Development Of Digital Literacy Skills Research Articles

A digital narrative study concerning global crisis period: The pandemic's impact on the domestic responsibilities of women health workers in Türkiye

The COVID-19 pandemic has exerted a profound influence on female healthcare workers, resulting in a notable escalation in the time allocated to domestic duties and unpaid household labor. This study delves into the professional and personal experiences of these women through the medium of digital narratives. Employing interpretive analysis within a phenomenological framework, the research scrutinized six female healthcare workers, all of whom were mothers of children under the age of 18. The investigation revealed that the pandemic has exacerbated existing gender disparities, manifesting in an increased burden of unpaid domestic responsibilities coupled with a concomitant reduction in personal time. Moreover, the utilization of digital narratives emerged as a multifaceted tool, not only facilitating socialization among healthcare workers but also nurturing their well-being and fostering the development of digital literacy skills.

ИННОВАЦИОННЫЕ ПОДХОДЫ К ИСПОЛЬЗОВАНИЮ МУЛЬТИМЕДИЙНЫХ ТЕХНОЛОГИЙ В ОБУЧЕНИИ ИНФОРМАТИКЕ

This article discusses the issue of innovative approaches to the use of multimedia technologies in computer science education. In the context of modern education, where digitalization is playing an increasingly important role, exploring the possibilities of various methods and strategies is becoming an urgent task. The approaches discussed in the article, in turn, can improve the effectiveness of teaching computer science using multimedia resources. The article discusses topics such as a game-based approach to learning, virtual and augmented reality, interactive learning materials, machine learning and artificial intelligence, as well as project-based learning and collaboration. Providing an overview of current trends and best practices, the article aims to introduce innovative methods into the educational process, contributing to a deeper understanding of computer science and the development of digital literacy skills among students.

The Influence of Teacher Training, Curriculum Development, and Technological Integration on Student Academic Achievement

This study explores the influence of teacher training, curriculum development, and technological integration on student academic achievement. Through an extensive review of existing literature and case studies, the research aims to understand how these three factors interact to enhance educational outcomes in various academic settings. Technological integration in education is shown to have a significant impact on student academic achievement. The study reveals that the effective use of technology in the classroom can enhance learning by providing interactive and personalized educational experiences. Technology enables access to a wealth of resources and supports diverse learning styles, thereby improving engagement and comprehension. The integration of technology also encourages the development of digital literacy skills, which are essential in the modern world. In conclusion, the synergistic effects of teacher training, curriculum development, and technological integration are pivotal in promoting student academic achievement. The study suggests that educational policies and practices should focus on enhancing these elements to foster an enriching and effective learning environment. Future research should investigate the specific impacts of these factors in different educational contexts to inform targeted interventions and improvements in academic achievement.

The Role of Digital Literacy in Islamic Religious Education Learning in the Technology Era at MAN 3 Banyuwangi

Islamic education is an important aspect of the MAN 3 Banyuwangi curriculum, which is now faced with challenges and opportunities with the development digital technology. In this era, digital literacy is becoming a crucial factor in facilitating the Islamic religious learning process in schools. Study This aim is to deepen the role deep digital literacy context learning Islamic religious education at MAN 3 Banyuwangi. With a qualitative approach, research This utilizes interviews, observations, and analysis content to explore how digital literacy influences and is implemented in Islamic religious learning in schools. Findings from the study This discloses that digital literacy plays an important role in increasing the quality of Islamic religious learning at MAN 3 Banyuwangi. Teachers use various digital resources, such as learning videos and Islamic religious websites, to enrich their experience. Study, student. Students are also actively using technology to look for information and discussion about the Islamic religion. However, there are also challenges related to accessibility, technology, and the development of digital literacy skills among students. This study also highlights the importance of integrating technology into the curriculum of Islamic religious education at MAN 3 Banyuwangi. By utilizing digital literacy effectively, schools can increase understanding and experience. Study students related to the Islamic religion. Study This contributes to our understanding of how technology can be used to enrich Islamic religious learning at MAN 3 Banyuwangi, as well as the associated challenges and strategies with the integration deep digital literacy in Islamic education.

Development of Digital Literacy Skills among Learners in Public Primary Schools in Homabay County, Kenya

Digital literacy direct learners towards innovative, creative and transformational learning in the 21st century. It is one of the core competency in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78 teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation schedule. Descriptive statistics were used to analyse quantitative and qualitative data. Some of the key findings of the study were majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’ digital skills

Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context

This research investigates the relationship between Pedagogical Innovation (PED), Curricular Adaptation (CUR), Local Wisdom Approach (LWA), and Digital Literacy (DIGLI) in Early Childhood Education, aligns with Sustainable Development Goals (SDGs), promoting quality education (SDG 4), fostering cultural inclusion, and advocating for sustainable partnerships to address limitations and enhance global understanding in Banten, Indonesia. Employing a quantitative method, a sample of 220 participants, including teachers, parents, and education stakeholders, was surveyed from July to August 2023. The main findings reveal significant impacts of PED and CUR on both the LWA and DIGLI. Moreover, the LWA mediates the relationships between PED and DIGLI, as well as CUR and DIGLI. Implications of this research highlight the pivotal role of integrating cultural values for optimizing the effects of innovative teaching methods and adaptive curricula on the development of digital literacy skills among young learners. Limitations include the study's geographical specificity to Banten, potential response bias in the self-report survey, and the cross-sectional design limiting temporal insights. Future prospects involve expanding the study's geographical scope, incorporating qualitative methodologies, and conducting longitudinal analyses to provide a more comprehensive understanding of the complex dynamics in Early Childhood Education.

Navigating the digital frontier: safeguarding educational spaces and cultivating digital literacy

The article discusses the basic principles of organizing a safe information and educational environment. In an era defined by technological progress and an increasingly interconnected world, the landscape of education has undergone profound changes. As classrooms move beyond traditional physical boundaries into the digital realm, the need for a safe educational environment and the development of digital literacy skills becomes paramount.

Imperatives of Online Learning in Tertiary Institutions During COVID-19 Pandemic

The COVID-19 pandemic precipitated a seismic shift in the global educational landscape, compelling tertiary institutions to swiftly adopt online teaching and learning as a critical imperative. This abstract explores the multifaceted imperatives that drove this transformative change. Firstly, the pandemic necessitated the continuity of education, prompting universities and colleges to transition to online modalities to mitigate learning disruption. Second, online learning emerged as a means to bridge the digital divide, enabling access to education for students in remote or underserved areas. Furthermore, online education contributed to safeguarding the health and well-being of students and educators by reducing physical interactions and adhering to safety measures. Flexibility became paramount during the pandemic, and online learning provided a versatile platform. It allowed for varied instructional approaches, synchronous and asynchronous learning, and adaptive strategies to cater to diverse student needs. The pandemic also accelerated the development of digital literacy skills among both students and educators, preparing them for an increasingly technology-driven future. Lastly, the imperative to foster innovation in education emerged, as educators and institutions explored new pedagogical techniques and technology tools to engage students effectively in the online realm. In conclusion, the imperatives of online teaching and learning in tertiary institutions during the COVID-19 pandemic encompassed ensuring educational continuity, addressing digital disparities, prioritizing health and safety, offering flexibility, enhancing digital literacy, and stimulating innovation. These imperatives have reshaped the landscape of higher education, leaving a lasting impact on the future of teaching and learning.

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.

Digital poetry for adult English learners with limited education: Possibilities in language learning, literacy development and interculturality

Studies on the role of digital technology in teaching and learning English tend to focus on secondary or higher education contexts and/or with literate or educated students. The recent global pandemic has highlighted the urgent need to advance digital equity and inclusion for adult learners with limited education and literacy. Despite their basic digital, language and literacy skills, classroom observations and studies have challenged stereotypes of this cohort of students’ limited capacity for online learning (Pobega, 2020; Tour et al, 2021). This paper will discuss a digital literacy project which involved poetry writing using an online book creator app with adult learners with limited English print literacy skills. Moving beyond merely mastering the mechanics of digital technologies (Kern, 2015), this project was an exploration of how language classrooms can be set up as supportive spaces where adult English learners perform “social acts of meaning mediated by the creation of texts” (Bhatt, 2012). Drawing on their personal histories, the learners made connections with the people, events, and spaces, from their past and present, emphasising the need to focus on human connections in language learning and the development of digital literacy skills (Guillén et al, 2020). Through poetry as a familiar literary form, the project serves to expand and strengthen the epistemic contribution capability (Fricker, 2015) of English learners with limited education and print literacy skills.

Impact of Integrating Information Technology in Teaching English in College of Education: A Systematic Review

This systematic review investigates the influence of incorporating information technology (IT) in teaching English in higher education settings. With the rapid growth of technology, its integration in education has garnered considerable attention, and this study aims to offer a complete overview of the consequences of IT integration in the context of English language training. The review takes a systematic approach, identifying, selecting, and analysing relevant scientific articles published between 2010 and 2021. The findings highlight many significant areas where IT integration has considerably impacted English teaching in college settings. These areas include improved language acquisition, higher student engagement and motivation, increased access to learning resources, and the development of digital literacy skills. Furthermore, the assessment cites various problems connected with IT integration, such as technical issues, teacher training requirements, and potential technological access disparities. The findings emphasise the importance of careful preparation, pedagogical considerations, and ongoing assistance to effectively integrate IT in teaching English in college settings. This systematic review adds to the existing literature by synthesising and evaluating current knowledge on the subject, providing valuable insights for educators, policymakers, and researchers interested in leveraging information technology to improve English language instruction in higher education institutions.

E-learning as a mediating tool to support interactive professional learning of teacher educators

ABSTRACT This paper examines the development of e-learning mediating tool(s) for an online professional development programme, focusing on sustainability and teacher education, implemented across 11 countries in the southern African region. The paper focuses on how we approached the design and development of an online mediating tool(s) for interactive, situated learning that seeks to support sustainability practices and engagement of teacher educators at a local level while learning together with others across national borders. Using cultural historical activity theory, we elaborate on our understanding of mediation and then focus on the design and the development of the e-learning mediating tool, which we describe as an expansive learning process in our research and practice community. Our main finding is that to establish an interactive learning environment for situated, transformative learning in teacher education settings requires a comprehensive complex process of collaborative learning supported by a range of e-learning mediation tools, that are complemented by on-site engagement and support in communities of practice. We conclude that the successful deployment and use of an e-learning mediating tool depends on interconnected learning systems that is supported by the development of digital literacy skills, continuous online support, and similar communication tools.

Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities

While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to the acceptance of artificial intelligence (AI) in institutions of higher learning. As such, this study sought to explore global South academics’ reported AI-related challenges in the language education domain from published literature. To achieve this, the researchers employed a literature review methodology which entailed meticulous searches for published literature using key words. The challenges reported in literature revealed four broad challenges namely limited language options, academic dishonesty, biases and lack of accountability, and laziness among students and lecturers. Based on these findings, the study recommended that there be an urgent prioritisation of the development of AI-based language education tools that are specifically tailored to the needs and contexts of learners in the global South. The study also recommended the development of accessible and affordable AI-based language education tools, that will promote the development of digital literacy skills among educators and learners in the global South.

UMUMIY O‘RTA TAʼLIM MAKTAB O‘QUVCHILARINI KASBGA YO‘NALTIRISH MEXANIZMLARINI TAKOMILLASHTIRISH

Mazkur maqolada bugungi kunda umumiy o‘rta taʼlim maktablarida o‘quvchilarning qiziqishlarini aniqlash, ularni kasbga yo‘naltirish borasida olib borilayotgan ishlar, erishilgan natijalar, mavjud muammolar va amalga oshirilishi lozim bo‘lgan vazifalar yoritilgan. Tadqiqot jarayonida o‘quvchilarni qiziqishlarini aniqlash va kasbga yo‘naltirish bo‘yicha Germaniya, Buyuk Britaniya, Rossiya davlatlari tajribalari o‘rganilgan. O‘rganish va tahlil natijalari asosida O‘zbekiston uchun mos bo‘lgan yangi elektron tizim — “Individual tashxislash tizimi”ni yaratish taklif etilgan. Tizim orqali o‘quvchilarning qiziqishlarini aniqlash, ularni kasbga yo‘naltirish bo‘yicha tizimli monitoring olib borish ko‘rsatilgan. Mazkur platformani ishga tushirishda erishiladigan natijalar bayon etilgan.

Transformasi Pendidikan Agama Islam di Era Digital: Implementasi Literasi Digital dalam Pembelajaran di Wilayah Banyumas

This study aims to analyze the implementation of digital literacy in learning Islamic Religious Education in Banyumas through planning and implementation. Against the background of the need for the development of digital literacy skills for students in facing the digital era, this study identifies structured planning and implementation that involves technology and digital media as important factors in increasing learning effectiveness. The research method used is a case study involving SMK Negeri 1 Kaligondang as a research subject. The results of the study show that good planning and implementation that is integrated with technology have had a positive impact in improving the quality of Islamic Religious Education learning, preparing students to face technological changes, and enriching their understanding of Islam. The conclusions from this study emphasize the urgency of implementing digital literacy in learning Islamic Religious Education in Banyumas as an effort to optimize the use of technology and digital media in enhancing Islamic religious learning that is relevant to students' lives in this digital era.

EXAMINATION OF DIGITAL LITERACY SKILLS OF UNDERGRADUATE STUDENTS ACCORDING TO VARIOUS VARIABLES

The purpose of this research was aimed to determine the digital literacy skills of undergraduate students studying in different departments of the university according to the variables of gender, type of faculty, and daily internet use. In order to achieve this goal, 388 undergraduate students studying at the Faculty of Education, Faculty of Health Sciences, and Faculty of Economics and Administrative Sciences at İzmir Democracy University were determined as participants. The “Personal Information Form” prepared by the researchers and the “Digital Literacy Scale (DLS)” developed by Bayrakcı & Narmanlıoğlu (2021) and consisting of six sub-dimensions were used as data collection tools. According to the findings of the research, it was determined that the digital literacy levels of the students were moderate. When examined according to the gender variable, a significant difference was found between female and male students in the sub-dimensions of digital literacy levels. When examined according to the faculty variable, it was determined that there was a significant difference between the sub-dimensions of digital literacy levels, Daily Use, Professional Production, and Privacy and Security. As a result of the research, according to the daily internet usage variable, a significant difference was found between the General Knowledge and Functional Skills sub-dimensions of the digital literacy levels of the students according to the daily internet usage time. It is expected that the results obtained will contribute to the literature and draw attention to the development of digital literacy skills of university students.

Chinese Students’ Use of Digital Resources for Their Learning in UK Higher Education

This paper explores Chinese students’ use of digital resources during their postgraduate studies in the UK. The study is important in contemporary Higher Education (HE) context where internet-based technologies, resources, online platforms and digital devices play a significant role in providing access to learning resources. A significant portion of students in HE also come from diverse cultures with arguably varying orientations to learning and using technologies. Based on qualitative data collected from focus group interviews with Chinese postgraduate students at Leicester, we explore some of the challenges that they face during their transition from learning in China (Nguyen et al., 2006; Leedham, 2015) to the UK HE learning environment. We identify the strategies that these students use, including a variety of digital tools and resources that they use to help in their formal studies during and beyond this transition stage. We also highlight their development of digital literacy skills and the responsibility that the UK HEIs have in this regard.

An Investigation of EAP Teachers’ Views and Experiences of E-Learning Technology

The near universal use of electronic learning (e-learning) in higher education (HE) today requires that students and teachers are equipped with the requisite digital literacy skills. The small-scale pilot study we report on here explored the views and experiences of EAP (English for Academic Purposes) teachers regarding their development of digital literacy skills, their application of e-learning technology in their teaching, and their perceptions of its value as a learning tool—areas on which there has been little research to date. A convergent parallel mixed methods approach was adopted, in which a survey was administered to the research participants and a follow-up focus group conducted. The data were analysed, with findings revealing that the EAP practitioners surveyed utilised a range of online tools such as video, plagiarism software and corpus linguistics tools. A number of benefits and limitations associated with e-learning were cited by participants, including increased student engagement and motivation, the development of learner autonomy, and the cultural capital it represented in respect of students’ future careers. Meanwhile, the limitations identified included a lack of time for teachers to develop digital literacy and insufficient pre- and in-service training opportunities focused on the effective use of digital technologies and managing technical issues. We conclude with a series of recommendations to facilitate EAP teachers’ development and use of e-learning in their practice.

Development of students’ digital literacy skills through digital storytelling with mobile devices

ABSTRACT Developing digital literacy skills is essential for 21st century learning, working and living. Emerging mobile technologies provide affordances that can be leveraged to advance these skills in a school educational setting. Digital literacy in the context of this paper encompasses media literacy, visual literacy, technology tools literacy and traditional literacy. This paper reports on a project designed to evaluate the development of digital literacy skills through digital storytelling with mobile technology tools (iPads and relevant apps). This approach involves primary school students conducting research, collecting and analysing data, and presenting their findings in the format of a digital story. The participating students planned, developed and presented their digital stories in a way that showcased their research skills, designs thinking and digital literacy skills. Results suggested that digital storytelling with mobile technologies contributes to the development of students’ digital literacy skills by enabling them to (a) access information at anytime and anywhere, (b) test their assumptions and reflect on their thinking, (c) represent and share their ideas and solutions to problems, and (d) receive feedback from peers and teachers.

The Sundanese Head Tie as a Sundanese Political Brand Identity in Indonesia(Biographical Study of Dedi Mulyadi's Politicians 2003-2018)

Brand identity is usually claimed on a product, even though an individual is primarily a public figure who needs his own identity so that it is in the minds of the community or its supporters, so the writer limits the research focus to the "Iket Sunda" (Sundanese headband) used by Dedi Mulyadi as a politician who succeeded in building a lead in Purwakarta Regency in West Java, Indonesia, from a city that passively became a city that was active in the community and crowded. While the purpose of this study was to find out the Brand Identity of Politicians Dedi Mulyadi through the Sundanese Typical Head Tie. This study uses a qualitative method with a biographical study approach, a factual description of social phenomena through a constructivist paradigm. The results of this study that the author found were two aspects that did not yet exist in Kapferer's The Six Facets Prism Brand Identity, namely the Standard and Professional aspects as forming the Eight Facets Prism - Political Brand Identity. Called Octagon of Political Brand Identity. There are findings of novelty research results. The research on this biography study is still fairly rare, so it is original, originating from the main subject, Dedi Mulyadi and validated by living witnesses and material from trusted online media coverage in Indonesia and so that they can add reference to the field of communication, especially in the narrative study approach.