Digital literacy curriculum management in kindergarten

Muniroh Munawar,Rodiyah Rodiyah,Titi Prihatin,Fakhruddin Fakhruddin

doi:10.18844/cjes.v16i5.6226

Muniroh Munawar, Rodiyah Rodiyah + Show 2 more

Open Access

https://doi.org/10.18844/cjes.v16i5.6226

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Abstract

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.

Highlights

The digital era is a period which is characterised by the changing of conventional industry to economy based upon information and communications technology (ICT) (Qian & Kennedy, 2020), whereas Cruz-Cunha et al (2011) state that digital era is the phase where digital technology has significant part in establishing and controlling the behaviours, performances, standards, etc., of societies, communities, organisations, and individuals
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; 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development
The purpose of this study is to evaluate the implementation of digital literacy curriculum management in kindergarten related to indicators such as 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; 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development

Summary

Introduction

The digital era is a period which is characterised by the changing of conventional industry to economy based upon information and communications technology (ICT) (Qian & Kennedy, 2020), whereas Cruz-Cunha et al (2011) state that digital era is the phase where digital technology has significant part in establishing and controlling the behaviours, performances, standards, etc., of societies, communities, organisations, and individuals. The digital era cannot be separated from the rapid development of computer technology and the Internet This era has changed the lifestyle of society where all activities can be carried out by mobile, only by using gadgets and Internet connection. When investigated further, the use of gadgets in children has a negative impact on their development (Wulandari & Hermiati, 2019) To counteract this negative impact, the Minister of Education and Culture, Muhadjir Effendy, stated that one indicator of achievement in the education and culture sector is the ability to build digital literacy, so it is necessary to encourage people together to be digital literate, namely having the ability to process various information, understand messages and communicate effectively with others so that the Internet can be a positive means for society (Kemdikbud, 2017)

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