Digital Literacy and the Position of the End-User

2011 ◽  
pp. 1142-1146 ◽  
Author(s):  
Steven Utsi ◽  
Joost Lowyck
Keyword(s):  
Digital Literacy ◽  
Software Package ◽  
Educational Software ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Digital Learning ◽  
End User ◽  
Learning Skills ◽  
Starting Point ◽  
Software Platforms

As an educational setting, the traditional classroom fails to meet the learner’s need for suitable skills to learn with educational software. The development of digital learning skills in school curricula challenges designers of educational software. A useful starting point of research in this domain is the study of literacy, both in its traditional and new forms (Tyner, 1998). It is a powerful background for research on the interaction of learners with educational software platforms. A “platfom” is a particular software package, designed for educational use.

Digital Literacy and the Position of the End-User

2005 ◽  
pp. 875-879
Author(s):  
Steven Utsi ◽  
Joost Lowyck
Keyword(s):  
Digital Literacy ◽  
Software Package ◽  
Educational Software ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Digital Learning ◽  
End User ◽  
Learning Skills ◽  
Starting Point ◽  
Software Platforms

As an educational setting, the traditional classroom fails to meet the learner’s need for suitable skills to learn with educational software. The development of digital learning skills in school curricula challenges designers of educational software. A useful starting point of research in this domain is the study of literacy, both in its traditional and new forms (Tyner, 1998). It is a powerful background for research on the interaction of learners with educational software platforms. A “platfom” is a particular software package, designed for educational use.

Digital Literacy and the Position of the End-User

2008 ◽  
pp. 397-403
Author(s):  
Steven Utsi ◽  
Joost Lowyck
Keyword(s):  
Digital Literacy ◽  
Software Package ◽  
Educational Software ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Digital Learning ◽  
End User ◽  
Learning Skills ◽  
Starting Point ◽  
Software Platforms

As an educational setting, the traditional classroom fails to meet the learner’s need for suitable skills to learn with educational software. The development of digital learning skills in school curricula challenges designers of educational software. A useful starting point of research in this domain is the study of literacy, both in its traditional and new forms (Tyner, 1998). It is a powerful background for research on the interaction of learners with educational software platforms. A “platfom” is a particular software package, designed for educational use.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Fifty years of digital literacy studies: A meta-research for interdisciplinary and conceptual convergence

2020 ◽  
Author(s):  
María-Cristina Martínez-Bravo ◽  
Charo Sádaba-Chalezquer ◽  
Javier Serrano-Puche
Keyword(s):  
Digital Literacy ◽  
Data Science ◽  
Human Life ◽  
Literacy Studies ◽  
Starting Point ◽  
Systematized Review ◽  
Key Terms ◽  
Different Levels ◽  
Central Term ◽  
Previous Existence

The following research has as its starting point the previous existence of different approaches to the study of digital literacy, which reflect a specialisation by area of study as well as connections and complementarity between them. The paper analyses research from the last 50 years through 11 key terms associated with the study of this subject. The article seeks to understand the contribution of each term for an integrated conceptualisation of digital literacy. From the data science approach, the methodology used is based on a systematized review of the literature and a network analysis using Gephi. The study analyses 16,753 articles from WoS and 5,809 from Scopus, between the period of 1968 to 2017. The results present the input to each key term studied as a map of keywords and a conceptual framework in different levels of analysis; in these, we show digital literacy as a central term that connects and integrates the others, and we define it as a process that integrates all the perspectives. The conclusions emphasise the comprehensive sense of digital literacy and its social condition, as well as the transversality to human life. This research aims to understand the relationships that exist between the different areas and contribute to the debate from a meta-theoretical level, validating meta-research for this interdisciplinary purpose.

scholarly journals Digitalization impacts on corporate governance

2018 ◽  
Vol 7 (4) ◽  
pp. 51-63 ◽  
Author(s):  
Hugh Grove ◽  
Mac Clouse ◽  
Laura Georg Schaffner
Keyword(s):  
Corporate Governance ◽  
New Economy ◽  
Disruptive Innovation ◽  
Digital Learning ◽  
Competitive Advantages ◽  
Non Profit ◽  
Starting Point ◽  
The Board Of Directors ◽  
Old Economy ◽  
Privacy Risks

For improved corporate governance in this age of digitalization, the Board of Directors could investigate key operating performance indicators or KPIs for competitive advantages with Digitalization Dashboards. There are over 30 such digital metrics in the Digitalization Dashboard example in this paper. A starting point for developing such key metrics could be the digital values indicated by the “efficient stock market” with the market to book ratio calculation. The ten “new economy” companies had an average market to book ratio of 10.85 while the ten “old economy” companies had an average market to book ratio of 2.64. Why are sophisticated investors indicating that the equity market value or market capitalization of “new economy” companies is almost eleven times larger on average than their equity book value? Why is the average market to book ratio of “new economy” companies over four times larger than for “old economy” companies? What key digitalization metrics and competitive advantages are in play here? Digital dashboards are recommended here to answer such questions. While the awareness on boards regarding risks originating from disruptive innovation, cyber threats and privacy risks has been increasing, board members must equally be able to challenge executives and identify opportunities and threats for their companies. This shift for companies is not only about digital technology but also cultural. How can people be managed when digital, virtual ways of working are increasing? What do robotics and “big data” analysis mean for managing people? One way to accelerate the digital learning process has been advocated: the use of digital apprentices for boards. For example, Board Apprentice, a non-profit organization, has already placed digital apprentices on boards for a year-long period (which helps to educate both apprentices and boards) in five different countries.

An Educational Software Package for Power Systems Analysis and Operation

2005 ◽  
Vol 42 (4) ◽  
pp. 369-382 ◽  
Author(s):  
T. Yalcinoz
Keyword(s):  
Power Systems ◽  
Systems Analysis ◽  
Software Package ◽  
Transient Stability ◽  
Educational Software ◽  
Unit Commitment ◽  
Flow Analysis ◽  
Load Flow ◽  
Fault Analysis ◽  
Load Flow Analysis

This paper presents a software package developed in Matlab for teaching power systems analysis and operation. The software package is used to support and enhance power engineering education at both undergraduate and postgraduate levels. The application programs in this package include fault analysis, load flow analysis, transient stability, economic dispatch, unit commitment and load forecasting. All modules of the package are independent of each other. The students or researchers can make copies of the software to study and can modify any module of the package.

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

Reconceptualizing Learning Designs in Higher Education

2015 ◽  
pp. 220-237
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

Digital Literacy and the Use of Wireless Portable Computers, Planners, and Cell Phones for K-12 Education

2011 ◽  
pp. 308-321 ◽  
Author(s):  
Virginia E. Garland
Keyword(s):  
Digital Literacy ◽  
Educational Software ◽  
Cell Phones ◽  
Personal Digital Assistants ◽  
Current Debate ◽  
Wireless Technologies ◽  
Software Applications ◽  
International Trends ◽  
K 12

Wireless technologies have transformed learning, teaching, and leading in K-12 schools. Because of their speed and portability, laptops, planners, personal digital assistants (PDAs), and cellular telephones are major components of digital literacy. In this chapter, current international trends in the educational uses of portable technologies will be discussed. The implications of newer hardware specifications and educational software applications for laptop computers will be analyzed, including inequities in student access to the handhelds. Next, the role of planners and PDAs as more recent instructional and managerial tools will be evaluated. This study also includes a review of the current debate over whether or not cell phones, especially those with photographic capabilities, should be allowed to be used by students in schools. Finally, potential uses of wireless technologies for interactive learning and collaborative leadership on a global basis will be investigated.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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