scholarly journals DIGITAL TECHNOLOGY USE OF KINDERGARTEN TEACHERS FOR PARENTAL INVOLVEMENT: E-NVOLVEMENT IN THE TURKISH CONTEXT

2021 ◽  
Author(s):  
Ahmet Sami Konca ◽  
Sevcan Hakyemez-Paul
Keyword(s):  
Parental Involvement ◽  
Digital Technology ◽  
Technology Use ◽  
Negative Relationship ◽  
Digital Technologies ◽  
Kindergarten Teachers ◽  
Financial Status ◽  
Study Results ◽  
Personal Use ◽  
Personal Technology

The primary research aim of this current study was to better understand the digital technology use of Turkish kindergarten teachers in their parental involvement practices. A questionnaire designed by the authors was administered to 100 kindergarten teachers in five cities located within Turkey. It was revealed in the study results that the kindergarten teachers owned a variety of electronic devices and used those devices for both personal and educational purposes within the early childhood education setting. Teachers used digital technologies for their parental involvement practices less than they did for their own personal use or for other activities within the educational setting. The parental involvement types where teachers most often used digital technologies were for parenting and communicating. While the least popular parental involvement types where kindergarten teachers used digital technologies were decision-making and collaborating with the community. Teachers mentioned the two most common reasons for insufficient technology use for parental involvement were the parents’ financial status and level of knowledge. A negative relationship between teachers’ personal technology use and experience in the field increased, they were less likely to encounter problems regarding digital technology use for parental involvement

Becoming a Digital Citizen in a Technological World

2009 ◽  
pp. 250-262 ◽  
Author(s):  
Mike Ribble
Keyword(s):  
Digital Technology ◽  
Technology Use ◽  
Digital Technologies ◽  
Appropriate Technology ◽  
Digital Culture ◽  
Digital Citizenship ◽  
Global Society ◽  
The World ◽  
Technology Users ◽  
Technological World

In todays changing global society, digital technology users need to be prepared to interact and work with users from around the world. Digital technology is helping to define this new global society. Being part of a society provides opportunities to its citizens but also asks that its members behave in certain way. This new technological society is drawing users together to learn, share and interact with one another in the virtual world. But for all users to be productive there needs to be a defined level of acceptable activity by everyone, in other words a digital citizenship. The concept of digital citizenship provides a structure for this digital society, by conceptualizing and organizing appropriate technology use into a new digital culture. Anyone using these digital technologies needs to understand the parameters of appropriate use so that they can become more constructive digital citizens.

scholarly journals Clustering of services amid a growth in green consumption and digital technology use

2020 ◽  
Vol 161 ◽  
pp. 01028 ◽  
Author(s):  
N V Vasilenko ◽  
A J Linkov ◽  
O V Tokareva
Keyword(s):  
Service Provider ◽  
Digital Technology ◽  
Technology Use ◽  
Service Sector ◽  
Digital Technologies ◽  
Service Organizations ◽  
Green Consumption ◽  
Service Support ◽  
The Third ◽  
Sustainability Problems

Clustering of services in the conditions of digital economy development is considered as a way of their integration with the purpose of increasing customer satisfaction, as well as that of strengthening the competitive position of service organizations based on the promotion of green consumption. Services are clustered with the aim of satisfying one main or several interconnected needs of individuals or businesses taking into account the degree with which the consumer influences the process of service delivery. This paper demonstrates how clustering of services can be used to solve sustainability problems. It is shown that digital technologies allow the service provider to customize a service to fit the needs and requirements of a particular consumer within the first type of clustering in the service sector, and they are also included in the service support of the main service within the second type of clustering. Moreover, these technologies have their own value for the consumer within the third type of clustering and provide tools for the fourth type of clustering. In general, digitalization promotes technologization and cooperation in service clusters. The authors suppose that further research can be done into how the types of clustering mentioned manifest themselves in different industries.

Digital Countercultures and the Struggle for Community

2017 ◽  
Author(s):  
Jessa Lingel
Keyword(s):  
Digital Technology ◽  
Technology Use ◽  
Local Community ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Body Modification ◽  
Social Media Platform ◽  
Media Platform ◽  
College Dropouts ◽  
The Web

Whether by accidental keystroke or deliberate tinkering, technology is often used in ways that are unintended and unimagined by its designers and inventors. In this book, Jessa Lingel offers an account of digital technology use that looks beyond Silicon Valley and college dropouts-turned-entrepreneurs. Instead, Lingel tells stories from the margins of countercultural communities that have made the Internet meet their needs, subverting established norms of how digital technologies should be used. Lingel presents three case studies that contrast the imagined uses of the web to its lived and often messy practicalities. She examines a social media platform (developed long before Facebook) for body modification enthusiasts, with early web experiments in blogging, community, wikis, online dating, and podcasts; a network of communication technologies (both analog and digital) developed by a local community of punk rockers to manage information about underground shows; and the use of Facebook and Instagram for both promotional and community purposes by Brooklyn drag queens. Drawing on years of fieldwork, Lingel explores issues of alterity and community, inclusivity and exclusivity, secrecy and surveillance, and anonymity and self-promotion. By examining online life in terms of countercultural communities, Lingel argues that looking at outsider experiences helps us to imagine new uses and possibilities for the tools and platforms we use in everyday life.

scholarly journals Do pre-service teachers feel ready to teach with digital technologies? A study in two teacher training institutions in Costa Rica

2021 ◽  
Vol 10 (1) ◽  
pp. e11810111436
Author(s):  
Christiane Caneva
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Costa Rica ◽  
Teacher Training ◽  
Mobile Phones ◽  
Digital Technology ◽  
Technology Use ◽  
Digital Technologies ◽  
Training Institutions ◽  
Academic Year

This study aims to identify both the level and frequency of digital technology use and perceived self-efficacy levels of pre-service teachers (n = 341). We collected data in Costa Rica through a survey during the 2016–2017 academic year; the survey includes closed-ended items on the use and frequency of digital technologies along with open-ended questions. Findings suggest that a majority of pre-service teachers frequently use digital technologies for both professional and private use and specifically the mobile phone and social media. Results further suggest they find themselves self-efficacious in the use of “traditional” digital technologies that are also used in teacher training by professors/teacher trainers such as laptop, email and video. They are less confident in using mobile phones and social media for teaching even though they use them extensively for their professional development.

scholarly journals A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Maria Vedechkina ◽  
Francesca Borgonovi
Keyword(s):  
Cognitive Control ◽  
Digital Media ◽  
Digital Technology ◽  
Technology Use ◽  
Public Discourse ◽  
Rapid Development ◽  
Digital Technologies ◽  
Past Research ◽  
Future Research

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

scholarly journals The 'obvious' stuff: exploring the mundane realities of students' digital technology use in school

2020 ◽  
pp. 1-14
Author(s):  
Neil Selwyn ◽  
Selena Nemorin ◽  
Scott Bulfin ◽  
Nicola F Johnson
Keyword(s):  
High Schools ◽  
Survey Data ◽  
Digital Technology ◽  
Technology Use ◽  
Information Seeking ◽  
Digital Technologies ◽  
Individual Study ◽  
School Work ◽  
Per Se ◽  
Work Scheduling

This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital ‘benefits’ in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students’ experiences of school, they also suggest that digital technology is not substantially changing or ‘transforming’ the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of individual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what might be achieved through digital technologies, and instead develop better understandings of the realities of students’ instrumentally-driven uses of digital technology.

scholarly journals “Let me know when I’m needed”: Exploring the gendered nature of digital technology use for health information seeking during the transition to parenting

2021 ◽  
Vol 7 ◽  
pp. 205520762110486
Author(s):  
Bradley Hiebert ◽  
Jodi Hall ◽  
Lorie Donelle ◽  
Danica Facca ◽  
Kim Jackson ◽  
...  
Keyword(s):  
Focus Group ◽  
Health Information ◽  
Digital Technology ◽  
Technology Use ◽  
Information Seeking ◽  
Transition To Parenthood ◽  
Digital Technologies ◽  
Health Information Seeking ◽  
Information Work ◽  
Transition To Parenting

This paper presents results of a qualitative descriptive study conducted to understand parents’ experiences with digital technologies during their transition to parenting (i.e. the period from pre-conception through postpartum). Individuals in southwest Ontario who had become a new parent within the previous 24 months were recruited to participate in a focus group or individual interview. Participants were asked to describe the type of technologies they/their partner used during their transition to parenthood, and how such technologies were used to support their own and their family's health. Focus group and interview transcripts were then subjected to thematic analysis using inductive coding. Ten focus groups and three individual interviews were conducted with 26 heterosexual female participants. Participants primarily used digital technologies to: (1) seek health information for a variety of reproductive health issues, and (2) establish social and emotional connections. The nature of such health information work was markedly gendered and was categorized by 2 dominant themes. First, “‘Let me know when I’m needed’”, characterizes fathers’ apparent avoidance of health information seeking and resultant creation of mothers as lay information mediaries. Second, “Information Curation”, captures participants’ belief that gender biases built-in to popular parenting apps and resources reified the gendered nature of health and health information work during the transition to parenting. Overall, findings indicate that digital technology tailored to new and expecting parents actively reinforced gender norms regarding health information seeking, which creates undue burden on new mothers to become the sole health information seeker and interpreter for their family.

Early childhood teachers’ perceptions and management of parental concerns about their child’s digital technology use in kindergarten

2021 ◽  
pp. 1476718X2110303
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Digital Technology ◽  
Technology Use ◽  
Methodological Approach ◽  
Early Childhood Teachers ◽  
Digital Technologies ◽  
Kindergarten Children ◽  
Teachers Perceptions ◽  
Digital Devices ◽  
Parental Concerns

Young children use, engage with, and experience digital technologies in their home and early childhood settings, yet their presence and use can be fraught with tensions and uncertainties. This paper reports on an Australian study focusing on how early childhood teachers perceive and manage parental concerns about their child’s digital technology use in kindergarten. Grounded theory was the methodological approach used to give insights into the early childhood teachers lived experiences. The findings revealed that early childhood teachers who taught kindergarten children, aged three-and-a-half to four-and-a-half years of age, experienced parents voicing concerns about their child’s digital technology use and made requests for mediation. Differences were identified between the children’s home environment and kindergarten setting regarding children’s access to digital devices, expectations for use and digital mediation practices. To manage the concerns parents raised, early childhood teachers endeavoured to educate and reassure parents about the nature of digital technology use in kindergarten. This paper invites early childhood professionals to reflect on how they respond to parental concerns about digital technology and to consider the role they play in educating parents about how digital technologies are used in kindergarten.

scholarly journals Stakeholder perspectives and requirements to guide the development of digital technology for palliative cancer services: a multi-country, cross-sectional, qualitative study in Nigeria, Uganda and Zimbabwe

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Kennedy Bashan Nkhoma ◽  
Bassey Ebenso ◽  
David Akeju ◽  
Samuel Adejoh ◽  
Michael Bennett ◽  
...  
Keyword(s):  
Palliative Care ◽  
Qualitative Study ◽  
Advanced Cancer ◽  
Digital Technology ◽  
Technology Use ◽  
Cancer Care ◽  
Digital Health ◽  
Digital Technologies ◽  
Cross Sectional ◽  
Improve Access

Abstract Introduction Coverage of palliative care in low and middle-income countries is very limited, and global projections suggest large increases in need. Novel approaches are needed to achieve the palliative care goals of Universal Health Coverage. This study aimed to identify stakeholders’ data and information needs and the role of digital technologies to improve access to and delivery of palliative care for people with advanced cancer in Nigeria, Uganda and Zimbabwe. Methods We conducted a multi-country cross-sectional qualitative study in sub-Saharan Africa. In-depth qualitative stakeholder interviews were conducted with N = 195 participants across Nigeria, Uganda and Zimbabwe (advanced cancer patients n = 62, informal caregivers n = 48, health care professionals n = 59, policymakers n = 26). Verbatim transcripts were subjected to deductive and inductive framework analysis to identify stakeholders needs and their preferences for digital technology in supporting the capture, transfer and use of patient-level data to improve delivery of palliative care. Results Our coding framework identified four main themes: i) acceptability of digital technology; ii) current context of technology use; iii) current vision for digital technology to support health and palliative care, and; iv) digital technologies for the generation, reporting and receipt of data. Digital heath is an acceptable approach, stakeholders support the use of secure data systems, and patients welcome improved communication with providers. There are varying preferences for how and when digital technologies should be utilised as part of palliative cancer care provision, including for increasing timely patient access to trained palliative care providers and the triaging of contact from patients. Conclusion We identified design and practical challenges to optimise potential for success in developing digital health approaches to improve access to and enhance the delivery of palliative cancer care in Nigeria, Uganda and Zimbabwe. Synthesis of findings identified 15 requirements to guide the development of digital health approaches that can support the attainment of global health palliative care policy goals.

Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis

2021 ◽  
pp. 204275302110229
Author(s):  
Neil Selwyn
Keyword(s):  
Educational Technology ◽  
Digital Technology ◽  
Technology Use ◽  
Digital Technologies ◽  
Environmental Issues ◽  
Environmental Crisis ◽  
New Paradigm ◽  
Digital Education ◽  
The One ◽  
Business As Usual

Despite climate heating and rising ecological instability, environmental issues feature rarely in discussions of educational technology. Most commentators presume the continued unfettered use of digital education resources bolstered by occasional claims that emerging technologies might support the ‘greening’ of school and university provision. In contrast to such business-as-usual complacency, this article anticipates ongoing environmental degradation of the planet as radically upending the continued expansion of digital technologies in education. On the one hand, depletion of natural resources and energy curtailments might put paid to established ‘abundant’ forms of digital technology use. On the other hand, more frequent climate-related disasters might necessitate emergency forms of education for displaced and unsettled populations. As such, the article argues for a new paradigm of educational technology that is both wholly sustainable and targeted towards displaced and disadvantaged populations. The article considers a number of ways that such an ‘Ed-Tech Within Limits’ might be pursued – outlining fundamental shifts in thinking necessary to reorient educational technology along environmentally concerned lines.

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