scholarly journals Digital instruction or the digitalization of instruction in modern ICT environment

2019 ◽  
Vol 6 (4) ◽  
Author(s):  
György Molnár
Keyword(s):  
Digital Competence ◽  
Research Results ◽  
Productive Life ◽  
Digital World ◽  
Digital Pedagogy ◽  
Digital Instruction ◽  
Changing World

Latest research results and my experience as well underline that the disciplinary mission of digital instruction, in a stricter sense, digital pedagogy, is to reflect all challenges, tasks, and innovation options facing the digital citizens of today’s continuously changing world. In addition to acquiring the so-called key qualifications, the five generations of the digital world should be familiar with all aspects of digital competence if they want to lead a successful and productive life.

scholarly journals Digital lifestyle – digital citizenship – digital pedagogy

2019 ◽  
Vol 6 (4) ◽  
Author(s):  
Adrienn Papp-Danka
Keyword(s):  
Formal Education ◽  
Digital Tools ◽  
The Internet ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Digital World ◽  
Online Tools ◽  
Broadband Network ◽  
Digital Pedagogy ◽  
The Eu

„2017 from within the EU the Internet access households ratio has risen to 87%, which is 32% points exceed the ten years ago, 2007 levels. In 2017, 85% of the EU households used broadband network, which is approximately the double of the 2007 ratio. We can read such and similar to this data in the report of Eurostat called "A digital economy and society statistics - households and individuals” report. Our lives are networked with the Internet and its digital tools - as it is proven clearly by the above data.But do we have the knowledge, ability and attitude to live digitally, not just at the tool-driven level, but to be active participants? Are we able to participate effectively, responsibly and productively in the networked digital world? Does our (widely interpreted) digital competence can follow the accelerated development of the digital, online tools?In this study, we discuss the question of how we can develop digital citizenship competence from our daily digital life. Meanwhile, we also discuss the role and potential of digital pedagogy which can give the opportunity for the practice and development of digital citizenship competence whether in a formal, informal or non-formal education system.

Creation Proposal for the Digital Competency Framework of the Middle-East European Region

2017 ◽  
Vol 755 ◽  
pp. 106-111 ◽  
Author(s):  
Zoltán Nyikes
Keyword(s):  
Information Technology ◽  
Age Groups ◽  
Complex Problem ◽  
The Internet ◽  
Age Group ◽  
Digital Competence ◽  
East European ◽  
Digital Devices ◽  
Digital World ◽  
Safety Awareness

Since the end of the 20th century the digital competence social and personal importance is increasingly heaves. Nowadays the basic level information technology knowledge is necessary because the penetration rate of the digital devices and the internet availability. Again the material world dangers the defense actions evolved. The cyber age started some decade ago. Civil people are not aware for attacks in the Cyber space and they can’t survey its danger. In Hungary the information technology and the internet penetration started in the last some decades. „Gen X” and older generation people users only in theirs adulthood met digital devices and its application. For the said generations to find a workplace was not required the digital competence, because the digital devices and the digital infrastructure wasn’t availability for everybody. This age-group has not enough motivation to improve the digital competence and herewith develop the safety awareness too. Nowadays this age-group needs significant helps to correspond to the challenge of the digital world. The digital competence and the safety awareness are improvable by the way of education. The knowledge levels are very different between the same age users. The assessment and the determination of the levels are a complex problem. Skills and routine levels of the users are approximately well determinable by questionnaire. The development of the different digital competence and safety awareness level user’s is workable by different knowledge transmission. I introduce in this paper like my research synthesis the assessment and the classification of the tested age-groups.

scholarly journals Identity profiles and digital engagement among Finnish high school students

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Rasmus Mannerström ◽  
Lauri Hietajärvi ◽  
Joona Muotka ◽  
Katariina Salmela-Aro
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Identity Exploration ◽  
Ict Use ◽  
Digital World ◽  
Digital Engagement ◽  
First Time ◽  
Identity Task

Developing a stable personal identity is considered a more precarious task in today’s society than hitherto. Skilful digital engagement may, however, constitute a valuable asset in necessary identity exploration and commitment. Applying a person-oriented approach, we examined for the first time how identity profiles are associated with digital engagement, operationalized as digital competence, gaming seriousness, type of internet activity and excessive ICT use. After controlling for gender, life satisfaction and parental SES, this study of a Finnish high school sample (N = 932) revealed that adolescents with future commitments and some exploration of options (achievement, searching moratorium) were the most advanced in digital skills and, in the former case, least prone to excessive ICT use. By contrast, adolescents desperately trying to solve the identity task (ruminative moratorium) scored highest on friendship-driven internet activity and excessive ICT use, whereas diffused individuals had the weakest digital competence. No differences between the profiles emerged regarding gaming and interest-driven internet activity. The results suggest that the digital world and related devices are purposeful tools for shaping and maintaining healthy identity commitments.

scholarly journals The Content of the Technology of Junior Pupils’ Information and Digital Competence Formation in the Process of Social and Pedagogical Communication

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 27-37
Author(s):  
Valeriia Stiehantseva ◽  
Keyword(s):  
Extracurricular Activities ◽  
School Environment ◽  
Social Role ◽  
Digital Competence ◽  
Advantages And Disadvantages ◽  
Digital World ◽  
Extended Day ◽  
School Events ◽  
Definition Of ◽  
The Impact

The article considers the problem of constructing the content of pedagogical technology, which enables the implementation of the process of junior pupils’ information and digital competence formation. It is proved that socio-pedagogical communication, which is carried out within the school environment, has a special impact on the child of primary school age, as activities related to learning are leading and gaining importance in the context of the social role of the schoolchildren. The author's definition of pedagogical technology of junior pupils’ information and digital competence formation in the process of social and pedagogical communication is presented. The main forms of work with parents within the framework of pedagogical technology are distinguished: training sessions «Child in the digital world», «How to protect a child from crimes on the Internet»; parent meeting (acquaintance with the basic requirements for information and digital competence of schoolchildren, with the rules of using gadgets at school, discussion of children's achievements, expectations of parents, etc.); conversations (discussion of digital barriers, advantages and disadvantages of global digitalization, the impact of modern digital technologies on the socialization of children, including in the context of social interaction with adults and peers, etc.); consultations. The main forms of realization of pedagogical technology for junior schoolchildren are allocated: class hours in the form of conversation which can include elements of quizzes, competitions, games, etc.; extended day groups, group work (sections, clubs, creative associations); master classes, for example, on creating your own images in the form of drawings and creative processing of finished images (in Paint, Freshpoint); mass school events (thematic evenings, days and weeks), creative group projects; extracurricular activities (visits to cinemas, museums, excursions, etc.).

scholarly journals Digitally competent schools: teacher expectations when introducing digital competence in Finnish basic education

Seminar.net ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 201-215
Author(s):  
Linda Mannila
Keyword(s):  
Basic Education ◽  
Physical World ◽  
Digital Competence ◽  
Local Schools ◽  
Digital World ◽  
The World ◽  
Similar Content ◽  
New Curricula ◽  
Insight Into ◽  
School Curricula

The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital competence, computer science or other similar content. In this paper, we provide insight into what teachers see as crucial aspects when implementing a new curricula introducing digital competence as a transversal element. We have analysed 86 Finnish teachers’ descriptions of digitally competent schools and digitally competent personnel, in order to identify a list of prerequisites that can be helpful to school leaders who are to drive the change at their local schools.

scholarly journals A Theoretical Conversation about Responses to Information Overload

Information ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 379
Author(s):  
Amanda Lehman ◽  
Sophie Jo Miller
Keyword(s):  
Information Seeking ◽  
Communication Theory ◽  
Information Science ◽  
Information Overload ◽  
Access To Information ◽  
Digital Competence ◽  
Digital World ◽  
International Perspectives ◽  
Competence Framework ◽  
Keyword Searches

In this study, information overload is viewed through the lenses of Library & Information Science and Communication Theory in order to offer recommended solutions for individuals experiencing overload. The purpose of this research was to apply LIS and COMM theories to the pathologies and symptoms of information overload as experienced by individuals in an increasingly digital world. Extant survey work was reviewed and updated with literature collected through limited keyword searches. The authors framed active responses to information overload through dimensions selected from the European Commission’s Digital Competence Framework as applied to Al-Shboul & Abrizah’s (2016) Modes of Information Seeking. Further study should focus on international perspectives and addressing disparities in access to information.

Interactive Digital Instruction

2019 ◽  
pp. 166-180 ◽  
Author(s):  
Shawn L. Robertson
Keyword(s):  
Higher Education ◽  
Closed System ◽  
Critical Perspective ◽  
Student Centered ◽  
Digital Pedagogy ◽  
Advanced Stages ◽  
Digital Instruction

This chapter explores the concepts of pedagogy and its development in the typical higher education classroom as a lecture-focused activity, to how improvements could be made to the process of teaching students from a critical perspective utilizing constructivist principles. The author details the process of moving from a teacher-focused closed system of learning to a student-centered digital pedagogy that engages the student in uniquely rigorous ways utilizing varied technologies. The author describes the development of the process from its inception to the most advanced stages and offers critiques and insights for others to follow utilizing TPACK.

scholarly journals Genetic factor affecting the milk production of mares

2021 ◽  
Vol 935 (1) ◽  
pp. 012010
Author(s):  
E D Chirgin ◽  
V G Semenov ◽  
A S Mokretsova ◽  
D S Balitskaya ◽  
E I Ustinova ◽  
...  
Keyword(s):  
Milk Production ◽  
Milk Yield ◽  
Genetic Factor ◽  
Milk Productivity ◽  
Research Results ◽  
Animal Organism ◽  
Productive Life ◽  
High Level ◽  
Economic Use

Abstract The article presents the results of studies to establish the influence of the record productivity of mothers’ mares on milk yield and the duration of productive life of mares-daughters of the Lithuanian heavy draft breed. It was found that the high level of milk productivity of mothers during the period of highest lactation (up to 4000 kg of milk) enabled their daughters to become leaders already during the first lactation. With an increase in the record milk yields per lactation in mothers, the heritability coefficient in mother-daughter pairs decreased and turned into negative values. The daughters of mares with record milk yields of up to 8000 are the most dairy among their contemporaries. The research results indicate that intensive milk production of mares during the first lactation can cause a reduction in the terms of their economic use due to the large loads on the developing fragile animal organism. The highest rates of productive life, number of lactations and life-long milk yield were obtained from daughters whose mothers had record milk yields per lactation from 7000 kg to 8000 kg of milk.

The Third-level Digital Divide among Elderly Hungarians in Romania

2021 ◽  
Author(s):  
Gyöngyvér Erika Tőkés
Keyword(s):  
Everyday Life ◽  
Digital Divide ◽  
Elderly People ◽  
Social Stratification ◽  
Digital Technology ◽  
Economic Situation ◽  
Digital Competence ◽  
Research Results ◽  
The Third ◽  
Ways Of Life

Abstract The aim of the present study is to examine the characteristics of the third-level digital divide among elderly Hungarians (over 65 years of age) in Romania. The third level of digital divide indicates the emergence of digital habits in the Bourdieusian sense, which provide real benefits in different areas of everyday life. Hungarian elderly people in Romania are clearly lagging in terms of the third-level digital divide. The explanation for this is partly to be found in the limits imposed by the characteristics of their age and partly in their socio-economic situation. Elderly Hungarian people in Romania tenaciously adhere to their usual ways of life and previously established daily habits, and their repertoire does not integrate the use of digital technology. The results obtained in this study of elderly Hungarians in Romania are in line with the research results of digital inequalities, according to which there is a relationship between the degree of digital competence, the structure and usefulness of digital activities, and inequalities according to the traditional dimensions of social stratification (economic, cultural, individual).

On the conceptual and terminological apparatus of didactics within the digital age.

2021 ◽  
Vol 92 (2) ◽  
pp. 21-34
Author(s):  
H.I Ibragimov ◽  
◽  
E.M Ibragimova ◽  
A.A Kalimullina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Blended Learning ◽  
Education System ◽  
Research Method ◽  
Digital Learning ◽  
Research Results ◽  
Digital Education ◽  
Didactic Knowledge ◽  
Digital Pedagogy

The article is devoted to the up-to-date issue on how to develop the conceptual and terminological apparatus of higher education didactics. The purpose of the article is clarify the interpretation of new terms and concepts (digitalization of education, digital education, digital learning, digital didactics, blended learning, etc.), the emergence of which is due to the era of education digitalization. As a research method, the authors used a theoretical analysis of the conceptual and terminological apparatus of didactics, generalization, comparison, interpretation. The research results are as follows: 1) the concepts "digitalization of education", "digitalization of the education system" and "digital learning" are given; 2) authors determined their place in the system of closely established terms and concepts; 3) they made a conclusion about the boundaries in using the term “digital pedagogy” and “digital didactics”; 4) the identified the main features, the role and place of the concept of "blended learning" in the system of didactic knowledge. The research results contribute to the development of the conceptual and terminological apparatus of didactics. They can be useful both for educational researchers and for practicing educators, as they clarify a whole range of new terms and concepts

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