scholarly journals Parents’ knowledge and skills about the risks of the digital world

2021 ◽  
Vol 41 (1) ◽  
pp. 1-19
Author(s):  
Łukasz Tomczyk ◽  
Katarzyna Potyrała
Keyword(s):  
Digital Media ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Well Being ◽  
Research Area ◽  
Online Information ◽  
School Students ◽  
Knowledge And Skills ◽  
Digital World ◽  
Online Safety

In this article we present the level of knowledge and literacy held by the parents of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (e-threats) which are defined as problematic situations and behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers’ choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure logging-in. The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation).

scholarly journals Young people confronting the challenge of reading and interpreting a digital world

2021 ◽  
Vol 14 (2) ◽  
pp. e905
Author(s):  
Jordi Castellví Mata ◽  
Breogán Tosar Bacarizo ◽  
Antoni Santisteban Fernández
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Citizenship Education ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Secondary School Students ◽  
Literacy Programs ◽  
School Students ◽  
Daily Lives ◽  
Digital World

Critical citizenship education must consider the global and digital context in which we live. Digital media and global processes have a decisive influence on people’s daily lives. However, digital literacy programs rarely go beyond teaching technological skills. Similarly, critical thinking approaches to education focus on developing cognitive skills, omitting the weight of values and emotions in decision making. This research analyses Spanish secondary school students’ narratives and reflections about two publications on Twitter that present biased information to encourage undemocratic attitudes. The results show that most students are far from being critical of the information they read on the internet, and they easily fall into the trap of defending undemocratic discourses.

scholarly journals SCIENTIFIC BASES AND TECHNOLOGIES OF SECURITY HYGIENIC SAFETY OF CHILDREN IN THE «DIGITAL SCHOOL»

2019 ◽  
Vol 98 (12) ◽  
pp. 1385-1391 ◽  
Author(s):  
Vladislav R. Kuchma ◽  
L. M. Sukhareva ◽  
M. I. Stepanova ◽  
P. I. Chramtsov ◽  
I. E. Aleksandrova ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Preschool Education ◽  
Communication Technologies ◽  
Well Being ◽  
Integrated System ◽  
Learning Tools ◽  
Randomized Controlled Studies ◽  
Information And Communication

Introduction. Modern education of children is one of the most rapidly changing systems, actively using modern capabilities of information and communication technologies and e-learning tools. Information and communication technologies increase the load on the visual, auditory analyzers, the nervous system and contribute to the development of overwork in children. The use of digital media is becoming increasingly widespread, not only in school, before and in preschool education. To substantiate the concept and integrated system of the hygienic safety of electronic educational content and children’s life in conditions of hyper-informatization, physiological and hygienic studies are required. Materials and methods. In order to develop the scientific foundations and technologies for ensuring the hygienic safety of children in the “Digital School”, an expert-analytical study was carried out based on the results of representative hygienic observations and non-randomized controlled studies with Contribution of volunteers. Results. Studies of childhood hygiene allowed justifying the modern system of hygiene and health care of children and adolescents in a hyper-informational society, including criteria of the hygienic safety, including in the editorial, intended for children and adolescents; sanitary rules and norms of ensuring the hygienic safety of the new generation; federal recommendations of medical support of students in the conditions of using information and communication technologies; federal guidelines for students ’mental health and well-being; recommendations to the family in the field of ensuring the safety of children’s life in a digital environment; recommendations to producers and distributors of content in the field of ensuring the medical, psychological and pedagogical safety of children’s life, including the age marking of information products; gaming educational and educational programs on the rules for the safe use of children on the Internet; a system for monitoring the effectiveness of hygienic safety policies and protecting children from negative information in a hyper-information society. Conclusion. The developed system and technologies for ensuring the hygienic safety of the “Digital School” are significant for the medical and preventive basis of the health saving of students in the Decade of Childhood in Russia (2018-2027).

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

scholarly journals DIGITAL LITERATION PROFICIENCY OF ELEMENTARY SCHOOL STUDENTS IN THE ERA OF THE INDUSTRIAL REVOLUTION 4.0

2021 ◽  
Vol 5 (1) ◽  
pp. 80
Author(s):  
Dede Hadiansah ◽  
Wawan Setiawardani ◽  
Muhammad Sholeh
Keyword(s):  
Elementary School ◽  
Digital Media ◽  
Elementary School Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Research Method ◽  
Industrial Revolution ◽  
Phenomenological Research ◽  
School Students ◽  
Phenomenological Research Method

Students at the age of primary education are faced with a challenge in using digital technology, namely (a) the ability to sort information that is suitable for use and follow; (b) addiction to digital technology and the internet; and (c) changes in behavior and character. The purpose of this study is to identify: (a) obtaining information from digital media by elementary school students; (b) the use of information from digital media by elementary school students using; (c) the challenges faced by elementary school students in obtaining information using digital media; (d) the expectations of elementary school students regarding learning using digital media. The research method used is the phenomenological research method. The results of the research, some students use digital literacy only to find information. Meanwhile, a few elementary students have carried out the learning process in the form of products from the use of digital literacy. Digital literacy can be a suitable learning medium in the era of the industrial revolution 4.0, but its use must be monitored and limited.

scholarly journals Peningkatan Kemampuan Literasi Digital bagi Siswa Kelas 4 dan 5 SDN Tanjakan 3, Kabupaten Tangerang

2020 ◽  
Vol 5 (1) ◽  
pp. 141-148
Author(s):  
Roikhan Mochamad Aziz ◽  
Muhammad Asyep Syam’aeni ◽  
Nisfina Sya’baniyah ◽  
Izzah Corrie Fatihah
Keyword(s):  
Digital Literacy ◽  
Positive Impact ◽  
The Internet ◽  
Digital Information ◽  
School Students ◽  
Negative Side ◽  
Digital World ◽  
Information And Communication ◽  
Use Of The Internet ◽  
The Right

IMPROVEMENT OF DIGITAL LITERACY ABILITY FOR GRADE 4 AND 5 STUDENTS OF SDN TANJAKAN 3, TANGERANG REGENCY. Digital information resources are very abundant, due to advances in information technology and the internet. The current condition of students in Indonesia, which is a digital native generation, has a high dependence on information retrieval on the internet. Aside from the internet having a positive impact, the internet also has a negative side and that information can spread quickly on the internet. Digital literacy is needed to teach children the basics of socializing and digital security so they can explore the digital world safely and confidently. The subjects of this study were elementary school students in Tanjakan Village, Rajeg, Tangerang. This study uses a practical pragmatic theoretical approach that directs children to learn in groups and together solve each problem. The result of this service program is that digital literacy is carried out according to the desired target, and participants gain insight into information and communication technology and the use of the internet in a healthy and safe manner. With the right internet training, it is expected to avoid the dangers of the internet from the negative side. Participants already know tips on how to find a true or fake news on an internet website, and can surf safely and healthily. Based on the evaluation, participants of SDN Tanjakan 3 understood the material that had been delivered and agreed to use a healthy and safe internet.

scholarly journals Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program

2020 ◽  
Vol 3 (2) ◽  
pp. 105
Author(s):  
Hazel B. Baterna ◽  
Teodolyn Deanne G. Mina ◽  
Danilo Villar Rogayan
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
Media Analysis ◽  
Senior High School ◽  
School Students ◽  
Digital World ◽  
Significant Difference ◽  
Senior High School Students

Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students’ digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.

scholarly journals ELECTRONIC EDUCATIONAL RESOURCES AS A MEANS OF FORMATION OF DIGITAL COMPETENCE OF PRIMARY SCHOOL STUDENTS IN THE PROCESS OF ONLINE AND OFFLINE EDUCATION

2020 ◽  
pp. 175-181
Author(s):  
Тетяна Близнюк ◽  
Ольга Троценко
Keyword(s):  
Information And Communication Technologies ◽  
Education System ◽  
Digital Literacy ◽  
Educational Process ◽  
Educational Resources ◽  
Global Changes ◽  
Digital Learning ◽  
Digital Competence ◽  
School Students ◽  
The World

Today the world is in the process of rapid informatization and digitalization of society in all its spheres. The way and pace of life of a modern man is not similar to the life of previous generations. The spread of the coronavirus disease, known as COVID-19, has necessitated acceptance and adaptation to new working and learning conditions for educators from different countries. Educational institutions around the world are responding to numerous prohibitions and quarantine rules with the transition to distance learning. The crisis has already caused an online boom for education and forced teachers to be preparedto deal with this atypical situation. The most powerful source today is digital technology, or as they call it - digital learning tools, which implies competent use of the latest gadgets. Of course, global changes in public life cannot take place without changes in the educational space, so our education system now follows the experience of advanced European countries and implements many programs for the formation and development of digital literacy, including at the educational level. Definitely, Ukrainian education system follows the experience of advanced New Ukrainian School provides for the widespread use of information and communication technologies by each teacher in their own professional and pedagogical activities, which is an essential way to update and informatize the education content in different education institutions of our country. This process is impossible without the systematic use of electronic educational resources (EER) during the educational process, because they definitely create a modernized content of educational space and provide equal access to educational online materials to each participant in the educational process regardless of location, age or other aspects.

scholarly journals Digital Content Model Framework Based on Social Studies Education

2019 ◽  
Vol 8 (5) ◽  
pp. 214
Author(s):  
Feri Sulianta ◽  
Sapriya Sapriya ◽  
Nana Supriatna ◽  
Disman Disman
Keyword(s):  
Social Studies ◽  
Digital Media ◽  
Digital Literacy ◽  
Social Studies Education ◽  
Digital Content ◽  
Content Standards ◽  
Model Framework ◽  
Content Model ◽  
Digital World ◽  
The People

The growth of the digital world brings positive and also negative influences in the society, For example, the overwhelmed of uneducated material, provoking news, the contents teaches unhealthy behavior, or hoaxes. Most of the people do not have abilities to recognize quality contents or well written contents. Those conditions are really matter, in the 21st century, people must have digital literacy the competencies. In order that the societies will be ready to deal with technology and to address the usefulness of digital content.The community must act as a smart content consumer, and also as a good content producer, so that people have ability to create good digital content and get the benefit of information. However, due to the lack of digital content framework, people have difficulty assessing the quality of digital content, and it is difficult to create content with good criteria. Therefore, it is important to create digital content standards that have a positive goal in the age of technology.To make digital content standards a digital content model was developed which was developed with Research and Development methods, involved students and cyber society on the internet. The digital content framework contains several elements, such as: pillar of social studies education, writing, knowledge, digital media, search engine optimization, and digital copyrights, which will be published in User Generated Content Platform. Furthermore, digital content model framework has been tested and has a useful principle that is used as a guidance for making high quality digital content which considers the virtue of society and the art of state of information technology.

scholarly journals Study Protocol: Transitions, a school based intervention to promote digital citizenship in low- and middle income secondary school students in Perú

2021 ◽  
Author(s):  
Lucía Magis-Weinberg ◽  
Estelle Berger ◽  
Christopher Gys ◽  
Ronald Dahl
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Low Cost ◽  
Developmentally Appropriate ◽  
Well Being ◽  
Digital Citizenship ◽  
School Students ◽  
Multiple Wave ◽  
Middle Income ◽  
Low And Middle Income

Despite the increase in digital media adoption among youth growing up in low and middle income countries, there is an insufficient understanding of adaptive and risky online practices within these settings. There is also a dearth of programs adapted to youth’s contextualized needs that can promote adaptive use of technologies in these settings. The Transitions project aims to (1) understand how children and adolescents access, use and appropriate digital media in Perú, and (2) use this information to adapt a culturally and developmentally appropriate digital citizenship program. The Transitions project is a researcher-practitioner collaboration between the Adolescent Research Collaborative (ARC) at UC Berkeley, Innova Schools in Latin America, and U.S.-based Common Sense Education. In this multiple wave project, we will work with up to 24, 500 children and adolescents aged 9 to 17 years, and 1,021 tutors within a large, low-cost school network that serves low to middle income urban families across Perú. To date, there are 4 waves of this project (the fifth wave is currently underway). Each wave includes surveys on digital media use, well-being and mental health. In each wave, participants also complete a short course on digital citizenship as part of the school advisory or homeroom period. Some waves have included qualitative data collection, gathered from focus groups and workshops. This study will shed light on how youth in Perú access, use and appropriate digital media. This knowledge will enhance our global conceptualization of the relationship between digital media and youth well-being by providing cultural specificity to our general understanding of the developmental science principles at play. In addition, this project will inform the ongoing development of evidence-based programs that can empower youth online.

The Role of Parents for Developing Digital Literacy of 0-5 Year Olds

2018 ◽  
pp. 104-113
Author(s):  
Linda Daniela ◽  
Arta Rudolfa
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Environment ◽  
Parental Competence ◽  
Digital World ◽  
Digital Era ◽  
Parents And Children ◽  
Role Of Parents ◽  
Relationship Of

The digitalization of the world has brought with it changes in the mutual relationship of parents and children, upbringing traditions, and challenged the parents' role. Parents' attitudes towards the digital world could be described as “fear and fascination,” where a fraction treats the possibilities provided by the digital environment with uncritical adoration, while another fraction is convinced that the digital environment poses a variety of risks, which is why children should be deterred from the use of digital media for as long as possible. None of the approaches is productive in helping the development and growth of children born in the digitalization era. That is why an objective for the study was set out – to identify parents' competence in promoting children's digital literacy in order to seek solutions and make recommendations for parents to promote children's digital literacy. The chapter summarizes the results of a part of an ongoing study of parental competence in raising kids of the digital era.

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