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 Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 48 ◽  
Author(s):  
Santiago Tejedor ◽  
Laura Cervi ◽  
Ana Pérez-Escoda ◽  
Fernanda Tusa Jumbo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Digital Literacy ◽  
Ad Hoc ◽  
Methodological Approach ◽  
Educational Systems ◽  
Teaching Methodologies ◽  
Personal Lives ◽  
Digital Skills ◽  
Current Context

Digital literacy constitutes the basis for citizenship in order to be effective and efficient in the 21st Century in professional and personal lives. The set of skills and competences integrating digital literacy are expected to be guaranteed in higher education. During the lockdown globally imposed for the COVID-19 pandemic, educational systems worldwide had to face many disruptive changes. The aim of this research is to present a comparative study of three countries’ higher education institutions (Spain, Italy, and Ecuador), analyzing how they have faced the global lockdown situation, focusing on the development of digital literacy. The methodological approach followed in this study was quantitative with an exploratory-correlational scope using a questionnaire designed ad hoc and applied in a sample of 376 students. Results point the necessity of enhancing the main aspects such as the teacher’s digital skills, sources for learning that may be adapted, communication between universities and students, and teaching methodologies that should be appropriate to the current context. Conclusions may suggest rethinking higher education learning and reinforcing main issues for this transformation, mainly: communication, teaching, and digital competences. Otherwise, digital literacy is not being guaranteed, which means higher education is not accomplishing one of its main objectives.

Teaching Computers to Adults

2012 ◽  
Vol 3 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Yiasemina Karagiorgi ◽  
Maria Gravani
Keyword(s):  
Adult Learning ◽  
Digital Literacy ◽  
Further Education ◽  
Teaching Approaches ◽  
Limited Evidence ◽  
Structured Interviews ◽  
Literacy Teaching ◽  
Greek Cypriot ◽  
Digital Skills ◽  
Core Features

Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners’ needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners’ expectations, profiles and needs.

scholarly journals A Qualitative Investigation of Young Footballers’ Perceptions Regarding Developmental Experiences

2019 ◽  
Vol 8 (7) ◽  
pp. 215
Author(s):  
Panagiotis Gerabinis ◽  
Marios Goudas
Keyword(s):  
Qualitative Study ◽  
Life Skills ◽  
Skills Development ◽  
Football Players ◽  
Qualitative Investigation ◽  
Structured Interviews ◽  
Young Athletes ◽  
Implicit Processes ◽  
Developmental Experiences ◽  
Explicit Teaching

This study examined perceptions of Greek young football players regarding sport-related developmental experiences using a model of PYD through sport based on results from a qualitative study as a theoretical framework. Twenty one young football athletes (aged 12–15) gave semi-structured interviews. The young athletes identified both positive and negative developmental experiences related to the behaviors of coaches, parents and peers. They did not report any explicit teaching of life-skills. However, young footballers identified their life-skills development by implicit processes. Nevertheless, their understanding of life-skills was rather simplistic.

Teaching Computers to Adults

2014 ◽  
pp. 1599-1619
Author(s):  
Yiasemina Karagiorgi ◽  
Maria N. Gravani
Keyword(s):  
Adult Learning ◽  
Digital Literacy ◽  
Further Education ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Top Down ◽  
Literacy Teaching ◽  
Greek Cypriot ◽  
Digital Skills ◽  
Core Features

Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners' needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners' expectations, profiles and needs.

scholarly journals The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students’ Skills in 21st Century

2020 ◽  
Vol 1 (2) ◽  
pp. 73-80
Author(s):  
Dedi Riyan Rizaldi ◽  
Eris Nurhayati ◽  
Ziadatul Fatimah
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Stem Learning ◽  
Digital Competence ◽  
Stem Integration ◽  
Teachers And Students ◽  
Literacy Methods ◽  
Collaboration And Communication ◽  
Knowledge Content

Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and media. This article aims to discuss issues related to how to improve the ability of teachers and students to master 21st-century skills? Also, what extent is the role of digital literacy and STEM integration in improving 21st-century skills? This article using literature literacy methods sourced from international and national journals, books, and other relevant sources. Based on the study, it concluded that digital competence is not an absolute determinant of the development of 21st-century skills in students. Digital ability is a supporting factor for mastering 21st-century skills that should have been introduced and taught through schools. STEM learning with multidisciplinary mastery of science needs to be optimized in schools in Indonesia so that the expected learning objectives are in line with the demands of the 21st-century.

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 Visiting digital fluency for pre-service teachers in Turkey

2015 ◽  
Vol 7 (1) ◽  
pp. 01
Author(s):  
Kadir   Demir ◽  
Betul Aydin ◽  
Nazife Sen Ersoy ◽  
Aydin  Kelek ◽  
Ismail Tatar ◽  
...  
Keyword(s):  
Literature Review ◽  
21St Century ◽  
Digital Literacy ◽  
Assessment Instruments ◽  
Digital Devices ◽  
Turkish Literature ◽  
Digital Skills ◽  
Current Assessment ◽  
Literacy Level ◽  
Digital Fluency

The technology advances rapidly; as a result, education and instruction are getting digitalized. So it could be estimated that; pre-service teachers who are future teachers, should have digital skills.  This is the main point of this study which aims to visit pre-service teachers in Turkey from the perspective of digital fluency, give insights about digital fluency, scrutinize its difference from digital literacy and provide literature review on the previous studies about digital fluency. At first, the connection between digital fluency and the 21st century analyzed, then the differences between digital literacy and digital fluency are described. Worldwide and specifically Turkish literature review revealed that, certain studies foresaw the increasing importance of digital fluency based on development of digital devices, and Turkish literature was limited to some scale development and descriptive studies solely determining the digital literacy level of the participants. Thus, it could be stated that further and up-to-date studies are required, which would be conducted with pre-service teachers and current assessment instruments should be developed to determine digital fluency level, considering the rapid advances in technology.Keywords: digital fluency, digital literacy, pre-service teachers.

scholarly journals Digital Skills of Teachers

2021 ◽  
Vol 258 ◽  
pp. 07083
Author(s):  
Anna Serezhkina
Keyword(s):  
Professional Development ◽  
Digital Literacy ◽  
Educational Process ◽  
Digital Competence ◽  
Digital Resources ◽  
Development System ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
Russian Universities

The aim of the work is to analyze the digital skills of teachers of Russian universities a year after the COVID-19 pandemic. The latest research on the digitalization of education, analysis of the digital competencies of teachers and tools to evaluate the digital skills of educators has been conducted. The results of a study conducted on a sample of Russian teachers are described. It has been revealed that teachers have an average level of digital literacy, and most educators are integrators and experts in the use of technology in the educational process. They are able to assess educational resources, create digital resources and share digital materials, cope with the problem of changing existing digital courses, etc. The findings are of interest both to the university’s professional development system, which develops the digital competence of its teachers, and for teachers who wish to improve their level of digital literacy through self-education.

scholarly journals Digital Competence in Teacher Education Curricula

2021 ◽  
Vol 5 (4) ◽  
pp. 104-122
Author(s):  
Ilka Nagel
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Tools ◽  
Digital Competence ◽  
Epistemic Practices ◽  
Digital Skills ◽  
Digital Agency ◽  
The Impact

This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency.

scholarly journals Media Education, Media Literacy and Digital Competence

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 31-39 ◽  
Author(s):  
Alfonso Gutiérrez-Martín ◽  
Kathleen Tyner
Keyword(s):  
New Media ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Media Education ◽  
Digital Competence ◽  
International Media ◽  
Competencia Digital

This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some inclusive categories for 21st century literacy such as media literacy, digital, multimodal, critical and functional. Interpretations of media literacy and digital competencies are discussed with particular emphasis on the current European regulatory framework. The authors warn that reductionist interpretations that focus on applied technical competencies with devices, hardware and software have the potential to severely limit media literacy education. Instead, the authors stress critical approaches as central to media literacy. In addition to technical competency, the authors highlight the need to include a broader and deeper analysis of the social uses, attitudes, and values associated with new media tools, texts and practices. El presente trabajo aborda las posibles relaciones entre educación y medios en la sociedad actual, y el papel que le corresponde a la educación formal tanto en la integración curricular de los medios como en la alfabetización digital necesaria para el siglo XXI. Se parte de distintas concepciones y enfoques que en las últimas décadas han predominado en el estudio de los medios y en la educación y alfabetización mediáticas en el panorama internacional; se intentan subsanar algunos problemas terminológicos derivados de la riqueza idiomática del mundo global e intercultural en el que nos movemos; se buscan posturas integradoras y se propone una alfabetización para el siglo XXI que se caracteriza por ser mediática, digital, multimodal, crítica y funcional. Se analizan posibles interpretaciones de educación mediática y competencia digital prestando especial atención al actual marco normativo europeo y se advierte de dos posibles peligros: reducir la educación mediática al desarrollo de la competencia digital, y reducir la competencia digital a su dimensión más tecnológica e instrumental: centrarse en los conocimientos técnicos, en los procedimientos de uso y manejo de dispositivos y programas, olvidando las actitudes y los valores. Para evitar el reduccionismo y el sesgo tecnológico se recomienda recuperar para el desarrollo de la alfabetización mediática y de la competencia digital los enfoques más críticos e ideológicos de la educación para los medios.

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