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.

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.

New Faces of Digital Divide and How to Bridge It

2018 ◽  
pp. 7248-7258 ◽  
Author(s):  
Viktor Freiman ◽  
Dragana Martinovic ◽  
Xavier Robichaud
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Systematic Research ◽  
Digital Inclusion ◽  
Cognitive Content ◽  
Special Groups ◽  
Political Access ◽  
Intellectual Limitations

The chapter aims to explore, through the lenses of digital divide, what are challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done, in the past decade, to bridge the digital divide, by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

New Faces of Digital Divide and How to Bridge It

2019 ◽  
pp. 431-443
Author(s):  
Viktor Freiman ◽  
Dragana Martinovic ◽  
Xavier Robichaud
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Systematic Research ◽  
Digital Inclusion ◽  
Cognitive Content ◽  
Special Groups ◽  
Political Access ◽  
Intellectual Limitations

The chapter aims to explore, through the lens of digital divide, the challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done in the past decade to bridge the digital divide by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content, and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

Making the Move

2018 ◽  
pp. 639-656
Author(s):  
Cynthia S. Gautreau ◽  
Kristin K. Stang ◽  
Chris Street ◽  
Andrea Guillaume
Keyword(s):  
Instructional Practices ◽  
Digital Literacy ◽  
Management System ◽  
Teaching Practices ◽  
Online Teaching ◽  
New Technologies ◽  
Digital Technologies ◽  
College Of Education ◽  
Teaching With Technology ◽  
New Faculty

This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.

Olhares Acerca do Letramento Digital: Perspectivas da Prática

2018 ◽  
Vol 19 (4) ◽  
pp. 472
Author(s):  
Zuleica Aparecida Cabral ◽  
Mariele A. Mickalski
Keyword(s):  
Digital Literacy ◽  
Knowledge Construction ◽  
Social Life ◽  
New Technologies ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Language Teachers ◽  
Daily Activities ◽  
Reading And Writing ◽  
De Se

A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a  sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible,  teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore,  in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance  is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching. 

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

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.

scholarly journals Digital Technologies in Finance: Modernity and Prospects

2021 ◽  
Vol 100 ◽  
pp. 01004
Author(s):  
Anatoliy Suprun ◽  
Tetiana Petrishina ◽  
Marina Sadovenko ◽  
Natalya Voloshanyuk ◽  
Serhii Khodakevich
Keyword(s):  
Financial Services ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Uncertain System ◽  
Financial Sector ◽  
Information Technology Professionals ◽  
Significant Damage ◽  
Private And Public ◽  
System Errors

Digital technologies have radically changed all financial relations in society. A new financial business ecosystem based on the use of digital technologies is rapidly forming. The article examines the recent changes in the financial sector under the influence of new technologies. The benefits received by consumers of financial services and financial institutions from the introduction of digital technologies are assessed. The survey of financial services consumers conducted by the authors of the article to some extent reflects the situation with the use of digital financial services in Ukraine. However, the process of digitalization is still far from complete. The formation of a new ecosystem, along with opportunities, generates new risks. There are new, often complex and not always clear to the general public financial products and services. The low level of financial and digital literacy forms a platform for manipulation, falsification and outright fraud. The problem of cybersecurity is relevant. The situation with employment in the financial sector in the medium and long term is rather uncertain. System errors are a risk factor too which can cause significant damage to both individuals and legal entities. The article provides examples of system errors and identifies their main cause - low qualification of information technology professionals working in the public sector. The vision of the future development of the financial sphere within the framework of digitalization is formed, the necessary changes at the private and public levels are determined.

Making the Move

2014 ◽  
Vol 4 (1) ◽  
pp. 27-42 ◽  
Author(s):  
Cynthia S. Gautreau ◽  
Kristin K. Stang ◽  
Chris Street ◽  
Andrea Guillaume
Keyword(s):  
Instructional Technology ◽  
Instructional Practices ◽  
Digital Literacy ◽  
Online Teaching ◽  
New Technologies ◽  
Digital Technologies ◽  
College Of Education ◽  
Teaching With Technology ◽  
Concerted Effort ◽  
New Faculty

This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.

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

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