Digital Communication in the Inclusive Classroom

2022 ◽  
pp. 226-242
Author(s):  
Ruxandra Folostina ◽  
Cristina Dumitru Tabacaru
Keyword(s):  
Educational System ◽  
Digital Communication ◽  
Digital Natives ◽  
Inclusive Classroom ◽  
Communication Tools ◽  
Educational Activities ◽  
Children And Parents ◽  
Digital Skills ◽  
Learning Programs ◽  
Efficient Learning

Digital communication is being extensively used, and during COVID-19 pandemic, it has transformed the way teaching is delivered and how learning happens which became even more problematic for children with learning difficulties. The digitalization of education during the lockdown period has forced teachers, children, and parents to develop and enhance their digital skills to maintain and keep ensuring efficient learning. Digital communication can be provided in the educational system by the simple use of email or WhatsApp groups up to the integration of complex digitalized learning programs and software adapted to the specific educational needs of each student. Being digital natives, students nowadays seem more engaged if learning is mediated by the use of digital communication tools. They are opened and interested in participating in educational activities that are technology-based.

scholarly journals Educational Communication under the Influence of Digital Changes

Educatia 21 ◽  
2020 ◽  
pp. 153-157
Author(s):  
Adriana Denisa Manea
Keyword(s):  
Educational Technology ◽  
Educational System ◽  
Digital Communication ◽  
Educational Communication ◽  
Self Control ◽  
Educational Systems ◽  
Mediated Learning ◽  
Technological Revolution ◽  
Digital Skills ◽  
Educational Field

The reforming dynamism that the technological revolution supports has influenced the educational system. The reform of educational systems as innovative, coherent and flexible entities also meant digital transformations, educational technology systems aimed both at the educational space and the means/instruments of learning. Computerised systems have allowed for emphasised digital communication within the educational field, for mediated learning, self-control and self-adjustment. Consequently, education and self-education in the digital society have urgently called for the building of digital skills, technological abilities for all learners.

Caring for an Aging Population in a Post-Pandemic World: Emerging Trends in the U.S. Older Adult Care Industry

2021 ◽  
Author(s):  
Lu Kong ◽  
Kejia Hu ◽  
Matthew Walsman
Keyword(s):  
Older Adult ◽  
Digital Communication ◽  
The United States ◽  
Adult Care ◽  
Communication Tools ◽  
Care Industry ◽  
Care Services ◽  
Global Pandemic ◽  
Emerging Trends ◽  
The U.S

This paper examines older adult care services during the outbreak of the COVID-19 global pandemic. Specifically, it investigates emerging developments initiated or augmented by the pandemic and discusses their permanency in a postpandemic world. Primary survey data are collected from both older adult care-providing organizations (supply) and individuals receiving or considering care (demand) in the United States. Qualitative support from various sources supplements the surveys. The results indicate a movement toward deinstitutional care options, which began prepandemic but intensified during the outbreak. Care organizations confirm this development, reporting more occupancy-related concerns. Findings also suggest that telehealth and digital communication tools have substantially expanded. Benefits, issues, and future projections of these trends are discussed, and some suggestions for industry reform are proposed. These results illuminate many actionable ideas for various stakeholders, including older adults, industry practitioners, and policymakers.

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

scholarly journals Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

10.28945/4392 ◽  
2019 ◽  
Vol 18 ◽  
pp. 419-436
Author(s):  
Rıdvan Ata ◽  
Kasım Yıldırım
Keyword(s):  
Digital Communication ◽  
Education Level ◽  
Future Research ◽  
Digital Citizenship ◽  
Educational Settings ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Digital Rights ◽  
Significant Difference ◽  
Digital Skills

Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings.

Hygienic Characteristics of the Digital Information and Educational Environment and the Risk of Its Mental Health Impacts in Students with Different Degrees of Myopia

2021 ◽  
pp. 48-55
Author(s):  
NP Setko ◽  
RV Korshunova ◽  
EV Bulycheva
Keyword(s):  
Mental Health ◽  
Fold Increase ◽  
Educational Environment ◽  
Educational Process ◽  
Anxiety Level ◽  
Emotional Experiences ◽  
Communication Tools ◽  
Educational Activities ◽  
Information And Communication ◽  
Medical University

Introduction: Today, educational conditions and the lifestyle of students of medical universities, coupled with active introduction of electronic educational resources, information and communication technologies and development of a digital environment, pose a challenge of maintaining psycho-emotional wellbeing of students. This problem is especially relevant among students with myopia since, inter alia, the increasing visual load has a potential adverse effect on their mental and emotional health. Objective: to give a hygienic characteristic of electronic information and educational environment and to assess its risk on students’ mental health with myopia of varying degrees. Materials and methods: We assessed intensity of the educational process of 1,100 first to third-year students (aged 17 to 25 years) of the Orenburg State Medical University and analyzed data on the type, frequency and purpose of their using information and communication tools for study and leisure. We also conducted a questionnaire-based survey of 168 healthy students and 138 students with myopia to assess their mental health and determine the type of character accentuation, the anxiety level, and negative emotional experiences in educational and everyday life. Results: We observed very intensive educational activities of the medical students against the background of the use of electronic gadgets by every second student for educational purposes lasting up to 4.8 hours a day and additional visual load due to the use of a mobile phone by 93.6 % of students to visit social network sites more than five times a day with the total duration for every third person ranging from 25 to 50 minutes a day. We established that the presence and degree of myopia determined the anxious-pedantic type of character accentuation and a 1.3-fold increase in the anxiety level in everyday activities. In educational activities, it resulted in a 1.7-fold decrease in the level of anxiety and a 1.3-fold increase in the level of negative emotional experiences. Conclusion: We established mental health risk factors of intense educational activities and an extensive use of information and communication tools by the students, including those with myopia, for study and leisure. Our findings prove the necessity of a differentiated approach to hygienic examination and regulation of various types of activities of the educational process in order to prevent the development and progression of myopia in medical university students.

Development of Digital Communication Technologies and the New Media

2019 ◽  
pp. 164-175
Author(s):  
Elif Ulker-Demirel
Keyword(s):  
New Media ◽  
Essential Role ◽  
Digital Communication ◽  
Focal Point ◽  
Communication Technologies ◽  
Location Based Services ◽  
The Internet ◽  
Communication Tools ◽  
Web 3.0 ◽  
Technological Structure

From day to day, an ever-changing and differentiated technological structure has played an essential role in the change of relations between businesses, people, and society in general. Along with the technological innovations being a part of everyday life, besides the traditional communication tools used, many different mechanisms have become a necessity in our lives. However, this change has become a focal point for brands in the way of communicating with their target consumers. In addition to the use of traditional communication tools such as television, radio, and print media, many different aspects of advertising, along with the power of the internet and social media, exist in various forms such as mobile advertising, location-based services, advergames, blogs, online content, viral advertising, and virtual reality. At this point, it is aimed to examine the transformation of communication tools from Web 1.0 to Web 3.0 and to focus new media tools.

Communicating in the Information Society

2008 ◽  
pp. 26-44 ◽  
Author(s):  
Lorenzo Cantoni ◽  
Stefano Tardini
Keyword(s):  
Information And Communication Technologies ◽  
Digital Communication ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Social Practices ◽  
Ecological Approach ◽  
Communication Tools ◽  
Broad Perspective ◽  
The Social ◽  
Information And Communication

The present chapter provides a conceptual framework for the newest digital communication tools and for the practices they encourage, stressing the communication opportunities they offer and the limitations they impose. In this chapter, Internetbased communication technologies are regarded as the most recent step in the development of communication technologies. This approach helps have a broad perspective on the changes information and communication technologies (ICT) are bringing along in the social practices of so called knowledge society. As a matter of fact, these changes need to be considered within an “ecological” approach, that is, an approach that provides a very wide overview on the whole context (both in synchronic terms and in diachronic ones) where ICT are spreading. In the second part of the chapter, the authors present two examples of relevant social practices that are challenged by the most recent ICT, namely journalism (news market) and Internet search engines.

scholarly journals Analysis of Ordinary Public Fund and Its Impact on the Quality of Academic Programs in the Higher Education in the Subsystem of the Polytechnic Universities in Mexico

2017 ◽  
Vol 7 (2) ◽  
pp. 51 ◽  
Author(s):  
Pedro Salazar Monroy ◽  
José L. Arcos-Vega ◽  
Juan J Sevilla García
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Academic Programs ◽  
Financial Resources ◽  
Public Fund ◽  
Educational Activities

In 2015, there was the need of making this study to determine the efficient and effectiveness’ management for making decisions in respect to the ordinary fund allocations and their impact on the quality of the academic programs into the Polytechnic engineering universities in Mexico. This analysis is very important for providing essential evidence to improve the granting of financial resources to these institutions for the educational activities. Front to a novel educational system of higher education is essential to evaluate the quality of it to achieve its goals. The information evaluated shows important findings, in regards to the institutions for having more evaluable academic programs than non-assessable academic programs. Being the first ones, which receive a larger fund for their operation.

Using Twitter for Student Learning & Connecting with Scientists

2016 ◽  
Vol 78 (7) ◽  
pp. 599-602
Author(s):  
Adam Taylor ◽  
Emily G. Weigel
Keyword(s):  
Biological Sciences ◽  
Social Media ◽  
Student Learning ◽  
Digital Communication ◽  
Discussion Groups ◽  
Class Discussion ◽  
Educational Standards ◽  
Communication Tools ◽  
The Core

Class discussion can be a valuable way to meet educational standards and make student ideas visible. Tools like Twitter can be used to encourage discussion both in and outside of class. In this article, we provide (1) a concise explanation of Twitter and its use (including a comparison to similar digital communication tools); (2) a brief overview of educational gains and experiences in using Twitter; and (3) a step-by-step introduction to conducting Twitter discussions using hashtags. We conclude with an introduction to #scistuchat, a monthly Twitter discussion between scientists and students that addresses many of the core ideas in the biological sciences. We invite instructors to join this ongoing discussion series or use the ideas within this paper to begin their own discussion groups on social media.

The mystery of the digital natives' existence: Questioning the validity of the Prenskian metaphor

First Monday ◽  
2018 ◽  
Author(s):  
Pasqualina Sorrentino
Keyword(s):  
Young People ◽  
Empirical Evidence ◽  
Educational System ◽  
Generation Y ◽  
Digital Natives ◽  
Net Generation ◽  
Digital Native ◽  
Policy Makers ◽  
The Past

Net Generation (Tapscott, 2009, 1998; Oblinger and Oblinger, 2005), Generation Y (Zhao and Liu, 2008; Halse and Mallinson, 2009), Millennials (Howe and Strauss, 2000), Homo Zappiens (Veen, 2003) and i-Generation (Rosen, 2010). The labels used to describe the generation of young people and their relation with technology are numerous. Over the past few years, one of the notions, which might have had more echoes among parents, teachers, and policy-makers is those of “digital natives” introduced in 2001 by Mark Prensky. The metaphor has had enduring influence on how the educational system perceives students and technology. Most scholars do not like it, for various reasons. Among other problems, the term implies that technological abilities are innate rather than taught and learned. The aim of this contribution is not to join the existing debate about the existence of digital native but to examine if there is any empirical evidence to support the use of that metaphor in the first place, questioning its usefulness to depict particular generations of young people.

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