scholarly journals INTEGRATING DIGITAL TECHNOLOGIES INTO TEACHING PROCESS

TEME ◽  
2019 ◽  
pp. 1219 ◽  
Author(s):  
Biljana Novković Cvetković ◽  
Dragana Stanojević
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Simple Random Sample ◽  
Successful Implementation ◽  
Teaching Process ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
Teachers Attitudes ◽  
Technological World ◽  
E Mail

This paper wishes to highlight great significance of digital technologies that should be implemented to the highest extent possible in the teaching process. Digital literacy and digital competencies in today's highly developed technological world have been recognized as important aspects for the successful implementation of digital technologies in the teaching process. With this in mind, in this paper we tried to answer the questions as to for what purposes teachers use digital technologies the most and how interested the teachers are for the use of digital technologies. The conclusion is that teachers are highly interested in the application of digital technologies in teaching. Out of all the listed items, the teachers mostly used the Internet-based content  and Correspondence by e-mail in their work. The research was based on a descriptive investigative method. Surveys and scaling techniques for measuring teachers' attitudes were used. The present research was carried out between March and April 2017.The basic cohort in this research comprised 276 primary school teachers in the cities of Vranje and Nis. The nature of a sample is that of a stratified simple random sample. 

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

SOME RESULTS FROM A SURVEY ABOUT FORMING DIGITAL LITERACY OF 8 YEARS OLD STUDENTS

2020 ◽  
Vol 11 (1) ◽  
pp. 53-56
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
School Age ◽  
Digital Era ◽  
National Science ◽  
Digital Competencies ◽  
Primary School Age ◽  
The Cost ◽  
Key Participants ◽  
National Science Fund

Contemporary children live in a digital era and it is almost impossible for them not to be tempted by technologies. This article presents some interesting results from Bulgarian project „Digital Competencies and Media Education at Pre-school and Primary School Age” (National Science Fund; Н05/8 14.12.2016). In 2018 there were interviewed 637 children from 13 Bulgarian towns. The focus in this article is only 8 years old students and their digital habits. The author is a Member of the team of the COST project ‘Digital literacy and multimodal practices of young children’ (Action IS1410) – DigiLitEY. In March 2019 in Manchester on the final project’s meeting of DigiLitEY were presented results connect ed with the key participants for this COST’s project – up to 8 years old students. This article analyses this aged group and their attitudes of digital technologies.

Don’t Trash Your Spam!

2013 ◽  
pp. 803-809 ◽  
Author(s):  
Manuela Delfino
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Educational Experience ◽  
Asynchronous Communication ◽  
Communication Tools ◽  
School Contexts ◽  
Italian School ◽  
Spam Filters ◽  
E Mail

Some activities that are typically regarded as “a waste of time” may inspire useful experiences in school contexts. This is the case of spamming. As competent users of digital technologies, we do everything we can in order to block spam messages (e.g., by choosing, training and updating anti-spam filters), but as teachers we can find that also in spam there is an educative potential that it is worth cultivating. This chapter presents a reflection based on an educational experience realized in a lower secondary Italian school during a course on Digital Literacy aimed at making students aware of different synchronous and asynchronous communication tools. In the activity presented here, the focus was on the analysis of different spam and phishing messages. Interacting within a wiki environment, students had the chance to reflect on the different elements that should be taken into account to detect strange and dangerous e-mail postings.

scholarly journals Progress in the implementation of the digital economy and its prospects in the Samara Region

2021 ◽  
Vol 12 (2) ◽  
pp. 111-122
Author(s):  
Svetlana V. Kliment’yeva ◽  
Anastasiia M. Ilina
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Digital Technologies ◽  
Digital Economy ◽  
Economic Life ◽  
Successful Implementation ◽  
National Program ◽  
Digital Competencies ◽  
The Russian Federation ◽  
State Programs

The basis of world socio-economic development in recent years is information and communication technologies (ICT), which continue to rapidly develop and create new products and services. On their basis, innovative development takes place, there is an increase in the productivity and efficiency of organizations. Digitalization is becoming a necessary and leading component of maintaining and increasing the competitiveness of states and individual territorial entities, the most important prerequisite for improving the standard of living of the population. The development of digital technologies and their successful implementation are facilitated by the adopted state programs, such as the national program Digital Economy of the Russian Federation. The authors determined that the population of the Russian Federation and the Samara region is increasingly mastering digital competencies, using advanced digital technologies, and using services provided by state and municipal organizations. Regional authorities, acting within the framework of the national program Digital Economy of theRussian Federation, develop local programs in accordance with the tasks to be solved on the basis of thepreviously achieved economic state. At the same time, the Samara Region is a dynamically developing territory that has good prerequisites for the active and multidimensional implementation of ICT achievements in the economic life of the region, and its authorities are consistently introducing digital technologies into theregional economy. Nevertheless, in the region there are problems with the staffing of this process, thepopulation is not fully covered by the opportunity to access the Internet and receive a number of state and municipal services using specialized digital services. In these conditions, in the Samara Region, it is necessary to make greater use of the mechanisms of public-private partnership in the implementation of projects for thedigitalization of the economy, to increase the innovative component of the development of enterprises in theregion, to expand and improve the opportunities for the population to acquire digital competencies.

scholarly journals Student teachers and their attitudes towards ICT

2021 ◽  
Vol 5 (4) ◽  
pp. 38-52
Author(s):  
Patrick Camilleri ◽  
Bård Ketil Engen ◽  
Ove Edvard Hatlevik ◽  
Juan Carlos Colomer Rubio ◽  
Héctor Hernández Gassó
Keyword(s):  
Teacher Education ◽  
Qualitative Analysis ◽  
Student Teachers ◽  
Professional Practice ◽  
Digital Technologies ◽  
Analytical Framework ◽  
Digital Competence ◽  
Digital Competencies ◽  
Teachers Attitudes ◽  
Further Development

This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.

Don't Trash Your Spam!

2017 ◽  
pp. 1656-1663
Author(s):  
Manuela Delfino
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Educational Experience ◽  
Asynchronous Communication ◽  
Communication Tools ◽  
School Contexts ◽  
Italian School ◽  
Spam Filters ◽  
E Mail

Some activities that are typically regarded as “a waste of time” may inspire useful experiences in school contexts. This is the case of spamming. As competent users of digital technologies, we do everything we can in order to block spam messages (e.g., by choosing, training and updating anti-spam filters), but as teachers we can find that also in spam there is an educative potential that it is worth cultivating. This chapter presents a reflection based on an educational experience realized in a lower secondary Italian school during a course on Digital Literacy aimed at making students aware of different synchronous and asynchronous communication tools. In the activity presented here, the focus was on the analysis of different spam and phishing messages. Interacting within a wiki environment, students had the chance to reflect on the different elements that should be taken into account to detect strange and dangerous e-mail postings.

Preparing university students in accordance with the requirements of digital economy

2020 ◽  
pp. 37-44
Author(s):  
T. F. Shitova
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
General Purpose ◽  
Practical Significance ◽  
University Graduates ◽  
Professional Activities ◽  
Software Products ◽  
Modern Learning ◽  
Digital Competencies ◽  
Microsoft Office

The modern learning process should form students' digital literacy, digital skills and digital competencies, which they will need to successfully carry out their professional activities in the context of widespread digitalization. Regardless of the direction in which students are trained, this process cannot be successfully implemented without the use of modern information technologies.The talent and knowledge of young professionals are in particular demand today in digital business, therefore, one of the priority tasks of higher educational institutions should be the task of preparing students capable of becoming leaders in digital business, actively using breakthrough technologies to solve professional problems. The article presents the experience of developing students' skills in working with digital technologies on the basis of specialized software and general-purpose software products.During the research, analytical research methods and a systematic approach were used.The scientific and practical significance of the research results are in the development of guidelines for training students in the field of digital technologies in order to form professional competencies of university graduates. According to the author, the formed digital competencies will allow young specialists to successfully implement innovative digital solutions in various sectors of the economy.The article can be useful for university teachers in Russia and neighboring countries (Belarus, Ukraine, Kazakhstan, Uzbekistan, Tajikistan and others) who teach students to use software products from Microsoft Office and 1C.

DIGITAL TECHNOLOGIES IN THE DAILY LIFE OF THE ALFA GENERATION

2020 ◽  
Vol 11 (1) ◽  
pp. 35-41
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Primary School ◽  
Digital Literacy ◽  
Daily Life ◽  
Digital Technologies ◽  
School Age Children ◽  
School Age ◽  
Group Research ◽  
Digital Competencies ◽  
Primary School Age ◽  
The University

This article presents the results of two surveys among parents of primary school age children. Thes urveys are a part of undamental research, funded by the Bulgarian Science Fund – Digital Competencies and Media Education at Pre-school and Primary School Age (DN 05/8 14.12.2016) with coordinator Prof. Dr Rumyana Papancheva from the University „Prof. Dr Asen Zlatarov”, Bourgas. The author is the leader of the Working Group „Research of the connection between Reading and Digital literacy“as a part of the project. The accent in this article is on the results of parents’ surveys and a comparison between 2018 and new one – 2020 – there are analyzed parents’ attitudes towards a formation of digital literacy of their children.

SOME RESULTS FROM A SURVEY ABOUT FORMING DIGITAL LITERACY OF 8 YEARS OLD STUDENTS

2020 ◽  
Vol 11 (1) ◽  
pp. 53-56
Author(s):  
Lubomira Parijkova ◽  
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
School Age ◽  
Digital Era ◽  
National Science ◽  
Digital Competencies ◽  
Primary School Age ◽  
The Cost ◽  
Key Participants ◽  
National Science Fund

Contemporary children live in a digital era and it is almost impossible for them not to be tempted by technologies. This article presents some interesting results from Bulgarian project „Digital Competencies and Media Education at Pre-school and Primary School Age” (National Science Fund; Н05/8 14.12.2016). In 2018 there were interviewed 637 children from 13 Bulgarian towns. The focus in this article is only 8 years old students and their digital habits. The author is a Member of the team of the COST project ‘Digital literacy and multimodal practices of young children’ (Action IS1410) – DigiLitEY. In March 2019 in Manchester on the final project’s meeting of DigiLitEY were presented results connect ed with the key participants for this COST’s project – up to 8 years old students. This article analyses this aged group and their attitudes of digital technologies.

scholarly journals Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid

2020 ◽  
Vol 8 (2) ◽  
pp. 222-232 ◽  
Author(s):  
Daniel Calderón Gómez
Keyword(s):  
Social Support ◽  
Young People ◽  
Digital Literacy ◽  
Qualitative Interviews ◽  
Digital Technologies ◽  
Digital Literacies ◽  
Digital Inclusion ◽  
Socialization Process ◽  
Digital Competencies ◽  
Digital Exclusion

The main goal of this article is to analyze young people’s technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities; on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects’ digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects’ affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs.

Sign in / Sign up

Export Citation Format

Share Document