Free Software Implementation Experiences for the Promotion of the Liquid Society

Digital Literacy ◽

Organizational Factors ◽

Political Support ◽

Software Implementation ◽

Organizational Complexity ◽

Information and communication technologies have changed the way in which citizens interact with Public Administrations. Digital literacy is key for the development of the Liquid Society, and Public Administrations must take the lead in promoting more efficient, universal, and user oriented public services. The migration to open source standards allows Public Administration to offer more democratic, universal, and efficient channels for establishing relationships with citizens. In this article, the authors present international experiences that show how certain Public Administrations have migrated to open source software to promote digital literacy in the contexts they are operating. The final results depend on contextual and organizational factors, including the need to change, the political support and the existence of available technological resources, the organizational climate, motivation levels of human resources, and the kind of leadership for the project or the organizational complexity. Change efforts have strategic and organizational impacts that the organization must evaluate beforehand.

Free Software Implementation Experiences for the Promotion of the Liquid Society

International Journal of Digital Literacy and Digital Competence ◽

10.4018/jdldc.2010070104 ◽

2010 ◽

Vol 1 (3) ◽

pp. 36-47

Author(s):

C. De Pablos Heredero ◽

D. López Berzosa

Keyword(s):

Organizational Climate ◽

Open Source ◽

Open Source Software ◽

Digital Literacy ◽

Organizational Factors ◽

Political Support ◽

Organizational Complexity ◽

Infrastructural and Social Aspects of ICT Dissemination in Rural Areas in Ukraine in Juxtaposition with Other Post-Transition Countries—State of Play and Prospects for Rural Development

Journal of Risk and Financial Management ◽

10.3390/jrfm14010016 ◽

2021 ◽

Vol 14 (1) ◽

pp. 16

Author(s):

Aleksandra Synowiec

Keyword(s):

Rural Development ◽

Rural Areas ◽

Digital Literacy ◽

Transition Period ◽

Secondary Data ◽

Transition Countries ◽

Social Aspects ◽

The objective of this study is to identify the current state of, and the prospects for, information and communication technologies (ICT) dissemination in rural areas in Ukraine in juxtaposition with other post-transition countries. The spread of ICT is discussed within the frame of economic, infrastructural, and social factors affecting rural areas in Ukraine since the post-communist transition period. Information and communication technologies may support the socio-economic development of peripheral areas in many ways—including rural ones. Dissemination of ICT contributes to the emergence of sources of income, equalizes education opportunities, and increases the attractiveness of rural areas. However, the rural—urban divide in the countries of Central and Eastern Europe and other former USSR countries is still remarkable and, as a type of structural inequality, should be better recognized. The source material is based on secondary data, which consists of selected literature on the subject of rural development in Central and Eastern European Countries, strategic documents, available reports and studies of international institutions, research from agencies, state documents and statistics, and research conducted by international and domestic NGOs. In reference to the paper’s objective, the method of content analysis was employed. Dissemination of ICT in rural areas in Ukraine is influenced by two groups of factors. The infrastructural divide concerning Internet access between rural and urban populations in Ukraine has been diminishing, but the issue of structural exclusion due to place of residence has still not been solved. As far as the social aspects of ICT dissemination in rural areas in Ukraine are concerned, the level of digital literacy among rural dwellers is significantly lower in comparison to urban residents. Rural areas are more exposed to the consequences of various aspects of digital exclusion.

Coworking, the Sharing Economy, and the City: Which Role for the ‘Coworking Entrepreneur’?

Urban Science ◽

10.3390/urbansci2030083 ◽

2018 ◽

Vol 2 (3) ◽

pp. 83 ◽

Cited By ~ 11

Author(s):

Giacomo Durante ◽

Margherita Turvani

Keyword(s):

Organizational Factors ◽

Sharing Economy ◽

Internal Factors ◽

Entrepreneurial Action ◽

Coworking Spaces ◽

Set Up ◽

The City

Sharing economy platforms enabled by information and communication technologies (ICTs) are facilitating the diffusion of collaborative workplaces. Coworking spaces are emerging as a distinctive phenomenon in this context, not only fostering knowledge transfer and facilitating innovation, but also affecting the urban and socio-economic fabric contributing to urban regeneration processes at both the local scale and the city scale. Although the positive impacts of coworking on the urban environment are documented, there is still little or no evidence of the economic viability of coworking businesses, and a “coworking bubble” has been evoked. Given the lack of data, a national survey was set up of Italian coworking businesses, aimed at assessing the relevance of internal organizational factors (size, occupancy, profitability, services provided) for the sustainability of coworking businesses. By presenting the results of the survey, we argue that the sustainability and viability of the coworking model is highly dependent on internal factors, strictly related to the entrepreneurial action of coworking managers.

Revisão sistemática sobre letramento digital na formação de professores

Texto Livre Linguagem e Tecnologia ◽

10.17851/1983-3652.12.3.128-143 ◽

2019 ◽

Vol 12 (3) ◽

pp. 128-143

Author(s):

Késsia Mileny De Paulo Moura

Keyword(s):

Systematic Review ◽

Student Teachers ◽

Digital Literacy ◽

Social Dynamics ◽

Digital Technologies ◽

Digital Information ◽

Teachers And Students ◽

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática. ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

Rethinking the Conceptual Base for New Practical Applications in Information Value and Quality - Advances in Information Quality and Management ◽

Interactive Generation Brazil Research

10.4018/978-1-4666-4562-2.ch013 ◽

2014 ◽

pp. 284-303 ◽

Cited By ~ 1

Author(s):

Brasilina Passarelli ◽

Alan César Belo Angeluci

Keyword(s):

Data Analysis ◽

Mobile Phones ◽

Digital Literacy ◽

Methodological Approach ◽

Theoretical Framework ◽

Digital Natives ◽

Educational Policies ◽

The contemporary hybridism has led new generations to a connected-based society in which relations among individuals are even more mediated by the arising Information and Communication Technologies (ICT). Some aspects of these mediations need to be deeply understood since new and different usages, habits, and practices with media are being observed among those born since the nineties – the digital natives. Aiming to investigate this context, a study was carried out to better understand how children and teenagers interact with four screens: computers, TV, games, and mobile phones. From a quantitative methodological approach, data was collected using a survey applied in Brazilian schools. A theoretical framework on digital literacy concepts was used as base for two-layer of data analysis on these four media, and the results were organized in five topics that show the main outcomes. They can be the basis of further educational policies grounded in real diagnosis.

Digital Literacy in a Lifelong Learning Programme for Adults

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch047 ◽

2014 ◽

pp. 841-856

Author(s):

Athanassios Jimoyiannis ◽

Maria N. Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Digital Literacy ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

Digital Literacy in a Lifelong Learning Programme for Adults

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch010 ◽

2012 ◽

pp. 109-123 ◽

Cited By ~ 3

Author(s):

Athanassios Jimoyiannis ◽

Maria Gravani

Keyword(s):

Lifelong Learning ◽

Instructional Practices ◽

Digital Literacy ◽

Literacy Skills ◽

Ict Literacy ◽

Individual Instruction ◽

To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

An Interactive Ecosystem of Digital Literacy Services

International Journal of Information Technologies and Systems Approach ◽

10.4018/ijitsa.2015070102 ◽

2015 ◽

Vol 8 (2) ◽

pp. 13-31

Author(s):

José Eder Guzmán-Mendoza ◽

Jaime Muñoz-Arteaga ◽

Ángel Eduardo Muñoz-Zavala ◽

René Santaolaya-Salgado

Keyword(s):

Digital Divide ◽

Digital Literacy ◽

New Technologies ◽

Knowledge Society ◽

Economic Changes ◽

Educational Paradigm

Knowledge Society (KS) is influenced by Information and Communication Technologies (ICT), economic changes, political, cultural and social concepts allowing access to other levels of welfare and progress. However, the differences in terms of access and ICT skills between different groups in society have created a problem of digital divide. To overcome this problem, models and strategies are required to achieve a greater impact on the population and that population can develop skills that enhance inclusion in the society knowledge. This work proposes an Interactive Ecosystem of digital literacy that aims to set a new educational paradigm approach to encourage different learning communities to uses new technologies of information and communication that allows them to be more competitive in today's world and thus shorten the digital divide. Finally, a case study is shown as an implementation of the ecosystem throughout an architectural model in the state of Aguascalientes, México.

Techno-capital: Theorizing media and information literacy through information technology capabilities

New Media & Society ◽

10.1177/1461444820925800 ◽

2020 ◽

pp. 146144482092580 ◽

Cited By ~ 2

Author(s):

Jaewon Royce Choi ◽

Joseph Straubhaar ◽

Maria Skouras ◽

Soyoung Park ◽

Melissa Santillana ◽

...

Keyword(s):

Digital Literacy ◽

Participatory Culture ◽

Financial Capital ◽

Technological Capabilities ◽

Key Factor ◽

The City ◽

Different Levels

The increasing presence of advanced information and communication technologies (ICTs) across various fields of our lives has elevated the significance of individuals’ capability to utilize these ICTs substantially. Although scholars have underscored the importance of understanding such capabilities in terms of skills that are multidimensional, few empirical investigations are connected to sound theoretical backgrounds. Analyzing a survey administered to a random sample of adults in the City of Austin, this study empirically examines multiplicities of technological capabilities. Building on the literatures of Bourdieu’s theory of capital, digital literacy, field, and participatory culture, this study finds three sets of technological capabilities that constitute individuals’ “techno-capital.” Furthermore, we analyze the influences of cultural and economic/financial capital reflected by key socioeconomic predictors on the different levels of techno-capital. We find that acquiring basic technological capabilities is a key factor explaining advanced techno-capital, while effects of gender, race, education, and income also persist.

Primary teachers’ technological, pedagogical and content knowledge

Comunicar ◽

10.3916/c45-2015-16 ◽

2015 ◽

Vol 23 (45) ◽

pp. 151-159 ◽

Cited By ~ 19

Author(s):

Rosabel Roig-Vila ◽

Santiago Mengual-Andrés ◽

Patricia Quinto-Medrano

Keyword(s):

Content Knowledge ◽

Primary Education ◽

Digital Literacy ◽

Research Work ◽

Training Model ◽

Experimental Methodology ◽

Literacy Campaign ◽

The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present. La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.