Digital Literacy in Special Education

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.

Novice Teachers’ Information Training in the Conditions of Digitalized Economy and Digitalized Educaiton

В статье обоснована необходимость модернизации учебных программ информационной подготовки студентов — будущих педагогов в условиях цифровизации экономики и образования Российской Федерации. Раскрыто содержание понятий «информационные технологии», «цифровые технологии», «сквозные технологии», используемых в образовательном процессе. Представлены основные аспекты проведенной автором актуализации рабочей программы дисциплины «Информационные и коммуникационные технологии и медиа информационная грамотность» и темы новой дисциплины «Сквозные технологии и искусственный интеллект», которая будет введена в учебные планы педагогического направления подготовки студентов университета в качестве обязательной с сентября 2022 года. Приведены данные педагогического эксперимента по апробации обучения в рамках предложенных актуализированных учебных дисциплин для специальности 44.03.01 «Педагогическое образование» «Физическая культура» с использованием современных цифровых технологий и проектной методики обучения и результаты оценки эффективности работы по повышению уровня сформированности цифровых компетенций обучающихся в процессе их изучения с помощью методики Национального исследовательского университета «Высшая школа экономики» (НИУ ВШЭ). Сформулирован обоснованный вывод об эффективности процесса обучения студентов по вышеуказанным программам информационной подготовки. The article substantiates the necessity to modernize the curricula of novice teachers’ information training in the Russian Federation in the conditions of digitalized economy and digitalized education. The article analyzes such education-related notions as information technologies, digital technologies, end-to-end technologies. The article discusses the major elements of the Information and Communication Technologies and Media and Information Literacy curriculum actualized by the author of the article. It also discusses the topics covered in the End-to-end Technologies and Artificial Intelligence course which is to become a standard part of the curriculum in September 2022. The article presents data pertaining to a pedagogical experiment regarding the actualized curricula designed for Pedagogical Education and Physical Education (44.03.01) and presupposes the use of digital technologies and project methods. It also presents the results of an assessment of work aimed at enhancing students’ digital competencies in online learning environments using strategies developed by National Research University of Higher School of Economics. The article substantiates the effectiveness of the above mentioned curricula.

Citizenship education: A media literacy course taught in Japanese university

This case study documents the effort to prototype a media literacy curriculum based on Herman and Chomsky (2010)'s Propaganda Model as well as the target students’ environment and need analysis. The course is implemented under a Content and Language Integrated Learning program for 30 first-year undergraduate students in Sophia University, Japan. The objective is to develop students’ awareness of issues facing society they live in, along with the capacity to think critically about media information, deliberate in public discourse via expression of individual opinions, and exchange with others. Evaluation study is conducted upon completion of the course to examine whether, or to what extent, that objective is realized, using qualitative method. Results show positive impacts on students’ learning, providing valuable inputs for further iterations of curriculum design in citizenship and media literacy education.

Digital literacy curriculum management in kindergarten

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children. Keywords: Curriculum, management, digital, literacy, kindergarten.

Digital Media as COVID-19 Disaster Information Literacy

Information about COVID-19 in digital media circulating must be confirmed because there are many fake news (hoaxes). The purpose of this study was to evaluate the digital literacy curriculum of Tular Nalar Internet and Disaster Preparedness in order to reduce hoaxes among PKK RW 69 women in Perum MGA Yogyakarta. This study uses an evaluation method oriented to the program's objectives that apply Tyler's model. Evaluation is carried out in the following steps: 1) Establishing program objectives; 2) Classifying objectives; 3) Identify structured objectives; 4) Data collection through: observation, interviews. Data analysis was carried out by assessing the conditions that occurred before, during and after the implementation of the digital literacy curriculum and drawing conclusions. The results of the study show that the Tular Nalar digital literacy curriculum in the PKK RW 69 Mitra Griya Asrita community provides awareness in critical thinking. PKK women become “Tahu (know), Tanggap (respond), Tangguh (resilient)” in responding to information in disaster emergency situations.