SOME RESULTS FROM A SURVEY ABOUT FORMING DIGITAL LITERACY OF 8 YEARS OLD STUDENTS

2020 ◽  
Vol 11 (1) ◽  
pp. 53-56
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
School Age ◽  
Digital Era ◽  
National Science ◽  
Digital Competencies ◽  
Primary School Age ◽  
The Cost ◽  
Key Participants ◽  
National Science Fund

Contemporary children live in a digital era and it is almost impossible for them not to be tempted by technologies. This article presents some interesting results from Bulgarian project „Digital Competencies and Media Education at Pre-school and Primary School Age” (National Science Fund; Н05/8 14.12.2016). In 2018 there were interviewed 637 children from 13 Bulgarian towns. The focus in this article is only 8 years old students and their digital habits. The author is a Member of the team of the COST project ‘Digital literacy and multimodal practices of young children’ (Action IS1410) – DigiLitEY. In March 2019 in Manchester on the final project’s meeting of DigiLitEY were presented results connect ed with the key participants for this COST’s project – up to 8 years old students. This article analyses this aged group and their attitudes of digital technologies.

SOME RESULTS FROM A SURVEY ABOUT FORMING DIGITAL LITERACY OF 8 YEARS OLD STUDENTS

2020 ◽  
Vol 11 (1) ◽  
pp. 53-56
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
School Age ◽  
Digital Era ◽  
National Science ◽  
Digital Competencies ◽  
Primary School Age ◽  
The Cost ◽  
Key Participants ◽  
National Science Fund

Contemporary children live in a digital era and it is almost impossible for them not to be tempted by technologies. This article presents some interesting results from Bulgarian project „Digital Competencies and Media Education at Pre-school and Primary School Age” (National Science Fund; Н05/8 14.12.2016). In 2018 there were interviewed 637 children from 13 Bulgarian towns. The focus in this article is only 8 years old students and their digital habits. The author is a Member of the team of the COST project ‘Digital literacy and multimodal practices of young children’ (Action IS1410) – DigiLitEY. In March 2019 in Manchester on the final project’s meeting of DigiLitEY were presented results connect ed with the key participants for this COST’s project – up to 8 years old students. This article analyses this aged group and their attitudes of digital technologies.

DIGITAL TECHNOLOGIES IN THE DAILY LIFE OF THE ALFA GENERATION

2020 ◽  
Vol 11 (1) ◽  
pp. 35-41
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Primary School ◽  
Digital Literacy ◽  
Daily Life ◽  
Digital Technologies ◽  
School Age Children ◽  
School Age ◽  
Group Research ◽  
Digital Competencies ◽  
Primary School Age ◽  
The University

This article presents the results of two surveys among parents of primary school age children. Thes urveys are a part of undamental research, funded by the Bulgarian Science Fund – Digital Competencies and Media Education at Pre-school and Primary School Age (DN 05/8 14.12.2016) with coordinator Prof. Dr Rumyana Papancheva from the University „Prof. Dr Asen Zlatarov”, Bourgas. The author is the leader of the Working Group „Research of the connection between Reading and Digital literacy“as a part of the project. The accent in this article is on the results of parents’ surveys and a comparison between 2018 and new one – 2020 – there are analyzed parents’ attitudes towards a formation of digital literacy of their children.

scholarly journals Training in Cybersecurity in Interaction with Parents in Kindergarten

2019 ◽  
pp. 246-253
Author(s):  
Svetlana Shabas
Keyword(s):  
Digital Literacy ◽  
Information Technologies ◽  
Preschool Education ◽  
Digital Technologies ◽  
Main Task ◽  
School Age ◽  
Digital Information ◽  
Digital Environment ◽  
Digital Competence ◽  
The Impact

In modern conditions of overall informatization, the majorities of children of older pre-school age actively use gadgets and have access to the Internet. However, just one-fourth of parents demonstrate concerns about digital security. That is why the issues associated with cybersecurity training in preschool education, legislative regulation in ensuring the security and development of children in a digital environment are relevant for present-day pre-school education. The study was based on the activities carried out by teachers and psychologists of the methodology association of the Leninsky district of Yekaterinburg. The methods used in the study involved observations, the analysis of information obtained through counseling and psychological checks, interviews, surveys of instructors and specialists dealing with parents in kindergarten. As a result, we revealed the problems with digital competence among all the participants of the process of upbringing and education and defined the impact of parents on the formation of digital literacy. Of special interest is a new position when the modern parent is given a “relief” from a child with the help of gadgets, which calls for family psychological support on pre-schoolers’ secure use of digital technologies. The main task of working with parents is to shape perceptions of the problems associated with free contacts of the child with information technologies and the necessity to control digital information received by the child.

Preparing university students in accordance with the requirements of digital economy

2020 ◽  
pp. 37-44
Author(s):  
T. F. Shitova
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
General Purpose ◽  
Practical Significance ◽  
University Graduates ◽  
Professional Activities ◽  
Software Products ◽  
Modern Learning ◽  
Digital Competencies ◽  
Microsoft Office

The modern learning process should form students' digital literacy, digital skills and digital competencies, which they will need to successfully carry out their professional activities in the context of widespread digitalization. Regardless of the direction in which students are trained, this process cannot be successfully implemented without the use of modern information technologies.The talent and knowledge of young professionals are in particular demand today in digital business, therefore, one of the priority tasks of higher educational institutions should be the task of preparing students capable of becoming leaders in digital business, actively using breakthrough technologies to solve professional problems. The article presents the experience of developing students' skills in working with digital technologies on the basis of specialized software and general-purpose software products.During the research, analytical research methods and a systematic approach were used.The scientific and practical significance of the research results are in the development of guidelines for training students in the field of digital technologies in order to form professional competencies of university graduates. According to the author, the formed digital competencies will allow young specialists to successfully implement innovative digital solutions in various sectors of the economy.The article can be useful for university teachers in Russia and neighboring countries (Belarus, Ukraine, Kazakhstan, Uzbekistan, Tajikistan and others) who teach students to use software products from Microsoft Office and 1C.

scholarly journals INTEGRATING DIGITAL TECHNOLOGIES INTO TEACHING PROCESS

TEME ◽  
2019 ◽  
pp. 1219 ◽  
Author(s):  
Biljana Novković Cvetković ◽  
Dragana Stanojević
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Simple Random Sample ◽  
Successful Implementation ◽  
Teaching Process ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
Teachers Attitudes ◽  
Technological World ◽  
E Mail

This paper wishes to highlight great significance of digital technologies that should be implemented to the highest extent possible in the teaching process. Digital literacy and digital competencies in today's highly developed technological world have been recognized as important aspects for the successful implementation of digital technologies in the teaching process. With this in mind, in this paper we tried to answer the questions as to for what purposes teachers use digital technologies the most and how interested the teachers are for the use of digital technologies. The conclusion is that teachers are highly interested in the application of digital technologies in teaching. Out of all the listed items, the teachers mostly used the Internet-based content  and Correspondence by e-mail in their work. The research was based on a descriptive investigative method. Surveys and scaling techniques for measuring teachers' attitudes were used. The present research was carried out between March and April 2017.The basic cohort in this research comprised 276 primary school teachers in the cities of Vranje and Nis. The nature of a sample is that of a stratified simple random sample. 

scholarly journals Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid

2020 ◽  
Vol 8 (2) ◽  
pp. 222-232 ◽  
Author(s):  
Daniel Calderón Gómez
Keyword(s):  
Social Support ◽  
Young People ◽  
Digital Literacy ◽  
Qualitative Interviews ◽  
Digital Technologies ◽  
Digital Literacies ◽  
Digital Inclusion ◽  
Socialization Process ◽  
Digital Competencies ◽  
Digital Exclusion

The main goal of this article is to analyze young people’s technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities; on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects’ digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects’ affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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