scholarly journals Parents as Agents of Influence on Children's Digital Skills Development

Inter ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 54-80
Author(s):  
Irina Pisarenko ◽  
Liudmila Zaichenko
Keyword(s):  
Computer Games ◽  
Skills Development ◽  
Digital Environment ◽  
Digital Competence ◽  
School Students ◽  
Competence Level ◽  
Children’S Agency ◽  
The World ◽  
Digital Skills ◽  
The Relationship

Transition to the digital environment transforms the schemas of social interaction including the relationship between parents and their children. Many parents who lack digital competence however are called upon to become agents of ‘digital socialization’ for their kids who step into the world of gadgets from an early age.Current study explores parents competence (including, digital); their attitudes towards developing digital competence of their children; their coping strategies in the situations of child addiction to the digital gadgets, computer games and the Internet use; as well as their request to the education system in line with its ubiquitous digitalization. As a research method the authors have chosen the two-stage survey in which 118 participants took part — the parents of elementary school students. The data was analyzed quantitatively and qualitatively. As a result the parents were clustered into several groups on the basis of: their digital attitudes (supporters and antagonists) and their level of digital competence (low-medium-high). Further the data was analyzed within each cluster. The study has revealed that the majority of parents report themselves as competent (60%) or highly competent (17%) digital users. Positive relationships were identified between the parents' digital competence level and 1) their digital attitudes — the higher the level of competence — the more positive were the attitudes; 2) parents active participation in their children’s digital skills development and acknowledging children’s agency in the process of digital self-education. The results reflect the range of parents' opinions which must be taken into account when assisting families in the process of child development and socialization.

scholarly journals MODERN RUSSIAN POETRY IN OLYMPIAD ASSIGNMENTS IN LITERATURE

2021 ◽  
Vol 26 (2) ◽  
pp. 212-220
Author(s):  
Tatiana G. Kuchina ◽  
Keyword(s):  
Secondary School ◽  
Text Analysis ◽  
Secondary School Students ◽  
Contemporary Poetry ◽  
School Students ◽  
Object Based ◽  
The World ◽  
Holistic Analysis ◽  
Poetic Texts ◽  
The Relationship

The article discusses approaches to a holistic analysis of poetic texts of the 21st century at Literature Olympiads. The main aim of this academic activity of senior schoolchildren is to teach them to demonstrate their own understanding of a poem through considering it as an integral unity of elements and analyzing the most essential features of its artistic structure. The author answers the following questions: what knowledge, skills, competences are tested by assignments on contemporary poetry? What poetics features of modern literature require special attention and how to teach senior schoolchildren to carry out analysis correctly? How can “Olympiad” poetry be of interest to a modern secondary schooler? On the material of the poems by Polina Barskova, Alexei Tsvetkov and Vladimir Gandelsman the article shows possible ways of text analysis that have formed in practical work – primarily in the Sirius educational center (Sochi). The author uses P. Barskova’s poem “Happiness” (2001), included in the tasks of the final stage of the 2019 Literature Olympiad, to show the methods of work with subtext / intertext and subject structure. The relationship between the object-based and symbolic plans, of the empirically “true-to-life” plot and the biblical subtext are in the focus of attention during the analysis of A. Tsvetkov’s poem “The experience of the end of the world” (2019). V. Gandelsman’s poem “In the morning, right after dawn, I am at the foot…” (2018) was offered to students at a trial competition in “Sirius”. The article contains excerpts from the works of secondary school students, showing how they interpreted the poem.

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.

Psychological and pedagogical conditions for the development of lexical speech skills of school students on the basis of educational computer games

2020 ◽  
pp. 69-78
Author(s):  
Bogdan A. Shmelev
Keyword(s):  
Computer Games ◽  
Ict Literacy ◽  
Digital Competence ◽  
School Students ◽  
Ict Competence ◽  
Condi Tions ◽  
Educational Computer ◽  
Main Period ◽  
Characteristic Features ◽  
Educational Computer Games

On the basis of a multifaceted analysis of the concept of “conditions”, the concept of “pedagogical conditions” is defined and its analysis is carried out. The main characteristic features of the concept of “pedagogical conditions” are identified. Various groups of conditions are consi-dered, with the help of which the effective functioning of the pedagogical system occurs. The fea-tures of psychological and pedagogical conditions are revealed. The analysis of the concept of “sensitivity” and the main period of its duration are presented. The analysis of this age period was carried out and its potential in teaching is revealed. The main types of activities at school age (playing, cognitive, educational) are considered. Further, psychological and pedagogical condi-tions are proposed, aimed at the development of lexical speech skills on the basis of educational computer games. The first proposed psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the motivation of students to develop lexical speech skills on the basis of educational computer games. The analysis of the concepts of “motivation” and “motive” is presented. Various types of systematization of motivation (external, internal), by the type of motivator (positive, negative), depending on its stability (stable, unstable) are considered. A number of strategies are also given to increase the motivation of students. The second psychological and pedagogical condition for the development of lexical speech skills on the basis of educational computer games is the development of ICT competence among students. We consider such concepts as digital competence, ICT literacy. The last psychological and pedagogical condition for the development of lexical speech skills based on educational computer games is the development of the teacher’s ICT competence.

scholarly journals Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review

2021 ◽  
Vol 13 (23) ◽  
pp. 13283
Author(s):  
Ana María De la Calle ◽  
Alejandra Pacheco-Costa ◽  
Miguel Ángel Gómez-Ruiz ◽  
Fernando Guzmán-Simón
Keyword(s):  
Systematic Review ◽  
Intergenerational Transmission ◽  
Social Sustainability ◽  
Sustainable Society ◽  
Digital Competence ◽  
Quantitative Studies ◽  
Heritage Culture ◽  
Competence Level ◽  
Digital Competencies ◽  
The Relationship

Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.

Electronic Contracts: A Law Unto Themselves?

2009 ◽  
Vol 130 (1) ◽  
pp. 102-111
Author(s):  
Dale Clapperton
Keyword(s):  
Consumer Protection ◽  
Computer Games ◽  
Market Failure ◽  
Digital Environment ◽  
Vicious Cycle ◽  
Substantive Content ◽  
Electronic Contracts ◽  
Electronic Contracting ◽  
The Relationship

Electronic contracts, however described, are everywhere in the digital environment. In computer games, they govern the relationship not only between the gamer and the game publisher, but the gamer and the game. Yet, despite their ubiquity, their substantive content receives relatively little attention. Consumers assent without reading them, and publishers and their lawyers adopt oppressive contracts, seemingly without thought for the rights of their customers. Whether a market failure or a rational response, electronic contracting seems to be stuck in a vicious cycle of apathy and indifference. This paper explores these issues, as well as examples of games-related electronic contracts, common terms in such contracts, and how those contracts might be affected areas of law including contract, copyright, competition and consumer protection. Might these areas of law provide a stimulus for ‘clickwrap reform’?

scholarly journals Seeking Adequate Competencies for the Future

2018 ◽  
Vol 6 (1) ◽  
pp. 4-20
Author(s):  
Meri-Tuulia Kaarakainen ◽  
Suvi-Sadetta Kaarakainen ◽  
Antero Kivinen
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Educational Choices ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Digital Skills ◽  
General Goal ◽  
The Relationship

Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions. The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds. At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.

scholarly journals Digital Literacy, Competence, Identity and Intelligence: The Four Teachers Essential Skills in 21st Century

2021 ◽  
Vol 3 (1) ◽  
pp. 09-16
Author(s):  
Shadi Forutanian
Keyword(s):  
Qualitative Study ◽  
Knowledge Transfer ◽  
21St Century ◽  
Digital Literacy ◽  
Skills Development ◽  
Structured Interviews ◽  
Digital Competence ◽  
Complete Knowledge ◽  
Digital Skills ◽  
Essential Skills

These days, digital literacy, digital competence, digital identity and digital intelligence are becoming essential skills for everyone, especially teachers. Understanding their concepts and components is essential for teachers even more than learners in the process of these digital skills development. If teachers have not capabilities in these four skills, they couldn’t transfer any knowledge to learners in online environments undoubtedly. Even proper, on time, enough and complete knowledge transfer from teachers to leaners never happened. The results of this study show that teachers had low awareness about 4D skills and couldn’t understand and define 4D skills very well. The present qualitative study measured teachers’ awareness about these digital skills by semi-structured interviews and based on the retrieved data, proposed a Quality 4D (digital literacy, digital competence, digital intelligence) skills framework for measuring and developing of teachers 4D skills.

scholarly journals Worlds at Play

2020 ◽  
Vol 35 (s1) ◽  
pp. 237-250
Author(s):  
Claus Toft-Nielsen
Keyword(s):  
Computer Games ◽  
Role Playing ◽  
Focus Group Interviews ◽  
Fantasy World ◽  
The World ◽  
Player Experience ◽  
Role Playing Game ◽  
Group Interviews ◽  
The Relationship

AbstractThe relationship between the fantasy genre and the medium of computer games has always been a very tight-knit one. The present article explores the close connection between fantasy and computer games through different media, arguing that the fantasy genre's specific ‘mode of function’ is the ability to build complete fictional worlds, whereby it creates specific experiences for its users. Based on empirical data from focus group interviews with players of the most popular Western Massively Multiplayer Online Role-Playing Game (MMORPG) of all times, World of Warcraft, the article develops the concept of worldness as an experiential, phenomenological understanding of player experience. I discuss how this way of framing a core quality of the fantasy genre (of world-building) functions across single fictional universes and aims to grasp a specific fantasy experience of being in the world. This experience works on the level of genre, by anchoring the specific fantasy world in the larger, surrounding fantasy genre matrix.

scholarly journals The Relationship Between Tendency to Computer Games and the Mental Health of Junior High School Students of Shahr-e Kord, Iran

2019 ◽  
Vol 6 (3) ◽  
pp. 101-107
Author(s):  
Zahra Karimi ◽  
Elahe Tavassoli ◽  
Akbar Babaei Heydarabadi
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Junior High School ◽  
Computer Games ◽  
Significant Relationship ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
The Relationship

Background and aims: Given that computer games have positive and negative functions and may affect the mental health of individuals, the present research aimed to study the relationship between the tendency to playing computer games and the mental health of junior high school students in Shahr-e Kord. Methods: The current cross-sectional descriptive-analytical study was conducted on 245 boy and girl junior high school students of Shahr-e Kord in 2016. The participants were selected using a random cluster sampling method. The required data were collected using questionnaires of demographic variables, the standard 28-item General Health Questionnaire, and an author-made questionnaire on the tendency to computer games. Finally, the data were statistically analyzed using descriptive and analytic tests in SPSS-18. Participation in the study was voluntary. Results: The results showed that 31.8% of the students aged 14 years old. In addition, the tendency to computer games was higher in girls (0.027) and their level of mental health was lower compared to boys (P=0.032). There was a significant relationship between the tendency to computer games and the age of the students (P=0.023). Eventually, age (P=0.025) and gender (P=0.09) represented a significant relationship with the mental health of the students. Conclusion: Based on the low level of mental health in girls, it is necessary to pay special attention to the symptoms of depression and anxiety and social functions in adolescents, control the time spent on playing the computer games, plan carefully for their leisure time, direct adolescents toward reading books, and promote their health using educational patterns.

Applications of the Indigenous and Modern Career Counselling in Education

2021 ◽  
pp. 399-415
Author(s):  
James N. Oigara ◽  
Godrick E. Lyimo
Keyword(s):  
Career Choice ◽  
Secondary School Students ◽  
Career Counselling ◽  
Counselling Service ◽  
School Students ◽  
Community Based ◽  
School Counsellors ◽  
The World ◽  
The Relationship ◽  
Counselling Approach

The career development field is continually growing and changing to reflect the current career realities of individuals, changes in society, and in the world of work. The main aim of this chapter is to explore the relationship between modern and indigenous career counselling. The relatively under-researched indigenous career counselling approach can be blended with modern career counselling to help students handle their challenges specifically related to career choice. This strategy provides an interpretive tool trying to create a third space or bridging areas between the indigenous and modern career counselling approaches within the Tanzanian context. The study revealed that some school counsellors employ both indigenous and modern counselling to address career challenges among the secondary school students. The blending of indigenous and modern career counselling creates a balanced guidance and counselling service which relates students to the careers that are relevant to their context which promotes the development of community-based careers.

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