scholarly journals Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

2021 ◽  
Vol 23 (3) ◽  
pp. 106-129
Author(s):  
Laura Teichert ◽  
Jim Anderson ◽  
Ann Anderson ◽  
Jan Hare ◽  
Marianne McTavish
Keyword(s):  
Early Literacy ◽  
Digital Technology ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Popular Media ◽  
Literacy Practice ◽  
Proper Place ◽  
Mixed Messages ◽  
Digital Engagement

This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.

scholarly journals DIGITAL LITERACY AMONG CHILDREN IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 3 (2) ◽  
pp. 157-170
Author(s):  
Hario Bismo Kuntarto ◽  
Amit Prakash
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Elementary School Children ◽  
Digital Technologies ◽  
Field Work ◽  
Internet Service ◽  
Digital Devices

The use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted through interviews, observations and workshops related to the use of digital technology to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society. Kata Kunci: literasi digital, pemanfaatan digital oleh anak sekolah dasar, pengenalan digital pada anak   Abstract – Use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted over a six-month study period to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.

HR’s new role: rethinking and enabling digital engagement

2017 ◽  
Vol 16 (2) ◽  
pp. 60-65 ◽  
Author(s):  
Ravin Jesuthasan
Keyword(s):  
Best Practices ◽  
Digital Technology ◽  
Design Methodology ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Content Type ◽  
Future Of Work ◽  
The Future ◽  
Digital Engagement ◽  
Practical Implications

Purpose This paper aims to explore how a new industrial revolution with digital technology at its core is disrupting the workplace. It shares how HR has an opportunity to use data and digital technologies to reinvent how organizations engage with their workforce. It answers the question of how HR pivots from its legacy focus on compliance and being a steward of employment to the work and helping the organization strengthen its connection with its workers through improved digital engagement. Design/methodology/approach The paper is based on Willis Towers Watson thought leadership and references recent findings from their research. Findings The paper explores how digital technologies have changed how workers connect with their co-workers and the organization. In addition, it examines how digital technologies are changing how work gets done. Research limitations/implications The paper is not exclusively based on research. Practical implications The paper explores how digital technologies drive engagement, HR’s role as steward of the work and enabler of digital engagement and best practices for enabling digital engagement in the modern workplace. Originality/value This paper fulfills a need to assist HR leaders in thinking through the implications of the future of work and how digital technologies will shape that future.

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2013 ◽  
pp. 55-64 ◽  
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students’ answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students’ answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students’ interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

University Teachers' Use of Digital Technologies

2017 ◽  
pp. 686-702
Author(s):  
Daariimaa Marav ◽  
Michelle Espinoza
Keyword(s):  
Developing Countries ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Academic Staff ◽  
Digital Technologies ◽  
University Teachers ◽  
Per Se ◽  
Complex Relationships

This chapter is set in the context of two developing countries, Mongolia and Chile, where digital technology is seen as a powerful icon of the knowledge economy. The predominant and common discourses surrounding the uses of digital technologies in education in these developing countries usually assume rather celebratory stances of the roles digital technologies may perform in education in the digital age. Thus, the research reported here explores the realities, opportunities, and challenges that academic staff face when using digital technologies through the perspectives offered by the field of digital literacy studies. The findings illustrate the close and complex relationships between sociocultural contexts, beliefs, values, and digital literacy practices. The study suggests that more attention needs to be paid to the wider contexts affecting the digital practices around teaching and learning rather than to technologies per se.

scholarly journals Learning Ecologies in the Digital Era: A Challenge for Primary Education in Low-Income Contexts

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2108
Author(s):  
Celia Moreno-Morilla ◽  
Fernando Guzmán-Simón ◽  
Eduardo García-Jiménez
Keyword(s):  
Low Income ◽  
Digital Technology ◽  
Qualitative Methodology ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Digital Era ◽  
Digital Community ◽  
Learning Ecology ◽  
Learning Ecologies ◽  
Adequate Method

This research focused on the study of learning ecologies utilizing digital technology. The qualitative methodology used has allowed the analysis of the interactions children establish with digital technologies and the manner in which they construct a learning ecology. A total of 46 12-year-olds, their families, and their teachers participated in this study. The children’s schools and homes were in neighborhoods where structural situations of poverty and social and cultural marginality concurred. The children integrated researchers into their digital community, which allowed access to the events that the community was developing through digital technologies for two years. This information was complemented by the development of systematic observations and interviews with each participant. The participants’ multimodal linguistic and literacy practices were analyzed using a social semiotics approach. The results of the research describe and interpret the interactions that took place between participants and digital technologies. The research has identified the processes of recontextualization, transduction, and transcontextualization of the discourses developed in the frame of the participants’ learning ecologies. Digital ethnography has been revealed as an adequate method for studying learning ecologies.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals Early years teachers and digital literacies: Navigating a kaleidoscope of discourses

2019 ◽  
Vol 25 (4) ◽  
pp. 2415-2426
Author(s):  
Karen Daniels ◽  
Kim Bower ◽  
Cathy Burnett ◽  
Hugh Escott ◽  
Amanda Hatton ◽  
...  
Keyword(s):  
Young Children ◽  
Digital Technology ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Developed Countries ◽  
Structured Interview ◽  
Early Years ◽  
Digital Literacies ◽  
Children's Literacy

AbstractFor many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children’s use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children’s use of digital technology where this relates directly to children’s literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.

scholarly journals Smart Village and Sustainability. Southern Moravia Case Study

2019 ◽  
Vol 11 (4) ◽  
pp. 651-660 ◽  
Author(s):  
Antonín Vaishar ◽  
Milada Šťastná
Keyword(s):  
Rural Areas ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Rural People ◽  
Rural Infrastructure ◽  
Intensive Use ◽  
Southern Moravia ◽  
Main Barrier

Abstract The paper is aimed at an attempt to define a smart village in the Czech conditions. It argues that the principles of smart villages are very similar to the concept of sustainability. The analysis deals with preventing rural exclusion, promoting digital technologies for the management of the rural infrastructure, teleworking in rural areas and using ICT for participation and governance. This approach is documented in the case of the South-Moravian Region. It was concluded that it was not so much coverage or accessibility of digital technology that was the main barrier of more intensive use of the smart village concept but rather the lower qualification level and conservatism of rural population is. It is suggested that more attention should be paid to increasing the digital literacy of rural people.

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2017 ◽  
pp. 1239-1250
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students' answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students' answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students' interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

Olhares Acerca do Letramento Digital: Perspectivas da Prática

2018 ◽  
Vol 19 (4) ◽  
pp. 472
Author(s):  
Zuleica Aparecida Cabral ◽  
Mariele A. Mickalski
Keyword(s):  
Digital Literacy ◽  
Knowledge Construction ◽  
Social Life ◽  
New Technologies ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Language Teachers ◽  
Daily Activities ◽  
Reading And Writing ◽  
De Se

A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a  sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible,  teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore,  in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance  is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching. 

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