Secondary School Students and Internet Forums—A Survey of Student Views Contrasted with an Analysis of Internet Forum Posts

The article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

ObjectivesThis paper investigates sickness presence (SP) among students. The research questions asked are: What is the distribution of SP among students in Norwegian secondary school? What characterises students with high...

The use of digital information and communication technologies (ICTs) has enabled many professionals to continue to provide their services during the COVID-19 pandemic. However, little is known about the adoption of ICTs by psychologists and the impact of such technologies on their practice. This study aimed to explore psychologists’ practices related with the use of ICTs before and during the COVID-19 lockdown, to identify the main changes that the pandemic has brought and the impact that such changes have had on their practice with clients, and also identify the factors that potentially have affected such changes. The Portuguese Psychologists Association announced the study, and 108 psychologists responded to an online survey during the mandatory lockdown. The results showed that these professionals continued to provide their services due to having adopted ICTs. Comparing with face-to-face interventions, psychologists recognized that additional precautions/knowledge were needed to use such technologies. Despite the challenges identified, they described the experience with the use of ICTs as positive, meeting clients’ adherence, and yielding positive results. Psychologists with the most years of professional experience maintained their services the most, but those with average experience showed the most favorable attitudes toward the use of technologies and web-based interventions.

A utilização das Tecnologias Digitais de Informação e Comunicação (TDIC), em especial dos Recursos Didáticos Digitais (RDD), tem transformado muitas práticas docentes contribuindo para a construção do conhecimento dos seus estudantes. Neste sentido, essa pesquisa tem por objetivo investigar a percepção dos estudantes de uma escola pública na utilização do aplicativo para dispositivo móvel denominado FoQ1 Química nos estudos da Química. Para isso, a pesquisa apresenta um estudo de caso realizado com 75 estudantes de quatro turmas do ensino médio (duas turmas do primeiro ano e duas turmas do segundo ano). A pesquisa foi realizada em quatro (4) etapas: (1) apresentação do app FoQ1 Química; (2) aplicação de um questionário avaliativo; (3) realização de uma entrevista não-diretiva; (4) análise das respostas do questionário avaliativo e da entrevista não-diretiva. Os resultados mostram que o aplicativo FoQ1 Química pode ser um RDD auxiliar no processo de ensino e aprendizagem da Química, proporcionando aos estudantes possibilidades de construírem seu conhecimento de forma simples e objetiva. Embora alguns estudantes tenham apresentado dificuldades nos conteúdos da Química, o uso do aplicativo FoQ1 Química pode contribuir para a compreensão destes conteúdos. O desenvolvimento de aplicativos com o intuito de ajudar no ensino de Química se mostra como uma alternativa proeminente, tendo o professor como seu principal desenvolvedor e os estudantes como os principais usuários.

The problem of safe and effective use of modern digital information and communication technologies in the course of training of athletes of an extreme profile is considered. It is shown that rates of information technology development advance rates of development of consciousness of their users in this connection in activity of the person his attention is generally concentrated on digital simulations of reality, but not on her. At the same time in the extreme activity the athlete has to be most concentrated on reality in general—on the inner world and the outside world that is necessary for information support of decision-making in critical and limit situations. It defines a key part of the problem of a research and the task following from it—search of a way of safe application of all types of natural and technical information support of athletes training. The solution of this task by correlation of stages of development of scientific knowledge with stages of development of human consciousness on whom affordable conscious management of the athlete limit opportunities is proposed. Restrictions, ways and methods of use of digital information technologies in practice of extreme profile athletes training are proved. Justification is executed in the context of the main methodology of post-nonclassical science—integral vision and a method of the focusing generalizations and also with application of metasystem and deductive approaches to the solution of scientific problems.KeywordsSportExtremeTrainingInformationTechnologies

Sexually transmitted infections (STIs) are one of the most important issues related to sexual and reproductive health, as it is estimated that more than 1 million new infections are acquired every day worldwide and data on the prevalence and incidence of these infections, especially among young people, are increasing. Nevertheless, there are some knowledge and behavioral gaps, and young people need more support from their school and family network to protect themselves and their peers. Therefore, we have designed a multicenter prospective intervention study involving public lower and upper secondary school students, their parents and teachers (ESPRIT). The intervention will take place in the school year 2023–2024, where students will meet with experts and be involved in peer education, while adults (parents and teachers) will participate in distance and face-to-face trainings. All target groups will complete KAP (knowledge, attitudes, practice) questionnaires before and after participating in the intervention to measure its effectiveness. The results of this study will help to assess and improve the level of knowledge of lower and upper secondary school students, parents and teachers about STIs and HPV in particular, raise awareness of sexual and reproductive health issues, including vaccination, among lower and upper secondary school students and their families, and evaluate the effectiveness of these interventions in terms of improving knowledge and changing attitudes and behaviors. The study protocol has been approved by the Regional Unique Ethics Committee of Friuli Venezia Giulia (CEUR-2023-Sper-34). The project is being carried out with the technical and financial support of the Italian Ministry of Health—CCM.

This paper presents the final results of a dissertation vivaed in the Graduate Program in Communication and Education Technologies of the Faculty of Education of UFU, which is inserted in the line of research Media, Education and Communication (MEC). In this context, this research was directed based on the following problem: how is the perception of teachers in relation to the potentialities of Digital Information and Communication Technologies in the teaching and learning processes of schools; and if, despite the presence of possible barriers, are they trying to use them as didactic tools in their pedagogical practices? Seeking to understand and to answer to this problem, at a regional level and in a public sphere, the objective of this research was to investigate the use of Digital Information and Communication Technologies (DICT) based on the perception of teachers, in a set of six public Uberlândia schools of the State School Network. For this purpose, in these institutions, we sought to identify activities performed by the use of digital technologies; to investigate the offer and participation of teachers in continuing education; to investigate perceptions of possible impacts of DICT on pedagogical practices and the presence of barriers to their use in school. We also aimed at analyzing the perception regarding the occurrence of political actions promoted by the government of Minas Gerais, aiming at the integration of digital technologies in schools. Regarding the theoretical framework, this study was based on authors such as Almeida (2000, 2007a, 2007b); Almeida and Valente (2012, 2015); Almeida and Silva (2011); Castell (2011); Brito and Purificação (2015); Gómez (2015); Kenski (2001, 2008, 2012); Levy (1999); Lemos (2008, 2010); Moran (2006, 2008, 2013); Sancho (2007); Sampaio and Leite (2004); Valente (2005, 2008, 2011); among others. The proposed methodology was an investigation that used a quantitative-qualitative approach, carried out through a descriptive technique of data collection, with online application of a questionnaire, aimed at teachers who worked, at the time of the research, in the six selected State public high schools of the city of Uberlândia/MG. Regarding the sample population, we had a total of 53 teachers, sample in which, after data analysis, we noticed that most of the surveyed teachers moderately agreed with the effects of digital technological resources to improve students learning. In addition, they pointed to facing barriers such as inadequate technological infrastructure, internet connectivity that does not support many simultaneous accesses and non-provision of training programs on the use of digital technological resources of teaching through public policies. However, even in the face of these barriers, it is important to emphasize that teachers have been seeking paths, even with the use of their own equipment and resources, to include, in some way, the use of DICT in their teaching practices, fact that is a positive approach in the face of the difficulties they face.

The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.

The new scenarios imposed by globalization, added to the inclusion and universalization of education, in parallel with the new needs of Industry 4.0 and the evolution of society, have boosted the use of Digital Information and Communication Technologies (TDICs) in the educational environment. Therefore, this article sought to investigate: which Digital Information and Communication Technologies (TDICs) can contribute to the teaching and learning process? Thus, the objective was to present the TDIC of virtual and augmented reality, in addition to other TDICs that can contribute to this process. Therefore, a bibliographic research was carried out. As a result, the following technologies were pointed out: virtual reality; 3D prints; in addition to information platforms, as means that can contribute to the teaching and learning process. With this, it is concluded that these technologies are able to assist in the teaching and learning process, promoting greater interaction and engagement of students, in addition to learning.

Digital Information and Communication Technologies (DICT) are almost ubiquitous in contemporary life, influencing various aspects, especially in education. However, the integration of these technologies into pedagogical practices still faces significant challenges across various aspects and causes. The research problem that guides this study is: what are the social representations of Mathematics teachers in the final years of Elementary Education, in the municipality of Rio Verde/GO, and how do these representations affect their pedagogical practices? The general objective is to understand the social representations of Mathematics teachers regarding the use of Digital Information and Communication Technologies and their repercussions on these professionals' pedagogical practices. The specific objectives include: identifying the social representations of Mathematics teachers in relation to the use of Digital Information and Communication Technologies (DICT), through the free word association technique (FWAT); analyzing the repercussions of DICT representations on these teachers' pedagogical practices; and evaluating whether these practices transcend the mere uncritical reproduction of social values and conceptions. The research is based on the assumption that the integration of DICT into the pedagogical practices of Mathematics teachers in the municipality of Rio Verde/GO has the potential to transform mathematics education by promoting a more critical, reflective, and contextualized approach. However, this transformation is deeply influenced by structural and formative challenges, such as the adequacy of technological infrastructure and the need for continuous and specialized teacher training. For the benefits of DICT to be fully realized, strategic investment and a critical approach are essential, going beyond mere technological implementation to encompass the revision of educational policies and the promotion of a school culture that values innovation and digital inclusion. The qualitative methodology, with a participatory research design, includes data production through questionnaires and focus groups, supported by content analysis. The results indicate that, despite recognizing the transformative potential of DICT, teachers still face significant structural and formative challenges. These challenges include lack of internet access, inadequate school infrastructure, such as poor electrical installations and insufficient transportation, as well as limitations in continuous teacher training.

Widespread use of digital information technology is having a significant impact on economic growth and people’s well-being. This paper assesses the mediating role of social capital in the impact of digital information technology on multidimensional poverty. Due to differences in regional, industrial structure and other factors, digital information technology has different impacts on urban and rural residents. In this paper, the China Family Panel Studies (CFPS) database is used for data, and a mediating effect model is used to study the problem. The digital information technology use was found to enhance social capital from social network, social participation and social trust, and subsequently alleviates multidimensional poverty. The results indicate that social trust plays a more significant mediating role than social capital and social participation on the impact of digital information technology on multidimensional poverty. Furthermore, the results reveal that the use of digital information technology has varying effects on poverty reduction among different income groups, with a much higher effect on low-income groups. However, the mediating effect of social capital in high-income groups is higher than that in low-income groups. In particular, social capital in the top 25% of income groups has the highest mediating effect. In the heterogeneity analysis between urban and rural areas, it is found that the multidimensional poverty situation in urban areas is significantly better than that in rural areas, because urban residents have a higher use of digital information, and at the same time, the quality of social capital in urban and rural groups is different, leading to the difference in the effect of digital information technology on poverty reduction of multidimensional poverty. Based on the results of the study, we believe that the use of digital information technology has actually improved the multi-dimensional poverty status of all groups, and social capital plays a key mediating role in it. Relying on the progress of digital information technology, we can build more convenient social network. Establish more adequate channels of information communication, enhance social trust and social participation, and alleviate multidimensional poverty.

The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

This paper aims to investigate public school teachers’ comments about the educational use of Digital Information and Communication Technologies (DICT). The theoretical framework is based on the research carried out language and discourse and studies on teacher education and the use of digital technologies. An interpretive approach was found suitable in this research. The results suggest that teachers justify the use of technology as a way to illustrate or exemplify a given topic taught in the classroom and as a strategy to motivate students’ participation in school activities. It was also shown that teachers see a gap between the school and the advancements of society and acknowledge the need for changes in the educational environment. Keywords: Digital Information and Communication Technologies, teachers, comments.

Um dos grandes desafios no campo educacional atual é articular as possibilidades geradas pelas mídias e tecnologias a fim de potencializar os processos políticos e estéticos dos conteúdos escolares de uma sociedade em constante transformação. A formação inicial – e continuada – deve oportunizar o enfrentar desse desafio para que tenhamos implicações da utilização dessas tecnologias no contexto escolar. Este escrito é um relato de experiência que disserta sobre a utilização das Tecnologias Digitais de Informação e Comunicação (TDICs) para mediar o processo didático pedagógico das “práticas corporais” junto ao processo formativo de professores de Educação Física da Universidade Federal de Sergipe (UFS). O texto se propõe contar três experiências: (1) vídeo-minuto, (2) tutorial para ensino das provas de atletismo e (3) as experiências com o cinema/audiovisual em disciplinas específicas. Conclui-se que o tempo presente exige a abertura àquilo que a mídia-educação, enquanto conhecimento e prática pedagógica, oferece ao campo educacional e investigativo. As experiências aqui relatadas foram pensadas no sentido de impactar nas práticas pedagógicas desses futuros professores quanto atuarem, posteriormente, na escola.

Gender issues and severe related problems have been discussed in the context of using modern technologies over a long period of time. Similar discussions have concerned science teaching, especially the problems of physics education and female students. Finland has been one of the most advanced countries in the implementation of modern technologies, but even here there are several open problems. We have collected data on the use of different pedagogical approaches in modern learning environments in the context of science teaching. We have national survey data from Finland (3,626 lower secondary school students and 184 teachers, and 2,661 upper secondary school students and 81 teachers). These data show that both teachers and students have rather similar ideas about the need to develop versatile pedagogical approaches including the more active use of e-learning tools and tools available for modern science classrooms like Microcomputer Based Laboratory. This means also that a balance is needed in the roles of virtual and real components of learning environments. Male students were dissatisfied with the present situation of e-learning in science. Both genders wished for more frequent e-learning with more variety. We even performed a case study actively engaging in developing science teaching in a modern learning environment yielding more detailed and qualitative data in the context of a virtual school project. We discuss the benefits of such a research-and-development project even for inservice training of teachers.Key wordsICT useself-evaluationscience teachinggender