scholarly journals DIGITAL COMPETENCIES OF CADETS OF UNIVERSITIES OF THE MINISTRY OF EMERGENCY SITUATIONS OF RUSSIA (OF THE EMERCOM OF RUSSIA)

2021 ◽  
pp. 64-71
Author(s):  
Аксар Альбертович Эльтемеров ◽  
Светлана Николаевна Федорова
Keyword(s):  
Information And Communication Technologies ◽  
The Internet ◽  
Digital Competence ◽  
First Year Students ◽  
Main Research ◽  
Digital Footprint ◽  
Emergency Situations ◽  
Digital Competencies ◽  
Content Processing ◽  
High Level

Цифровизация образования ставит перед высшей школой задачу формирования цифровых компетенций обучающихся, включающих взаимодействие посредством цифровых технологий, управление информацией и данными, способность решать разнообразные задачи в области использования информационно-коммуникационных технологий, интеграцию и переработку цифрового контента и др. Цель работы – выявить уровень сформированности цифровых компетенций курсантов вуза МЧС России. Результаты исследования иллюстрируют недостаточный уровень сформированности цифровых компетенций студентов, в частности информационных цифровых компетенций (знание сущности цифрового следа и кибертени) и цифровой компетенции коммуникации и сотрудничества (соблюдение мер предосторожности при работе в интернет-пространстве). У 80 % опрошенных выявлен низкий уровень развития цифровых компетенций: они вообще ничего не слышали о понятиях «цифровой след» и «кибертень» и особых мер предосторожности при работе в сети Интернет не предпринимают. А 15 % опрошенных характеризуется средним уровнем развития цифровых компетенций: знакомы с этими понятиями, но затруднились в обозначении их сущностно-содержательных характеристик и отражении мер предосторожности при работе в сети Интернет. Пять процентов опрошенных обладают высоким уровнем развития цифровых компетенций: знают и раскрывают смысл понятий «цифровой след» и «кибертень», соблюдают меры предосторожности при работе в сети Интернет. По результатам исследования авторы приходят к выводу о необходимости информационно-методического сопровождения большинства студентов в этом направлении, подразумевающего интеграцию цифрового материала в содержание изучаемых дисциплин, включение факультативных занятий, введение цифровых модулей и дополнительные образовательные программы. The digitalization in education poses a challenge for higher education to form students’ digital competencies, including interaction through digital technologies, information and data management, the ability to solve various problems in the use of information and communication technologies, integration and digital content processing. The purpose of this study is to identify the level of formation of digital competencies of cadets of the Academy of the EMERCOM of Russia. The research was carried out at the State Fire Academy of the EMERCOM of Russia with 168 first-year students. Main research methods: survey, conversation and interview. The results of the study illustrate a lack of students’ digital competence, in particular, information digital competencies (knowledge of the essence of digital footprint and cyber shadow) and digital competence of communication and cooperation (compliance with precautions when working on the Internet). Digital competence of 80 % of respondents was low: they have not heard anything about the concepts of “digital footprint” and “cyber shadow” and don’t take special precautions when working on the Internet. 15 % of the respondents had an average level of development of digital competencies: they are familiar with these concepts, but found it difficult to identify their essential content characteristics and precautions when working on the Internet. 5 % of the respondents have a high level of development of digital competencies: they know and understand the meaning of the concepts of “digital footprint” and “cyber shadow”, and observe precautions when working on the Internet. According to the results of the study, the authors came to the conclusion that there is a need for information and methodological support of students in this direction, which implies the integration of digital material into the content of disciplines, the inclusion of elective classes, the introduction of digital modules and additional educational programs.

scholarly journals Mapping internet literacy skills of digital natives: A developing country perspective

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249495
Author(s):  
Saira Hanif Soroya ◽  
Abdus Sattar Ahmad ◽  
Shakil Ahmad ◽  
Muhammad Shahid Soroya
Keyword(s):  
Information And Communication Technologies ◽  
Digital Natives ◽  
Literacy Skills ◽  
The Internet ◽  
Human Communication ◽  
First Year Students ◽  
Arts And Humanities ◽  
Illegal Activities ◽  
To Come ◽  
Internet Literacy

Over the last three decades, Information and Communication Technologies (ICTs) have changed the world in all walks of life. It has not only influenced the ways of human communication but also changed the way of learning. However, to utilize the facility of the Internet in effective manners, people need a certain set of skills called “Internet Literacy Skills”. The purpose of the study was to explore the level of Internet literacy skills of Undergraduate first-year students (Digital Natives) of the University of the Punjab, Lahore, Pakistan. The study is quantitative, and data were gathered through questionnaires. A total of 180 students from three disciplines i.e. Pure Sciences, Social Sciences, and Arts and Humanities were approached for the final data collection. Descriptive (mean and standard deviation) and inferential statistics (regression analysis) were applied to analyze the collected data. Results further revealed that respondents possess very good knowledge to identify legal and illegal activities and information on the Internet. Findings of the study, not only reported the Internet literacy skills of digital natives but also helped to come up with a theoretical model that may be useful to design an efficient and effective Internet literacy module/subject to help students increase their Internet use-related skills.

scholarly journals An examination of digital footprint awareness and digital experiences of higher education students

2019 ◽  
Vol 11 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Yeşim Sürmelioğlu ◽  
Süleyman Sadi Seferoğlu
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Students ◽  
Digital Footprint ◽  
Information And Communication ◽  
Change Period ◽  
High Level ◽  
Research Show

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

scholarly journals Readiness of higher school teachers to use digital technologies in the educational process

2021 ◽  
pp. 163-172
Author(s):  
Elena Manuzuna ◽  
Anastasia Chufeeva ◽  
Svetlana Artemyeva
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Survey ◽  
Digital Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Digital Competence ◽  
University Teachers ◽  
Digital Competencies

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals Analysis of Digital Competence for Spanish Teachers at Pre-University Educational Key Stages during COVID-19

2021 ◽  
Vol 18 (15) ◽  
pp. 8093
Author(s):  
Esteban Pérez-Calderón ◽  
Jorge-Manuel Prieto-Ballester ◽  
Vanessa Miguel-Barrado
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Education ◽  
Digital Competence ◽  
Analysis Methodology ◽  
Information And Communication ◽  
Level Of Knowledge ◽  
High Level ◽  
Role Of Information

Over time, the role of information and communication technologies (ICT) has become increasingly important in most areas of our lives, including education. So much so, that during the COVID-19 pandemic, the use of these tools has been essential to continue the teaching process. One of the great challenges facing teachers today is their need to adapt to this new educational scenario by acquiring the necessary digital skills. The aim of this study is to determine the level of competence of teaching in pre-university education key stages. To this end, a questionnaire was distributed among education centres and teachers in the Autonomous Community of Extremadura, obtaining 109 valid responses. The analysis methodology was the formation of clusters using the K-means model. The results confirmed that the teachers perceived a medium-high level of knowledge and use of ICT. Moreover, that this digital competence is conditioned by factors such as age, experience, gender, and level of education. In conclusion, public administrations are encouraged to facilitate teachers’ knowledge and application of ICT according to the profiles identified.

scholarly journals Formation of Digital Competences of University Library Users

2021 ◽  
Vol 14 (9) ◽  
pp. 1420-1431
Author(s):  
Ruslan A. Baryshev ◽  
◽  
Irina A. Tsvetochkina ◽  
Elena N. Kasyanchuk ◽  
Olga I. Babina
Keyword(s):  
Point Of View ◽  
Digital Competence ◽  
University Library ◽  
Library Users ◽  
Information Competencies ◽  
Digital Competencies ◽  
Systemic Development ◽  
Smart Technologies ◽  
High Level ◽  
The University

The paper presents various approaches to defining the concepts of ‘information competencies’ and ‘digital competencies’. The point of view of scientists on the essence, structure and ways of developing digital competencies are considered, the concept of students’ digital competence in modern conditions is clarified. The influence of this process on the development of the university library is emphasized. Digital competence is defined as the student’s high-level ability to communicate in the digital space (highly mobile intelligent devices, smart technologies, network professional communities) with the goal of self-realization and continuous innovative development. Among new challenges for the university library in digital environment the main ones are considered to be the emergence of new social and technological tasks, the specifics of working with users of the university library, and changing access to electronic resources while maintaining the invariability of main functional purpose of university library. The integrity and systemic development of digital competence of students in the conditions of the university library is reflected. The purpose of this paper is to unlock the potential of the university library as a subject of digital competencies development of students who will work in the digital age. The experience of the Scientific Library of the Siberian Federal University on developing digital competence of students is presented. Profiles of digital competencies of library users are proposed, which include two areas of responsibility: 1) information competencies and 2) digital competencies. The results of the study were refined and summarized, the results of the study were systematized, methodological recommendations were prepared to increase the effectiveness of libraries

scholarly journals Statistical analysis of teachers' digital competence levels

2020 ◽  
Vol 17 (4) ◽  
pp. 55-70
Author(s):  
S. V. Avilkina
Keyword(s):  
Statistical Analysis ◽  
Human Resources ◽  
Information And Communication Technologies ◽  
Education System ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Digital Competence ◽  
Proposed Model ◽  
Information And Communication ◽  
Digital Competencies

Purpose of the study. The study of the qualitative parameters of the human resources potential of the economy is necessary to describe the conditions in which digitalization processes develop, to identify the problems of training specialists. The professional education system is considered in the article as an institution that provides human resources to the digital economy of the region. Innovative processes increase the requirements not only for the system of training specialists, but also for the skills of the lecturer, individual level of mastering information and communication technologies. The purpose of this study is to diagnose the levels of digital competencies of lecturers of professional educational institutions and to identify, on the basis of statistical analysis, the impact on the level of digital competencies of a lecturer of various parameters, such as the lecturer’s age; the disciplines he/her teaches; the data of continuing education in the field of information and communication technologies.Materials and methods. This paper provides an overview of approaches to solving the problems of staffing education in the context of informatization. Taking into account the proposed model of digital competencies of lecturers, the testing complex was approved. Methods of statistical data analysis were applied: descriptive statistics, correlation coefficients were calculated, a range diagram and scatter diagrams of lecturers' testing results were constructed. For the information processing, the qualitative indicators were converted into quantitative ones and the statistical analysis software packages were used: Microsoft Excel and STATISTICA 10.0.Results. As a result of the lecturers’ testing of professional educational institutions and statistical analysis, data were obtained on the level of human resources in terms of the formation of knowledge and skills in the field of information and computer technologies. The relationship between the level of digital competence and various factors has been identified. The factors that were analyzed in the course of the study: age, subjects taught, the period of limitation of the advanced training in the field of information and communication technologies.Conclusion. The introduction of the proposed model of competencies and diagnostic methods will allow diagnosing lecturers' skills in working in a digital environment and will ensure the adoption of informed managerial decisions in the development of the human resources of the vocational education system both at the level of the educational organization and at the level of public administration bodies. This model can be used to obtain information about the formation of digital competencies of different groups: employees of organizations and enterprises, state and municipal employees.

scholarly journals Formation of Digital Competence of State Servants in the Conditions of Government Digitalisation: The Problem Statement

2021 ◽  
Author(s):  
Galina Bannykh ◽  
Svetlana Kostina
Keyword(s):  
Public Administration ◽  
Digital Literacy ◽  
Professional Socialization ◽  
Civil Servants ◽  
Digital Competence ◽  
Factors Affecting ◽  
Main Research ◽  
Digital Services ◽  
Digital Competencies ◽  
Digital Competency

In the context of public administration digitalization the importance of human resources and their quality increases, which requires state employees to possess new digital competencies (knowledge and skills), and often to master new professional functions that enable them to function effectively in the new digital environment. However, under these conditions, in the process of their professional socialization, a number of problems emerge. The purpose of the research is to determine the conditions and factors affecting the digital competency formation required in the transition to digital public administration of the civil servants digital competencies, as well as to identify contradictions that emerge in their formation process. The study was conducted on the basis of the information society concept, E-Government and the paradigm of the new public administration. The main research methods were documents analysis and statistical data analysis. The study has fixed that one of the factors hindering successful professional socialization in the context of public administration digitalisation is the uncertainty in the content of servants’ digital competencies they need, including taking into account future development prospects. The existing vocational education system cannot form digital competencies at the required level for several reasons (closed access to basic digital services and platforms, a variety of departmental digital services and workflow systems available in only one department, etc.). Civil servants are forced to master digital technology is more on its own. The main contradiction emerges in the process of creating digital competencies is the lack of officially fixed requirements for the availability of state and municipal employees’ digital competencies and the lack of mechanisms for their assessment in the selection or certification process. Moreover, the need to master the relevant digital competencies follows from regulatory documents. Keywords: digital competency of civil servants, digital competencies, digital literacy, professional socialization, digitalisation of public administration

KEY ASPECTS OF DEVELOPMENT OF DIGITAL COMPETENCIES OF THE POPULATION

2018 ◽  
Author(s):  
Anna Oleshko ◽  
◽  
Oleksandr Rovniahin ◽  
Vladyslav Pryma ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Digital Literacy ◽  
The European Union ◽  
Digital Competence ◽  
Information And Communication ◽  
Digital Competencies ◽  
Digital Knowledge ◽  
Key Aspects ◽  
And Behavior

The article analyzes the main factors influencing the digital competence formation of the Ukrainian population, which involves the acquisition of knowledge, abilities, character, and behavior that are compulsory for a person in order to use information and communication and digital technologies to achieve goals whether in personal or professional life. In the environment of forced isolation caused by the COVID-19 pandemic, the principle of continuing education ("lifelong learning") receives new characteristics in the light of new realities, in which access to information, continuous learning and revising of knowledge become driving force in the formation of a new model of education. The article summarizes the experience of European countries in implementing the basic principles of digital literacy and providing citizens with opportunities to master the skills of working with information and communication technologies, communication and cooperation in the digital space, digital content, digital security and more. Based on the analysis of the urbanization impact on the access of the population to high-quality Internet, it was found that the urban population has a higher level of digital knowledge and skills compared to the population living in rural areas. A system of digital competencies for citizens "DigComp 2.1" is proposed to be integrated and used in Ukraine as a tool for the implementation of strategic priorities for the formation of digital literacy of the population, which is already implemented in the European Union. Overall, the acquisition and development of digital competencies in the XXI century is mandatory in all spheres of the national economy and in everyday life of the population. In this context, it is necessary to create infrastructure and institutions that will deal with the implementation of innovative solutions and digital literacy training of all segments of the population throughout life.

Digital teacher competencies and their indicators

2020 ◽  
Vol 1 (4) ◽  
pp. 278-282
Author(s):  
Yu. S. Buzykova ◽  
E. S. Gafiatulina
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Educational Process ◽  
Digital Competence ◽  
Russian Science ◽  
Professional Activities ◽  
Digital Competencies ◽  
The Russian Federation ◽  
The Moment ◽  
Types Of Information

The implementation of the national program “Digital Economy of the Russian Federation”, the use of distance technologies in the educational process require teachers to have digital competencies. At the moment in the Russian Federation, there are no formulations of digital competencies of a teacher. Although different models of digital competencies and skills have been created, they are rather complementary to each other. An organization can integrate a ready-made model, but it may not fully meet all the characteristics of the organization, its architecture and internal structure. In Russia, in the field of education, the formulation of digital competencies is spontaneous. In Russian science, digital competence refers to the use of digital technologies in professional activities, training, and social communications. Digital competencies are skills for effectively solving problems of a professional, social, personal nature using various types of information and communication technologies. Using the Delphi peer review method, the authors developed the teachers digital competencies and their indicators. The value of the results obtained lies in the fact that when conducting competitive procedures for filling vacant teacher positions, it is possible to assess the level of formation of digital competencies.

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