The Effects of Digital Literacy Support Tools on First Grade Students’ Comprehension of Informational e-Books

2019 ◽  
pp. 175-196
Author(s):  
Heather Herman ◽  
Katia Ciampa
Keyword(s):  
Digital Literacy ◽  
First Grade ◽  
Literacy Support ◽  
Support Tools

The socio-demographic divide in Internet usage moderated by digital literacy support

2018 ◽  
Vol 55 ◽  
pp. 47-55 ◽  
Author(s):  
Ramón Tirado-Morueta ◽  
José Ignacio Aguaded-Gómez ◽  
Ángel Hernando-Gómez
Keyword(s):  
Digital Literacy ◽  
Internet Usage ◽  
Literacy Support

scholarly journals A Study on Digital Literacy Skills of Faculty of Letters Students: Use of University Library

2021 ◽  
Vol 16 (01) ◽  
pp. 152
Author(s):  
Burcu Umut Zan ◽  
Huriye Çolaklar ◽  
Ahmet Altay ◽  
Nuri Taşkın
Keyword(s):  
Digital Literacy ◽  
Quantitative Research ◽  
Maximum Level ◽  
First Grade ◽  
Literacy Skills ◽  
Technology Usage ◽  
Psychology History ◽  
Language And Literature ◽  
Turkish Language

Digital literacy skills are important, for university students, who are qualified human resources of countries, to have the digital literacy skills to meet the needs of the current age. However, in university libraries where digital technology is used extensively, it is thought that users who do not have or have low digital lit-eracy skills will not benefit from these libraries in the maximum level possible. It is therefore recognized that the determination of the digital literacy levels of the users, to whom services are provided, is important in diversifying the services and training provided to the users. This study is conducted in order to determine the current awareness and skills of students in relation to digital literacy studying in the first grade of departments of Psychology, History, Turkish Language and Literature (TLL), and Contemporary Turkish Dialects and Literatures (CTDL) at Bartın University. Using quantitative research method, the data used in this study was obtained by using survey technique. Within the framework of the responses of 226 participants to the survey questions, the study investigated whether there were any differences between students' digital literacy skills and awareness on the basis of departments and technology usage habits. The study shows that students' skills and awareness about digital literacy vary according to the departments they study in and their technology usage habits. It is observed that the Psychology de-partment received the highest average for the information technology usage habits among the participants.

The Use of Pedagogical Support Strategies in an Online Teacher Education Course

2019 ◽  
pp. 192-215
Author(s):  
Micheal M. van Wyk ◽  
Patience Kelebogile Mudau
Keyword(s):  
Student Teachers ◽  
Digital Literacy ◽  
Online Survey ◽  
Small Sample ◽  
Literacy Skills ◽  
Teaching Methodology ◽  
Constructive Feedback ◽  
Support Strategies ◽  
Support Tools ◽  
Bachelor Of Education

This chapter reported student teachers' experiences of using pedagogical support strategies in the Teaching Methodology of Economics course at an open distance learning university. An exploratory mixed methods design and purposive sampling of Bachelor of Education and Postgraduate Certificate in Education students were selected. An online survey and e-digital support tools were used. Results showed that students viewed academic student support as an important part for their success ranging from availability, promptness, approachability, sympathy, clear instructions for the module, and constructive feedback in the course. Several challenges ranging from lacking necessary digital literacy skills to frequent interruption of connectivity of e-digital support tools emerged. Only a small sample was selected for this study, but further research might compare other modules within the postgraduate and undergraduate qualifications respectively, which may yield different results.

scholarly journals Digital Competence and Web Technologies: Analysis of a Research Project and its Instruments

10.28945/3245 ◽  
2008 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Knowledge Society ◽  
Testing System ◽  
Digital Competence ◽  
Research Project ◽  
Web Technologies ◽  
Literacy Support ◽  
University Of Florence ◽  
The University

The paper reports on the features of the framework for digital literacy support and documentation, developed within a research project the author is working on, with some colleagues in other Italian universities. First a short introduction on the features of today society often called “knowledge society” is reported, and the problems of digital divide and digital literacy are discussed. Soon after the research project, planned and carried out under the coordination of the University of Florence, for the development of the instruments to be devoted to the construction of a digital competence is drafted. To let the reader better understand how the project situates in the panorama of today studies, a synthesis of the international works on those topics is described, with a special attention to the connections between them and the new generations’ digital basic skills. The description of the general features of the project and of the instruments the author hypothesized for the hitting of the attained results are then discussed, while paying attention to the information systems to be used for the creation of an online testing system and for the management of digital literacy bibliography. The paper ends with some considerations on the evolution of the project and the possible results from it as regards informing science.

scholarly journals The level of including digital literacy skills in the mathematics textbook for the first intermediate grade in KSA: مستوى تضمين مهارات الثقافة الرقمية في كتاب الرياضيات للصف الأول متوسط في المملكة العربية السعودية

2021 ◽  
Vol 5 (47) ◽  
pp. 94-76
Author(s):  
Ahood Hamad Aldobyan Ahood Hamad Aldobyan
Keyword(s):  
Content Analysis ◽  
General Education ◽  
Mathematics Teachers ◽  
Digital Literacy ◽  
First Grade ◽  
Literacy Skills ◽  
Intermediate Grade ◽  
Mathematics Textbook ◽  
First Semester ◽  
Mathematics Book

The study aimed to investigate the level of inclusion of digital literacy skills in the mathematics book for the first intermediate grade in the Kingdom of Saudi Arabia, and to achieve the objectives of the study, the descriptive analytical approach (the method of content analysis) was used, and the tool used in the analysis was a content analysis card consisting of (12) indicators. They are divided into three main axes (information literacy skills, media literacy skills, technology and communication culture skills). As for the research community and its sample, it consisted of a mathematics book for the first intermediate grade for the first and second semesters of 1442 AH, and the study concluded that the level of inclusion of mathematics books for the first grade is intermediate for cultural skills As a whole, digital skills came at a low rate (20.1%), as the skill in the mathematics book for the first semester was (24.5%), while the percentage of availability in the mathematics book for the second semester was (15.69%). Recommendations that curriculum designers should pay attention to embedding digital literacy skills in mathematics books for general education stages so that they contribute to providing learners with digital literacy skills, spreading awareness of the media and digital literacy skills in the educational field for students, mathematics teachers and parents, in addition to preparing training programs that help mathematics teachers to include digital literacy skills during lesson planning.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Sign in / Sign up

Export Citation Format

Share Document