Digital Proficiency Research Articles

Vertical Studio

Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

Digitalization and Labor Market—A Perspective within the Framework of Pandemic Crisis

The current pandemic crisis, which is far from being over, has led to a significant paradigm shift in economics. In a turbulent environment in which the labor market has encountered a long series of changes generated by the processes of automation, robotization and digitalization, the COVID-19 pandemic has revealed that a workforce with digital skills can quickly adjust to new circumstances. Since novel issues, such as restrictions on internal movement and distorted supply chains, put major stress on the labor market, it seems that there is an urgent need for reshaping economies and following up-to-date technological trends. Moreover, prior to the COVID-19 pandemic, a significant number of scholars and policymakers expressed their concerns about the volatility of employment and the weak ability of labor to adapt to new types of jobs. Within this framework, our paper aims to analyze the plausible impacts of digital efficiency on the future development of the labor market. Based upon the assumption that employment is facing ongoing challenges and the labor market is constantly being reshaped by technological trends, our study attempts to provide a pragmatic analysis of the effects of digital skills and the use of the Internet on salaries and wages in EU member states. Since, according to our results, the levels of salaries and wages are strongly correlated with digital proficiency and Internet usage, a consistent effort to increase the digital skills of individuals may be required to achieve a more effective and flexible labor market.

The STEM teachers' course "Development of virtual and augmented reality software"

The experience of creating and utilizing learning materials for the construction of virtual reality (VR) and augmented reality (AR) systems for aspiring STEM teachers is examined in the paper. For the creation of instructional materials, the Unity visual design environment, Visual Studio for programming, and the Google VR and Vuforia platforms were selected. The page provides a description of the course's material. The study examines the course participants' perceptions. As a qualitative data collecting technique, interviews were used to gather the research data. To sum up, the course's creation encourages the growth of digital proficiency in the creation and application of cutting-edge teaching tools.

Educational Response Toward Covid-19 Pandemic: Perception, Problems and Prospects; A Bangladeshi Context


 
 
 
 This study set out to unearth the perception regarding the effectiveness of online education, problems and future prospects of online education according to the teachers and students of Higher education institutions of Bangladesh during the covid-19 pandemic situation. The present study is conducted in two stages. The first stage was examining the existing literature on Education’s (Teaching-Learning) response during the Covid-19 pandemic situation; and in phase 2, one structured questionnaire was administered to elicit responses from students from two different universities in Bangladesh and one semi-structured questionnaire were administered to bring forth responses from teachers of different higher education institutions of Bangladesh. random sampling and the snowball technique were used to develop the sample of 118 respondents with a response rate of 44.03 percent. Teachers and students both have positive attitude toward online education during pandemic situation mostly because of safety issue. Positive relationship is found between the level of proficiency of teaching technology and the level of comfort in online teachings among teachers of higher education. Moreover, there are multiple issues at hand to resolve and move forward such as: developing digital proficiency of both teachers and students, ensuring better students’ engagement, employing effective and authentic evaluation process, remodeling pedagogy and learning instruments, ensuring quality internet facility at affordable price for all the concerned stakeholders. Current study would help the education practitioners to focus on improving the current issues and thus making the policy regarding teaching during and after pandemic situation owing to the fact that, evidences suggest that, world’s education practice is moving toward blended learning (a combination of online and offline, on campus learning). Whereas, several studies have been carried out to reveal the prospects and challenges in the field of education during Covid-19 pandemic. The currents study synthesizes the major contributions and highlights the issues regarding the educational response toward Covid-19 Pandemic around the world. Moreover, this study reveals the problems and prospects of online education during and post Covid-19 era in a third world like Bangladesh. 
 
 
 
 

Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

The current pandemic crisis the world is living in has brought new and emerging challenges to teachers, making it essential to acquire digital skills, especially in virtual learning environments and online technologies. In this sense, from the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by Dias-Trindade, Moreira, and Nunes (2019), the research presented in this paper aims to identify the most fragile and robust areas of digital skills of primary and secondary education (ISCED) perceived by teachers in Portugal. The quantitative methodological approach emphasizes teachers' perception of their digital skills in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students' competences and involved 434 teachers from mainland Portugal and the Autonomous Regions. The results allow us to conclude that teachers have an overall moderate level of digital proficiency – level B1 - Integrators – and the dimensions pedagogical competences and students’ competences are those where teachers have more weaknesses than in other levels. From a panorama observed before the onset of the COVID-19 pandemic, it is possible to understand their needs regarding work that involves digital technologies at different moments in the teaching activity. The results thus, show the need for teachers to increase their level of digital competence through specific training and the importance of developing public policies that prepare teachers for a more digital school.

Digital Literacy and Electronic Business

Digital literacy is a term that traditionally describes the extent to which a person is able to use interactive digital devices for living and working, such as computers and smartphones, as well as services delivered through these devices. The advent of the digital society at large and electronic business, specifically in the past decades, has broadened the use of digital devices beyond the isolated uses of working and simple communication; this advent has created digital ecosystems in which workers and consumers are embedded to various degrees, such as social media platforms or integrated shopping and media platforms. This embedding implies that a traditional, narrow notion of digital literacy needs to be extended and made more precise. For this purpose, we use the related notions of digital dexterity, digital proficiency and digital awareness. The term digital dexterity describes the extent to which an individual can handle or operate digital devices or services from a physical perspective. The term digital proficiency describes the extent to which an individual can use digital means to effectively and efficiently facilitate their living and working. The term digital awareness describes the extent to which individuals can understand what their position in digital ecosystems is, including the opportunities and threats of participating in these ecosystems. Digital literacy in the modern, broad interpretation is then the combination of digital dexterity, digital proficiency and digital awareness.

Acquiring Digital Proficiency in Teacher Education

In this commentary, we look at digital technology use in teacher education and practice, theoretical foundations, definitions, and digital competence frameworks in an educational context. With rapid changes in the domain of technology classroom teaching, teachers need to learn and adapt quickly. We argue that a more comprehensive approach to understanding how student-teacher learning with technology is needed.

ФОРМИРОВАНИЕ ЦИФРОВОЙ КУЛЬТУРЫ ОБУЧАЮЩИХСЯ В ВОЕННОМ ВУЗЕ

The article considers the problem of introducing new digital technologies which is relevant for the Armed Forces of Russia. Military university students are required to receive training in working with high-tech equipment, monitoring the work of computerized military equipment, and comply with regulations for the professional information protection. The training of competent military professionals requires the synthesis of theoretical and practical training implemented through digital technologies. Components of students’ digital proficiency and approaches to their formation are considered. The results of surveys of digital proficiency formation among students and teachers of a military educational institution are presented. The hypothesis is confirmed that the introduction of FSES 3++ will provide for the training of competent military professionals with digital proficiency.

Digital Proficiency and Psychological Well-Being in Online Learning: Experiences of First-Generation College Students and Their Peers

The study examines the role of digital proficiency in relation to psychological well-being of a vulnerable population—first-generation college students (FGS)—and their counterparts, continuing-education students, in online learning during the coronavirus pandemic (COVID-19). Informed by positive computing and FGS studies, this paper empirically tests a model of three key influencing factors by using a data sample (n = 309) collected from a minority-serving university in the U.S. in April 2020. Our data analysis confirms that FGS underperformed in digital proficiency, compared to their peers. Moreover, digital proficiency had a significant effect on individual psychological well-being, regardless of a student’s generational status. Our paper contributes to the positive computing research by empirically demonstrating the association between users’ technology competence and psychological well-being. Practically, our findings highlight the importance of implementing educational programs and policies to promote the digital skills and well-being of underserved students such as FGS in college education.

Customized Approach to Teaching Professional Communication in Foreign Languages

Today we address the summit on behalf of MGIMO University which is very young in comparison with Oxford or Moscow State University but which has gained enough positive experience in providing high level knowledge, professional skills and competence in different humanitarian areas. And this experience deserves to be shared with the academic community.MGIMO as the Moscow State Institute of International Relations was founded in 1944. And since then it has focused on delivering highly qualified specialists in different spheres of international activities which have always been employed in government and business structures of high levels. Though MGIMO has never been considered a linguistic higher educational institution, the University can be proud of profound foreign language training which has always been an essential part of professional training of its graduates.The University provides a 52 foreign language training for general, special and academic purposes.A customized approach to foreign language training is implemented by means of professional practice and efficiency oriented educational programs, which focus on professional communication and cultural aspects of education. Language training at MGIMO is based on the European system of language proficiency levels as well as on the criteria and scales of professional competences in foreign languages elaborated by the universities with the consideration of labour market needs and requirements of potential employers.This year the COVID-19 pandemic has brought new challenges. The recent developments in the sphere of health and life security have had a great and irreversible impact on workings of MGIMO as well as all universities and other educational establishments. In order to provide continuous educational process the university was forced to introduce urgent measures. First of all, the organization of distant learning, including provision for adequate information technologies and tools, new e-content of traditional language training courses.Secondly, it was necessary to build up new e-learning environment, which in its turn urged educators to adapt the traditional teaching methods and elaborate new approaches to collaboration and interaction with students in virtual environment. These two challenges caused great concentration of cognitive and emotional abilities of both students and educators. Fortunately, long before the pandemic broke out the leadership of the university had devoted much attention to technological renovation of MGIMO and introduction of digital mechanisms of effective teaching and learning. Now MGIMO University is actively elaborating its educational platform - ed.mgimo.ru. The students and educators have been taught special courses to master their digital proficiency.It’s worth mentioning that MGIMO unites professionals who are conducting active scientific research in the spheres of modern languages, professional communication, foreign language training.

Evaluation of the Digital Proficiency Level of Teachers from the Federal Institutes of the State of Maranhão

This scientific investigation aims to evaluate the relationship between technology and digital competences in education in the teaching-learning process in educational institutions in the contemporary world, whose fundamental function is the intellectual and professional training of the subjects. In this sense, the work entitled “Evaluation of the level of digital proficiency of teachers at Federal Institutes of Maranhão”, sought to assess the level of digital proficiency of teachers at Campi of Federal Institutes in the State of Maranhão. The questionnaire proposed by DigCompEdu “CheckIn” EU Science Hub (Science Center of the European Union) was used to analyze the self-reflection of professors at Federal Institutes in the State of Maranhão.

Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

PurposeThis paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International Society for Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of Karachi, Pakistan.Design/methodology/approachQuantitative approach with survey research design was used. In total, 520 teachers of public and private universities were selected on the basis of simple random sampling technique. Data was collected through questionnaire distribution.FindingsStrong significant correlation was found between teacher’ TPACK and teachers’ technology proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital citizenship and responsibilities in students.Originality/valueTPACK and ISTE-ST are used for effective teaching. TPACK is used to measure teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and teachers’ ability to engage themselves in professional development program.

Digitalization and the Writing Classroom: A Reflection on Clasroom Practices

This paper outlines the educational benefits of creating digital stories for a variety of academic purposes as well as the professional need for students to develop and showcase digital proficiency. Digital stories fall under the category of multimodal composition and new media studies, and they encourage students to expand their digital literacy skills while reconceptualizing ways in which traditional writing projects can appeal to a broader audience. The article also addresses some of the classroom challenges teachers may face when trying to implement the practice and some practical resources that might assist teachers to integrate digital stories into their classrooms.

Financial literacy and its influence on internet banking behavior

This paper presents the survey results for financial literacy among Cypriot adults and reports their financial aptitude and behaviour. Additionally, it investigates for the first time the implications of financial literacy on respondents’ usage of digital financial services, particularly internet banking (i-banking). The focus is on Cyprus, a country that experienced an unprecedented financial crisis in 2013 that resulted in a bail-in and an enormous subsequent shrinkage of the banking sector. Cypriot consumers face an ever-increasing need for financial sophistication to effectively utilise and manage digital banking services. Neverthless, financial literacy is still low in Cyprus, whereby only 37.33% of survey respondents showed proficiency in financial knowledge. The findings indicate that there is a statistically positive relationship between the levels of financial knowledge and the frequency of i-banking use. More importantly, financially illiterate consumers appear to report far more often than their financially literate peers the lack of trust in i-banking, as well as a lack of self-confidence in financial and digital skills as the main reasons for not using this service. The findings highlight the interplay between financial literacy and digital proficiency, and their implication on individuals’ use of i-banking services.

Content validity analysis of the computer proficiency and mobile proficiency questionnaires: Study on proposed Brazilian Portuguese version translated and culturally adapted

AbstractBackgroundDigital technologies can enhance benefits in healthcare. Its use is increasingly present in elderly people daily life. Being a proficient user maybe important for social communication and independent living, and additionally can bring benefits to researchers in testing patients outside the office. The Computer Proficiency (CPQ) and the Mobile Proficiency Questionnaires (MDPQ) proved to be useful in English (United States) and Spanish (Spain) speakers to quantify the degree of proficiency in electronic devices in adults. We lack instruments to measure this in Portuguese.MethodFollowing established practices, an instrument translation from English to Portuguese was prepared by a Brazilian bilingual neurologist. Then, a back‐translation was performed by 2 other specialists for additional adjustments. Afterwards, a panel of 7 experts (4 Cognition and Behavioral neurologists, 1 geriatric psychiatrist, and 1 information technology PhD) categorized the questionnaires items to calculate the Face Validity Index (FVI) for language clarity, and the Content Validity Index (CVI) for practical and theoretical relevance for both individual items (i‐CVI) and whole scales (S‐CVI).ResultThe results of the translation are shown in the tables (final version in Portuguese included). The comparative back translations obtained good equivalences. The experts group proposed small changes in the use of idiom in a few questionnaires’ items. The expert consensus for the translation assertiveness was considered very good (S‐FVI/Average CPQ=0.96 and MDPQ=0.99), with high levels of unanimous agreement (S‐FVI/UA of 81% and 95%, respectively). The S‐CVI/Ave were considered good for practical (CPQ=0.86 and MDPQ=0.93) and theoretical relevance (CPQ=0.81 and MDPQ=0.85), although the experts’ unanimous agreement was considerably lower.ConclusionThe CPQ and MDPQ questionnaires in their Brazilian Portuguese versions achieved satisfactory translated content quality and language clarity. They will need consequent validation and reliability studies in our population. Small changes to better improve the questionnaires in our language are discussed. We aim they can provide a useful tool for Brazilian research on digital devices. Correlation with demographic, cognitive, and functionality data may provide more information on how digital proficiency can be useful to track our patients.

Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.

Digital Proficiency Is Not a Significant Barrier for Taking Up Hearing Services With a Hybrid Online and Face-to-Face Model.

Purpose The aim of this study was to determine the effect of self-perceived digital proficiency on the uptake of hearing services through a hybrid online and face-to-face hearing health care model. Method Adults were recruited via online methods to complete an online hearing screening test within the greater Durban area in South Africa. On submission of contact details after failing the screening, contact was made via telephone to assess readiness for further hearing care. If motivated and willing to continue, a face-to-face appointment for diagnostic hearing testing was confirmed, at which time an e-mail with an online mobile device and computer proficiency survey was sent. Hearing services were offered using combined online and face-to-face methods. Results Within 2 years (June 2017 to June 2019), 1,259 people from the target location submitted their details for the clinic audiologist to contact, of whom 931 participants (73.95%) failed the screening test. Of these participants, 5.69% (53/931, 57.41% men) attended a face-to-face diagnostic hearing evaluation. Mobile device and computer proficiency scores were not a predictor of acquiring hearing services. Age was the only significant predictor (p = .018) for those continuing with hearing care. Patients who continued with hearing care by acquiring hearing aids and support services were older (M = 73.63 years, SD = 11.62) and on average aware of their hearing loss for a longer time (M = 14.71 years, SD = 15.77), as compared to those who discontinued hearing health care who were younger (M = 59.21 years, SD = 14.42) and on average aware of their hearing loss for a shorter time (M = 6.37 years, SD = 9.26). Conclusions Digital proficiency is not a predictor for acquiring hearing services through a hybrid online and face-to-face hearing care model. Hybrid services could allow professionals to assist patients in a combination of face-to-face and online services tailored to meet individual needs, including convenience and personalized care.

Digital Proficiency and Teleaudiology: Key Implications in Hearing Care

Digital Proficiency and Teleaudiology: Key Implications in Hearing Care

Telemedicine and Health Disparities During COVID-19.

* Abbreviations: ASL — : American Sign Language COVID-19 — : coronavirus disease 2019 ED — : emergency department The coronavirus disease 2019 (COVID-19) pandemic has resulted in rapid and large-scale expansion of telemedicine. At a time when physical contact with the medical system poses a risk of infection, telemedicine offers a vehicle for delivering medical care at a safe social distance. It allows for attention to acute concerns as well as routine screening for medical and social needs, which may be heightened during this time. For families with limited resources, telemedicine offers particular advantages, obviating the need for transportation, child care, and additional time needed for in-person office visits. For these reasons, telemedicine has been proposed as a solution to health care inequities in the past and implemented with success in select populations.1 Although the promise of telemedicine is an expansion of access, reliance on technology is likely to highlight existing vulnerabilities and widen disparities if precautions are not taken. Previous reports have outlined how technology-based solutions are highly susceptible to intervention-generated inequalities driven by underlying inequalities in access and uptake.2 Because rollout of telemedicine on this scale is unprecedented, the use of telemedicine in ambulatory settings during this time may illuminate important lessons for the field of telemedicine as a whole. As medical systems have shifted resources … Address correspondence to Michelle W. Katzow, MD, MS, 410 Lakeville Rd, Suite 311, New Hyde Park, NY 11040. E-mail: mkatzow{at}northwell.edu

Additive Manufacturing Technologies in Restoration

The current advancement of this research within the construction sector is the missing link for bridging the gap between the digitisation of building processes and the fabrication of architectural components. Renewed market needs and contemporary design languages require increasingly in-depth digital proficiency for the management of representation and production. The primary challenge of turning digital data into matter in the building design field must be overcome in order to demonstrate a possible transfer of benefits for new constructions, or interventions on existing buildings. The scientific community unanimously states the importance of deepening the most updated digital fabrication systems. With the aim of elaborating a methodological approach that prevents the technique from prevailing over the cultural assets a project requires, the present study proposes an innovative workflow for restoration projects on culturally relevant architecture in a state of degradation.