scholarly journals The importance of digital literacy in primary education

2021 ◽  
Author(s):  
Marinela Diana Coroi ◽  
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Educational Practice ◽  
Training System ◽  
Learning Activities ◽  
Digital Education ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
And Training

The idea of digital literacy is adopted and put into educational practice by most countries in the world since it is the answer outlined by the need to develop a society dominated by information and technology. Digital education is a priority of the education and training system that aims at training and developing digital skills for lifelong learning and the professions of the future. The need to approach digital education in Romanian primary education would be the first step towards important digital literacy in optimizing online learning activities. The initiation from a young school age in the sphere of knowledge of safe use of technology can be materialized, through a systematic didactic approach, rising in the ranking of European states regarding the level of digital competencies.

Educational practice as a component of the system of forming future teachers’ digital culture

2020 ◽  
pp. 4-11
Author(s):  
A. A. Ruzakov ◽  
L. S. Nosova ◽  
E. A. Leonova
Keyword(s):  
Digital Literacy ◽  
Educational Practice ◽  
Educational Process ◽  
Digital Culture ◽  
Normative Documents ◽  
Modern School ◽  
Educational Standard ◽  
Digital Skills ◽  
Digital Competencies ◽  
Fact Finding

The digital economy and the rapidly developing digital society have an impact on the training of modern teachers and put forward requirements for the level of development of their digital literacy, digital skills and, ultimately, the level of digital culture. However, current regulatory documents do not always reflect the current requirements for teachers’ digital competencies and do not offer tools to measure their level of formation. The authors analyzed the existing frameworks of digital competencies and offered a model of the modern school teachers’ digital culture, its technological component, for its introduction into the educational process of teacher training. The article describes the elements of the model, normative documents and theoretical provisions that underlie it. The first stage of digital culture formation is considered in educational (fact-finding) practice for curricula formed according to FSES 3++. The objectives of the practice are formulated, competencies are selected from the educational standard, its content, thematic planning and planned results in the form of a decomposition of digital skills from the model of the digital culture of the teacher are determined. This type of practice is being implemented at the university for the first time and sets the task of forming the foundation of the model, namely, general user ICT competence (digital literacy).

scholarly journals The Argentine digital education curriculum: an analysis of the “critical” dimension of digital skills

2021 ◽  
Vol 25 (1) ◽  
pp. 1-23
Author(s):  
Alejo González López ◽  
◽  
Luci Pangrazio ◽  
◽  
◽  
...  
Keyword(s):  
Digital Literacy ◽  
Critical Dimension ◽  
Education Curriculum ◽  
Digital Education ◽  
Digital Skills ◽  
Cultural Processes ◽  
Critical Pedagogies ◽  
The One ◽  
Educational Ethnography ◽  
And Training

In this article we analyze a corpus of documents belonging to the Digital Education curriculum launched in Argentina between years 2015 and 2019 as part of a broader reform, aimed at digital literacy and training in digital skills at school. The object of analysis of our study focuses in particular on the way in which the curricular texts conceptualize the critical dimension of digital skills. The methodology we have adopted articulates the content analysis approach with historical-anthropological educational ethnography, the latter being the theoretical-methodological framework that, in general, guides our study. As a theoretical framework, we recover the contributions made by the critical pedagogies on the competences curriculum and other developments developed by the field of educational technology and digital literacies. In the analysis, we stablish a dialogue between the curricular texts of the corpus and a series of broader technoeducational, pedagogical and cultural processes. Finally, we project an agenda of problems that is an alternative to the one dominant in the field of digital literacy.

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 PRIMARY SCHOOL TEACHERS' PERCEPTIONS TOWARDS THE REMOTE TEACHING AND LEARNING ACTIVITIES (RTLA) DURING LOCKDOWN PERIOD IN SRI LANKA

2022 ◽  
pp. 1-15
Author(s):  
F.M.NAWASTHEEN ◽  
S.SHIFAAN ◽  
M.W.A.BISTHAMY
Keyword(s):  
Sri Lanka ◽  
Primary School ◽  
Primary Education ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
Learning Activities ◽  
The Internet ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Training

Remote Teaching and Learning Activities (RTLA) have emerged in the aftermath of the sudden closure of schools due to the Covid-19 pandemic around the world. Multimode RTLA is slightly suited to the students of secondary and tertiary education. Nevertheless, it is questionable to use with primary school children whose learning is designed mostly child-centred. In addition, it is vital to investigate teachers' readiness and training and access to facilities for conducting remote learning activities. Therefore, this study aimed to evaluate Primary school teachers' perception towards RTLA during the lockdown period in Sri Lanka. This study was employed a survey research design, and data were collected using a google form-based questionnaire. The questionnaire contained 40 items to collect teachers' demographic information, facilities and training available to them, attitudes towards RTLA, teaching methods and techniques they used, and participation of parents and students in RTLA. Sixty-two primary teachers were selected using the snowball sampling technique from two districts, namely Gampaha and Kandy. Collected data were analyzed using mean and standard deviations and percentages. The analysis of results shows that most of the respondents (92.9%) used mobile broadband services to access the internet and 69.5% of the respondents used pre-paid services to access the internet. Furthermore, most respondents (69.4%) claimed they could afford it. Data analysis in terms of devices and apps for RTLA showed that most respondents (72.6%) relied on their smartphones for conducting RTLA. Likewise, many of them (64.5%) had been used WhatsApp and Zoom (64.5%) to reach their students who were at home. However, it is revealed that 98% of the respondents mentioned that they did not receive any facilities and training from authorities to conduct RTLA. Teachers' attitudes toward RTLA (M=3.52, SD=1.21), parental participation (M=3.2, SD=1.14), and student participation (M=3.89, SD=1.13) had lower mean values. Moreover, most of the respondents claimed that the RTLA is not suited to the students in Primary education. Many primary teachers stated that they faced challenges regarding access to the internet and devices, getting parental support for the RTLA. Therefore, researchers recommended that the National and Local authorities provide clear guidelines, training, and necessary facilities and resources to conduct a meaningful RTLA to the primary education teachers.

scholarly journals Capability Demands of Digital Service Innovation

2020 ◽  
pp. 45-64
Author(s):  
Jo Coldwell-Neilson ◽  
Trudi Cooper ◽  
Nick Patterson
Keyword(s):  
Digital Literacy ◽  
Service Innovation ◽  
Digital Education ◽  
Digital Service ◽  
Political Environments ◽  
Digital Environments ◽  
Expected Benefits ◽  
Digital Disruption ◽  
The Impact ◽  
And Training

This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.

THE STRATEGY OF THE BANDUNG CITY’S NATIONAL UNITY AND POLITICS AGENCY IN REALIZING EXCELLENT HUMAN RESOURCES

2020 ◽  
Vol 10 (3) ◽  
pp. 249
Author(s):  
Mursyid Setiawan ◽  
Hilal Ramdhani ◽  
Cecep Darmawan
Keyword(s):  
Human Resources ◽  
Digital Literacy ◽  
Education And Training ◽  
The State ◽  
Political Agency ◽  
National Unity ◽  
Use Of Technology ◽  
Technological Advances ◽  
And Training

<p><em>The strategy of the Bandung National Unity and Political Agency (Bakesbangpol) in realizing excellent human resources is still conventional</em><em>. This can be seen </em><em>in the form of education and training for the community without using technological advances to develop community digital literacy as an effort to create excellent society and protect from internal threats in the form of radicalism, t</em><em>errorism, and intolerance; and externally,  </em><em>in the form of territorial security and digital security. The purpose of this study is to analyze the strategy of the Bandung City Political and National Unity Agency in realizing excellent human resources to face the various threats facing Indonesia. This research uses a qualitative approach with case study methods, data collection techniques using interviews, observation and documentation, then analyzed using reduction, data presentation and drawing conclusions. The results showed that the strategic concept carried out by the Bandung City Political and National Unity Agency in the form of education and training to defend the state for the community. The implementation carried out was still conventional, an alternative to realizing excellent human resources carried out by the National Unity and Political Agency, namely by optimizing the use of technology, create a sustainable curriculum and focus on developing digital literacy in society to prevent various external and internal threats.</em></p><p><strong><em>Keywords:</em></strong><em> The National Unity and Political Agency</em><em>, </em><em>defend the state</em><em> </em><em>indonesia</em><em>, </em><em>society</em><em>, </em><em>human resources</em></p>

ABOUT PROFESSIONALS TRAINING FOR DIGITAL AGRICULTURAL

1970 ◽  
pp. 15-19
Author(s):  
V. I. Trukhachev
Keyword(s):  
Online Education ◽  
Digital Literacy ◽  
Agricultural Sector ◽  
Educational Programs ◽  
Training System ◽  
Digital Transformation ◽  
Personnel Training ◽  
Rural And Urban ◽  
Digital Competencies ◽  
Digital Agriculture

The article reveals essential issues of personnel training for digital agriculture. The results of the expert survey of 54 agricultural universities top management of the country, devoted to issues of personnel training for digital economy, have been described. As a result of the study, the ranking of competencies required by the specialists of the agricultural sector in the digital transformation of the economy has been made; the  project of competencies for the formation of pass-through digital literacy has been developed; the systemic contradictions and problems of personnel training in the conditions of digital transformation of the economy in general and agriculture in particular have been identify, grading of which will allow to increase digital literacy in the agricultural sector. The main obstacles for the development of personnel training system for digital agriculture have been highlighted: digital inequality between rural and urban population; insufficient development of the agrarian universities facilities; fragmentary formation of digital competencies; requiring a transition to the comprehensive education of these skills through the improvement of educational programs at the level of secondary vocational education, undergraduate, graduate and postgraduate studies; different speed of requirements change for the competencies of modern specialists and for educational programs updating; lack of effective technologies to form interdisciplinary competencies and skills in the educational system; insufficient flexibility of the existing system of personnel training in the agricultural sector of the economy due to the lack of practice in the formation of short “digital” competencies in the online education system. It has been concluded that even traditional professions in the conditions of the digital transformation of the economy require the formation of additional competencies, development of cross-functional qualities of a specialist, which requires a change in approaches to additional education and professional retraining, transition to lifelong learning and effective combination of training with professional activities.

scholarly journals Harmonious personality development in the context of digital educational platforms

2021 ◽  
Vol 291 ◽  
pp. 05045
Author(s):  
Dina Prostova ◽  
Natalya Sosnina ◽  
Anna Tikhonova
Keyword(s):  
National Culture ◽  
Personality Development ◽  
Negative Relationship ◽  
Digital Transformation ◽  
Professional Behavior ◽  
Digital Environment ◽  
Digital Education ◽  
Digital Skills ◽  
Digital Competencies ◽  
Training Of Personnel

Due to the pandemic, the society has appreciated high technology, which has provided invaluable assistance in the smooth training of personnel. The demand for high-quality, inclusive, accessible digital education has been formulated in all European countries as well as in Russia. Priorities were identified in the creation of a digital educational ecosystem and the formation of digital skills of ecosystem participants for successful digital transformation. In the modern literature one can find the arguments in favor of the presence of a positive or negative relationship between learning in the conditions of digital educational platforms and the formation of the personality of students. Based on the stated views of the personality development in a digital environment, in this study we understand a harmoniously developed personality as a person who is ready to integrate into the world and national culture, who has digital competencies and is aware of responsibility for his professional behavior, as well as striving for self-realization in the modern digital professional space. A system of a harmoniously developed personality formation in the digital educational platform has been developed.

scholarly journals Developing support teachers’ digital competencies for an inclusive citizenship

2021 ◽  
Vol 12 (1) ◽  
pp. 43-51
Author(s):  
Giuseppa Cappuccio ◽  
Giuseppa Compagno
Keyword(s):  
Point Of View ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Digital Skills ◽  
Digital Competencies ◽  
Inclusive Processes ◽  
The University ◽  
Conceptual Link ◽  
Exercise And Training ◽  
And Training

The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situation of overall emergency, due to the Covid 19 pandemic case, the idea is that of considering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particularly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valuable citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of support teachers’ digital competence is reported here.

scholarly journals Learning digital skills: analytics of leading practices

2021 ◽  
pp. 9-20
Author(s):  
Elena Viktorovna Shirinkina
Keyword(s):  
Digital Literacy ◽  
Industrial Revolution ◽  
Blow Up ◽  
Educational Process ◽  
Digital Learning ◽  
Interesting Phenomenon ◽  
Digital Education ◽  
Digital Learning Environment ◽  
Wide Range ◽  
Digital Skills

The relevance of this research is substantiated by an interesting phenomenon that has occurred in the last decade: the technologies of the Fourth Industrial Revolution are based on digitalization of not only products and processes, but also people's behavior at work and outside it. &nbsp;The author reviews digital skills as the &ldquo;third basket&rdquo;, which is equally as significant as the &ldquo;baskets&rdquo; of professional and &ldquo;soft&rdquo; skills. Therefore, analysis is conducted on the experience of facts and cases presented by dozens of Russian and international educational institutions for determining the leading practices of digital education. The author describes the key determinants of digital literacy. The following conclusions were made : 1) digital education is based on the principles that differ drastically from other tools, sets new goals, focusing on the approaches that blow up the traditional university methods; 2) IBM &ldquo;Facing The Storm&rdquo; research indicates that massive shortage of digital skills among personnel is a storm that is brewing on the horizon; 3) research of the BFR (Big Fast Results) institute reflects the mechanism of implementing educational and managerial processes within the paradigm of digital literacy; 4) the presented research covers a wide range of empirical data, which allows all parties to the educational process to form digital learning environment strongly contributing to development of the currently relevant &ldquo;soft&rdquo; skills.

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