scholarly journals Digital literacy curriculum management in kindergarten

2021 ◽  
Vol 16 (5) ◽  
pp. 2115-2136
Author(s):  
Muniroh Munawar ◽  
Fakhruddin Fakhruddin ◽  
Rodiyah Rodiyah ◽  
Titi Prihatin
Keyword(s):  
Digital Literacy ◽  
Group Discussion ◽  
Literacy Education ◽  
Curriculum Management ◽  
Literacy Curriculum ◽  
Literacy Teaching ◽  
Digital Era ◽  
Education Needs ◽  
Teachers And Parents ◽  
Literacy Implementation

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of  basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.   Keywords: Curriculum, management, digital, literacy, kindergarten.

scholarly journals Substitution Program in Indonesia and Australia as Health Promotion Model at Schools

2017 ◽  
Vol 12 (2) ◽  
pp. 183-188
Author(s):  
Oktia Woro Kasmini Handayani ◽  
Doune Macdonald ◽  
Louise McCuaig ◽  
Tandiyo Rahayu ◽  
Irwan Budiono ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
School Health ◽  
Group Discussion ◽  
Secondary Data ◽  
Monitoring And Control ◽  
Health Promotion Model ◽  
Applied Model ◽  
Teachers And Parents ◽  
And Control

Obesity has been increasing as much as twice on age 6-12 years. The increase is happening both in Indonesia and Australia. The objective of this research is to construct a program model in Australia that can be substituted to be a health promotion model at School in effort to suppress child obesity. Research was conducted in 2014 with qualitative approach. Instruments used are as follow 1) Secondary data filling form 2) In depth interview guidence instrument 3) FGD (Focus Group Discussion) and BST (Brain Storming Technique). The informations were obtained by purposive and snowball technique. Data analysis by Miles and Huberman model. Substitution model is based on consideration that applied model has potential to be developed and other models whether internal or external ones in Indonesia. The model will be substituted by considering school condition and situation. School Health Unit (SKU) is a potential platform to promote health by these activities 1) Formal health education as taken place curricullum 2) Informal health education in forms of (1) health education information (2) Self health behaviour monitoring and control (3) Health promotion by doing healthy life (4) distribution of health education booklet to teachers and parents.

scholarly journals Risiko Online Pada Remaja dan Pendidikan Literasi Media Baru

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Amia Luthfia
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Literacy Education ◽  
Negative Effects ◽  
Literacy Curriculum ◽  
Wide Range ◽  
On Line ◽  
New Media Literacy ◽  
Search For Information

Teenager aged 10-19 years is the digital native generation and thetj are connected with the virtual world almost every time. Online activities they do, among others, are connected through social media, search for information on various websites, downloading music, watching movies via YouTube, read the news, play on-line games, and etc. Teens' on-line activity behind it has a variety of risks and should be examined together with any kind of on-line risks experienced by adolescents as a first step in order to minimize the negative effects that rcould occur. This article contains a study of the conceptualization of on-line risk, scope and classification of on-line risk; featuring a wide range of research<br />011 the influence of social environment on the risk of on-line teens; and attempts to deal with the risk of negative media that hit young people through new media literacy education. Media literacy curriculum that already exist.&gt;hould be adapted to the characteristics of new media. At its core, the new media literacy should include: (1) media literacy; (2) d igital technologtj literacy; (3) civil and social respol?sibility; and ( 4) imagination and creativih;.

The current situation of information literacy education and curriculum design in Pakistan: a discovery using Delphi method

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syeda Hina Batool ◽  
Ata ur Rehman ◽  
Imran Sulehri
Keyword(s):  
Information Literacy ◽  
Curriculum Design ◽  
Literacy Education ◽  
Delphi Process ◽  
Literacy Curriculum ◽  
Content Type ◽  
Postgraduate Students ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Computer Research

PurposeThe present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.Design/methodology/approachIn total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.FindingsThe Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.Practical implicationsThe proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.Originality/valueThe study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.

The Roles of Digital Literacy in Social Life of Youth

2019 ◽  
pp. 103-117 ◽  
Author(s):  
Dragana Martinovic ◽  
Viktor Freiman ◽  
Chrispina S. Lekule ◽  
Yuqi Yang
Keyword(s):  
Digital Literacy ◽  
Social Life ◽  
The Internet ◽  
Digital Information ◽  
Youth Services ◽  
Digital World ◽  
Digital Era ◽  
Norms And Values ◽  
The Social ◽  
Information And Communication

This chapter contains findings related to social aspects of digital activities of youth. Computers, mobile devices, and the internet are increasingly used in everyday social practices of youth, requiring competencies that are largely still not being taught in schools. To thrive in the digital era, youth need to competently use digital tools and define, access, understand, evaluate, create, and communicate digital information. Being able to develop perceptions of, and respect for, social norms and values for functioning in the digital world, without compromising one's own privacy, safety, or integrity is also important. After addressing the social prospects of information and communication technology (ICT) use among youth, this chapter describes their online behavior through the paradoxical nature of the internet (i.e., providing opportunities for social development vs. introducing risks). Educators and youth services are advised to consider these factors in designing flexible, innovative, and inclusive programs for young people that use ICT.

Transforming Digital Literacy With Culturally Diverse, Personalized Learning

2017 ◽  
pp. 170-195
Author(s):  
Patricia J. Donohue ◽  
Kevin Kelly
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Personalized Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Design For Learning

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master's program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

scholarly journals The five resources of critical digital literacy: a framework for curriculum integration

2014 ◽  
Vol 21 ◽  
Author(s):  
Juliet Hinrichsen ◽  
Antony Coombs
Keyword(s):  
Curriculum Development ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Meaning Making ◽  
Academic Development ◽  
Learning Technology ◽  
Digital Environment ◽  
Critical Perspective ◽  
Literacy Curriculum ◽  
Perspective Drawing

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

scholarly journals Health education needs among individuals with low back pain

2006 ◽  
Vol 62 (4) ◽  
Author(s):  
Julius Ng'uurah Nyagah
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Health Education ◽  
Group Discussion ◽  
Low Back ◽  
Education Needs ◽  
Depth Interviews ◽  
Hospital Rehabilitation ◽  
Positive Results ◽  
Use Of Health Services

Lack of positive results from many of the health-education programmes for patients with low-back pain (LBP) is possibly due to the type of health information that may have been presented and the method that had been used. The present study sought to explore health-education needs among individuals with LBP. A qualitative approach that utilised in-depth interviews and a focus-group discussion was used. Data was drawn from ten participants attending physiotherapy treatment due to a non-specific LBP at the Nairobi Hospital Rehabilitation Unit, using purposive sampling. A thematic analysis procedure was used to analyse the data.  The study found the participants’ health education needs to be incongruent with the medical professionals’ assumptions of what the patients’ health education needs were. Deficiencies in explanation of the cause, diagnosis, prognosis, and the appropriate use of health services were found. The findings suggest that a more encompassing model of health education was believed to be more fitting. Since the findings indicate that the individuals with LBP require health education on various aspects, a Rehabilitative Model of health education was probably more pertinent to the individuals. That way, a more encompassing, all-inclusive model of health education would cover on the aspects that were currently neglected.

Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore

2000 ◽  
Vol 24 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Hui Li ◽  
Nirmala Rao
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Literacy Education ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Older Children ◽  
Literacy Environment ◽  
Literacy Teaching ◽  
Character Identification ◽  
Better Than

Parents of 480 Chinese preschoolers in Beijing, Hong Kong, and Singapore reported on their involvement in literacy teaching, the home literacy environment, and their beliefs about language learning. The preschoolers, ranging in age from 2 to 6 years, completed the Preschool and Primary Chinese Literacy Scale (PPCLS), in individual sessions. Results indicated significant age and societal differences on the total PPCLS score and also on the following subscales: Character Identification, Visual and Auditory Discrimination, and Word Recognition. In all three societies, older children outperformed younger children on these subscales. Preschoolers from Hong Kong and Singapore did significantly better than those from Beijing. Despite sociocultural variations (e.g., status of the Chinese language, government directives regarding the age at which to start literacy teaching, documented goals of the preschool curriculum), which contributed to societal differences, home literacy education significantly contributed to the prediction of Chinese literacy attainment in Beijing, Hong Kong, and Singapore.

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