scholarly journals Characterisation and level assessment of schoolchildren’s digital literacy

2021 ◽  
Vol 50 (2) ◽  
pp. 256-277
Author(s):  
Tatiana A. Boronenko ◽  
◽  
Anna V. Kaysina ◽  
Vera S. Fedotova ◽  
◽  
...  
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Basic Knowledge ◽  
Main Trend ◽  
General Level ◽  
Special Role ◽  
Environmental Friendliness ◽  
Research Results ◽  
Digital Skills

Relevance. The main trend in the development of the digital society involves active penetration of digital technologies in all spheres of human life. These conditions give rise not only to new opportunities for people, modern technologies, communication methods, problem solution, but also to previously unknown risks and threats. The formation of digital literacy of schoolchildren is becoming an important issue. In these terms, a special role is assigned to the school computer science course. This involves the need for descriptive characteristics of digital literacy and indicators for its qualitative assessment. The authors deem the use of praxeological characteristics of activity to be a promising direction in the solution of this problem from the standpoint of assessing the “correctness” of the use of digital technologies by the learners, their expediency, reasonableness, efficiency, safety and environmental friendliness. The purpose of the article is to identify the characteristic features of digital literacy of schoolchildren that help to assess its level – basic, intermediate and advanced – in the context of the praxeological approach. Methodology and techniques. The systemic and praxeological approaches to assessing the learners’ digital literacy are used as the methodological basis of the research. The Russian and foreign experience of its level-specific characteristics is analysed. When developing the indicators of schoolchildren’s digital competence, praxeological characteristics of human activity were used in the aspect of its efficiency, viability, maintainability, reasonableness, environmental friendliness, precision. The research results are presented by detailed description of the digital literacy level assessment indicators (basic, intermediate, advanced); fixing the specific characteristics of its pragmatistic component based on the praxeological principles of activity assessment and with regard for the priority ideas of the modern digital educational environment. The learner’s individual actions are assessed in seven areas of digital literacy: basic knowledge of hardware and software, information literacy, communication and collaboration, content creation, security, problem solving, career competencies. The scientific novelty is rooted in the context of addressing the problem of evaluating schoolchildren’s digital literacy from the standpoint of the praxeological approach that emphasises the pragmatistic format of digital skills manifestation in practice. The practical significance of the presented research results lies in the possibility of their use in educational institutions of secondary general level in order to improve the systems for assessing the academic achievements of learners in mastering the school-based computer science with regard for evaluation of praxeological characteristics of activity and the choice of most optimal formats for digital literacy development in accordance with the individual level of formed digital skills.

Skills of Digital Literacy to Address the Risks of Interactive Communication

2016 ◽  
Vol 9 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Isabel Rodríguez-de-Dios ◽  
Juan-José Igartua
Keyword(s):  
Sexual Harassment ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Literacy Intervention ◽  
Interactive Communication ◽  
Fully Integrated ◽  
Digital Skills ◽  
Instrumental Communication

New technologies are fully integrated into the lives of children, so every day they spend more and more time using them. It is noteworthy that technologies offer many opportunities and benefits for children, but they are also associated with disadvantages and dangers. For this reason, parents and educators fear that children could suffer any of the network risks: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers, and impersonation. In this situation, the authors should not deprive minors of the use of digital technologies. Nevertheless, the solution is to provide them with digital skills so they become digital literate and can use these tools safely. Therefore, through this study they sought to identify the skills that compound digital literacy: technological or instrumental, communication, information, critical, and security. Finally, the authors propose the implementation of a literacy intervention with the aim of providing the children with these skills.

scholarly journals Teaching Early Years Children during COVID-19 through Digital Technologies

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Iqra Asim ◽  
Dr. Muhammad Shahid Farooq
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Literacy ◽  
Digital Technologies ◽  
School Closure ◽  
Early Years ◽  
Learning System ◽  
Interactive System ◽  
Childhood Education ◽  
Digital Skills

Covid 19 outbreak has its considerable effects on whole education system. Due to forced school closure many students have left schools. This study was conducted to check the influence of digital technologies on early childhood education during covid-19. Data were collected through convenience sampling technique. Respondents of this study were consisting on twenty teachers and head teachers of public and private schools of early childhood education. Data were collected through audio and written interviews. The findings of this study revealed that a number of ways were adopted effectively to transmit education to children at their home i.e. online Google classrooms and live sessions in Whatsapp groups, and Google meet/zoom, Blended learning system (LMS), skype.com, youtube.com, Go to meeting.com, Blacknoard.com, Zoom etc. Some challenges were also found in this study such as internet access issue, electricity issue, lack of technological equipment’s (laptop/ smart phones) lake of students’ attention, less skills to use technology that leads towards inefficient teaching at ECE level. It created difficulties for teacher, parent and students. A more interactive system of teaching to facilitate learning at early childhood level may be developed with all needs to be filled easily. Further online sessions may be organized to give awareness and knowledge about the use of technology and digital skills to parents and teachers with low level of digital literacy. Key words: Technological tools, digital skills, early childhood education, digital literacy, COVID-19

Skills of Digital Literacy to Address the Risks of Interactive Communication

2017 ◽  
pp. 621-632
Author(s):  
Isabel Rodríguez-de-Dios ◽  
Juan-José Igartua
Keyword(s):  
Sexual Harassment ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Literacy Intervention ◽  
Interactive Communication ◽  
Fully Integrated ◽  
Digital Skills ◽  
Instrumental Communication

New technologies are fully integrated into the lives of children, so every day they spend more and more time using them. It is noteworthy that technologies offer many opportunities and benefits for children, but they are also associated with disadvantages and dangers. For this reason, parents and educators fear that children could suffer any of the network risks: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers, and impersonation. In this situation, the authors should not deprive minors of the use of digital technologies. Nevertheless, the solution is to provide them with digital skills so they become digital literate and can use these tools safely. Therefore, through this study they sought to identify the skills that compound digital literacy: technological or instrumental, communication, information, critical, and security. Finally, the authors propose the implementation of a literacy intervention with the aim of providing the children with these skills.

TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS

2021 ◽  
Author(s):  
Martyna K. Fojcik ◽  
◽  
Marcin Fojcik ◽  
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Computer Programming ◽  
Data Transfer ◽  
Solo Taxonomy ◽  
Use Of Technology ◽  
Digital Skills ◽  
Study Programs ◽  
Computer Scientists ◽  
Programming Knowledge

Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.

scholarly journals Application of Augmented Reality Technology as a Condition for the Formation of Students’ Skills as Future Specialists

2021 ◽  
Vol 16 (1) ◽  
pp. 50-58
Author(s):  
Desnenko Svetlana I. ◽  
◽  
Fedotova Alena D. ◽  
Keyword(s):  
Augmented Reality ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Educational Process ◽  
State University ◽  
Advantages And Disadvantages ◽  
Digital Skills ◽  
Augmented Reality Technology ◽  
Educational Applications ◽  
Effective Use

In the article, based on the analysis of studies devoted to the application of augmented reality technologies in teaching university students, the authors highlight the advantages and disadvantages of using this technology in education. It is substantiated that the effective use of digital technologies, including augmented reality technologies, is possible if the specialist has digital literacy, which includes digital skills. The authors of the study substantiate the importance of the problem of using augmented reality technology as a condition for the formation of students’ digital skills as future specialists. The article examines and analyzes three groups of digital skills that make up digital literacy: main functional (basic) digital skills, general digital skills, specialized professional digital skills. An analysis of the curricula implemented at the Transbaikal State University in several areas of training is carried out to identify the possibilities of using augmented reality technology in teaching students as future specialists. Examples of the use of various types of educational applications of augmented reality in the educational process of higher education are given; the difficulties arising in this are analyzed. In conclusion, it is concluded that the problem stated in the article can be solved by implementing special training of future specialists for the formation of specialized professional digital skills. The authors of the article outline the ways of organizing such training and provide recommendations for its implementation. Keywords: digital technologies, augmented reality technology, digital skills, university student

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

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