to leave their phones, expressing himsel/herself
only through technology, a disease that ruins human relations and waste of time. In
addition, the participants described technology addiction using metaphors such as
octopus and virus:
I think it is a harmful habit. I do not think we have a chance to get rid of the addiction to the
mobile phones due to the fact that this habit is like octopus arms (Fikret).
We can think of technology addiction as a virus that has taken over a child’s brain. I would say
that technology addresses the brain and obscures the child’s perceptions (ebnem).
Technology Addiction and Its Effects on Students
The participants reported that technology addicition is very common among students.
109 Technology Addiction among Students
Psikiyatride Gncel Yaklamlar – Current Approaches in Psychiatry
Although this views was shared by the teachers working at primary schools, secondary
schools and high schools, they also stated that based on school type students develop
different types of technology addicition. They argued that technology addiction among
students can be categorized as follows which reflect the common views in the related
studies: social network addiction (Facebook, Instagram, Twitter, Linkedin, Youtube
applications), online game addiction (web based and entertainment oriented applicati-
ons of multi-user virtual environments) and instant messaging addiction (Whatsapp,
Snapchat, Skype, Hangouts applications).
Most of the participants stated that technology addiction differs between boys and
girls. They reported that social network addictions and instant messaging addictions are
more common among female students, while male students have higher level of game
addictions.
Instagram is mostly used especially by female students, and male students use more games
(Melek).
While female students like to share photos on social media, male students use technology by
playing games (Metin).
With the desire to be liked more, female students use social media especially instagram. They
think that their popularity may increase among their friends being commented on the number
of followers. Male students spend more time for games with their mobile phones (nder).
Boys like technological games that are more violent. We see that female students are more
addicted to social media. They think that comments on their costumes will increase their po-
pularity (Zerrin).
The views of the teachers who had an opportunity to observe the students at least
forty minutes during the break periods each day were analysed in order to identify the
negative effects of technology addiction on the students. The views of the participants
in this regard were also similar to the findings of the previous studies. These views are
