ABSTRACT
Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments. Individual students, supported by other students in a facilitated "Story Circle", create short videos using digital devices, still images, and a cloud-based video editor in response to a targeted story prompt. The DS process aligns closely with an emerging trend in universities to instil in their students both critical reflection skills and strong digital, media, and visual literacies to enable them to thrive in their professional and personal lives. This paper proposes the adoption of DS as an additional and innovative pedagogical strategy by Learning Developers (LDs) within discipline-specific embedded teaching. Embedded teaching is a well-established method of developing student literacies, and LDs already employ this approach to support academics across disciplines. The integration of DS into this practice would further strengthen the capacity of LDs to enhance students' capabilities as they move into post-Covid, 21st-century 'graduateness'.
ABSTRACT
Educational robots allow students deepen their knowledge of mathematics and scientific concepts. Educational Robotic coding clubs provide a learning environment for K-6 students that promotes coding through STEM digital literacy. Students in educationally disadvantaged families may not have the educational and financial capital to engage in STEM learning. Closures of schools and afterschool services during the COVID-19 pandemic increased this digital divide. This research proposes a framework for delivering a virtual robotic coding club in an educationally disadvantaged community. The framework develops young people's emotional engagement in STEM through robotic coding. Synchronous online classes were delivered into family homes using Zoom. Results demonstrate that children achieved emotional engagement as reported through high levels of enjoyment and increased interest after participating in the programme. The research shows promise in increasing children's STEM skills and knowledge, and in improving positive attitudes towards STEM for children and parents. © 2023 IEEE.
ABSTRACT
Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as digital literacies standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies.
ABSTRACT
The objective of this study was to determine the influence of teachers' digital literacy on the development of learning sessions at the early education level in a public school in northern Lima (Peru) in the context of Covid-19. Using a qualitative case study approach, a semi-structured interview was applied to teachers with experience in teaching early childhood education. The results show that digital literacy influences the development and methodology of visual, auditory and kinesthetic learning sessions, since it is known that infants are in the digital era where many of them know how to use a variety of tools and applications. Finally, digital resources are crucial in the performance of teachers and in the cognitive process of children. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The use of social media, low literacy, fast information sharing and preprint services are identified as the main causes of the infodemic [4] and among its consequences we find that it can promote public health risk behaviors globally. The results of Fake news represents a threat to societies in the context of the pandemic. The aim of this article is to review existing research on fake news in the last 2 years, discussing the characteristics of infodemics, media/digital literacy and its impact on society, as well as highlighting mechanisms to detect and curb fake news on covid-19 in social networks. Thirty articles were analyzed and selected from 1354 open access articles on this subject. The conclusion was that knowledge of fake news should be taken note of due to the harmful effects on society, considering the informational contexts (epistemic, normative and emotional), together with media literacy to increase trust and emphasize public health messages with emotionally relevant and scientifically based content, in order to continue conducting research that allows a 100% effective recognition and elimination of untruthful information on social networks. © 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
ABSTRACT
The COVID-19 brought several new challenges for the students and lecturers, particularly in higher education. The conventional physical classroom was almost instantly pushed into a new environment: a remote session class. And this lecturing paradigm shift occurred, necessarily, in a short period of time. The lecturing players suffered the pressure of using different learning tools and methodologies while exposing themselves to, in most part of cases, unexpected cybersecurity threats. The purpose of this article is to clarify all the new menaces that arose during this period. Also, to understand the level of exposure and impacts on the lecturer and student to this quick but necessary paradigm shift. Methodologically: two focus groups were undertook to capture representations of students about uses of computer technology;differences in exposure to threats before and during the pandemic and impacts on society;student's needs regarding the topic and suggestions about strategies for increasing overall knowledge about it. Answers were treated recurring to software webQDA®—Qualitative Data Analysis Software for analysis of qualitative data. Results depict the exposure to cybersecurity issues and some level of knowledge about them, inducing preventive practices when using informatics technology. Sense of increasing insecurity in society is associated with the statement of increasing activity regarding cybercrime, giving way to the assumption of the need of awareness and knowledge of general public regarding this issues, and rise suggestions on teaching approaches directed to the subject. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The resiliency of literacy clinics was tested during 2020–2021, as many pivoted from in-person (F2F) to online or 3-way remote learning because of the COVID-19 pandemic. University-based literacy clinics advance teacher education, provide services to K-12 students who may need instructional support, and are a laboratory for research. The purpose of the study was to examine modifications in literacy instruction and assessment as a consequence of the changes in modality. Participants (n = 58) were literacy clinic directors/instructors from multiple states and countries. Data were analyzed in three phases: researchers individually coded;multiple teams cross-checked;a macro team collated across themes. Alterations during the pandemic involved place, time, types of texts, innovative instructional tools, and new ways of operationalizing literacy assessment and instruction. Some clinics used technology to transform instruction and innovate, while for others the goal was to replicate existing practices. Teachers, students in the context of their families, and teacher educators demonstrated resiliency, resourcefulness, and creativity in the face of interruptions and stress. Findings, viewed through the lens of the TPACK framework, can help us understand how transformations in instruction and assessment affect literacy learning not only in the context of clinics, but in school classrooms as well.
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This study aims to determine the effect of the level of Digital Literacy and the quality of Information Technology on Tourists' Visit Decisions to Lampung marine tourism during the COVID-19 Pandemic. From the results of questionnaires distributed to 106 tourists. All the questions in the given questionnaire were declared 100% valid by comparing the rcount value of each question item, which was more than the rtable value 0.195. The calculation results of the reliability test, all variables X1, X2, and Y have Cronbach's alpha coefficient of more than 0.6. So that all variables are declared reliable. Furthermore, based on the hypotheses testing of H1, H2, and H3, the results can be concluded that Digital Literacy and IT Service Quality individually or simultaneously positively and significantly influence the Tourist Decision to Visit Lampung Marine Attraction during the Covid-19 pandemic. Moreover, the R2 value of 0.631 indicates that the level of Digital Literacy and the IT Service Quality can explain Interest in Decisions to Visit Marine Tourism in Lampung during the COVID-19 pandemic at a percentage of 63.1%. © 2023 IEEE.
ABSTRACT
The aim of the article is to show the role of digital skills and literacy as a consequence of the processes of digitalization, but also as a prerequisite for conducting online learning in educational systems. The different dimensions of digitalization and the formation of digital skills by people of different ages and professions are analysed. The methodology is based on various surveys, including an online survey conducted by the authors of the article among the Bulgarian population on the state of digitalization and online learning. An important place in the study is occupied by online education in secondary and higher education in the situation of the COVID-19 pandemic. Views and assessments of the participants in the learning process and their readiness for mobile learning are shown. The main conclusion of the article is that in Bulgarian society there is a relatively good availability of digital skills, which are important for modern processes. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
This research paper explores how preservice teachers engaged with the transmodal place-based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place-based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID-19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place-based digital poetry can be a unique way to draw together place-based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. © 2022 International Literacy Association.
ABSTRACT
Demographic change in the developed world is leading to a higher proportion of older adults and longer life expectancy. Measures to control the coronavirus disease have affected older adults the most. Social isolation and access to remote health services has been a problem for many people. We have used the method of scientific literature review. The selection of articles was made in accordance with the following inclusion criteria: accessibility, scientificity, content relevance and topicality. After selection, the results were analysed by qualitative content analysis. With the content analysis of twenty scientific articles, we gained an insight into digital literacy of older adults during the COVID-19 pandemic. Three content categories were identified: (1) poor digital literacy of older adults, (2) inequality in ICT access, (3) use of ICT reduces the negative impact of social isolation. We note that there is a large digital divide in digital literacy and competences among older adults which expanded during the coronavirus disease pandemic. Several factors, including socio-economic status, internet access and the poor adaptation of ICT for older adults affect digital literacy. Rapid development of remote health and social care, poor digital literacy of older adults and the poor adaptation of ICT for older adults dictate that the problem must be tackled systemically. Copyright © 2022 The Authors.
ABSTRACT
The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of higher education workflow, which influenced significantly the scope of individual experiences, projected outcomes and estimated quality of higher education in countries across the world. This study focus is the in-depth assessment of the progress in individual digital and hybrid learning experiences by students of different tiers (Bachelor's level, Master's level, Graduate school level) in Oriental (Mandarin Chinese, Japanese) and European (French, Italian, Spanish, English) Languages university level programs at Borys Grinchenko Kyiv University of Ukraine through the span of educational activities in the time-frame of COVID-19 quarantine measures of March 2020 to November 2021. The comparative survey benchmarking and analysis of different e-learning dimensions is used to assess the progress and challenges of individual quality and efficiency of translation of the real life Foreign Languages Acquisition practices into digital and hybrid format, involving activation of interoperable skills and cross-sectorial activities, facilitated by digital tools. Two consecutive online surveys of over 500 students of Oriental and European Languages programs provide for disclosure of progressive dynamics of student satisfaction with digitalized foreign languages education, assessment of systematized individual experiences and changes in quality estimation of e-learning and hybrid learning in the framework of COVID-19 lockdown through the years 2020-2021;assessment of changes in individual experiences and quality of e-learning and hybrid learning in the framework of COVID-19 lockdown as compared to traditional, face-to-face learning formats for foreign languages;individual quality assessment of learning process design, dynamic development of programmed learning outcomes and projected competences for university programs of Oriental and European languages in the framework of 2020-2021 quarantine measures. Copyright 2022. © by the International Institute of Informatics and Systemics. All rights reserved.
ABSTRACT
Information and Communication Technologies (ICTs) are of great importance in today's society and have permeated different aspects of human life. In fact, access to them is now considered a fundamental right. There exists, however, a gap between individuals and populations who have access to these technologies and those who do not, which has led to social exclusion. In addition, the COVID-19 pandemic has exacerbated the effects of this disparity. In this regard, digital inclusion, through ICTs, becomes a strategy to close not only technical but also social gaps, thereby bringing well-being to vulnerable groups and favouring compliance with the Sustainable Development Goals (SDGs). Given the importance and topicality of this matter, we conducted a bibliometric analysis, which aims to answer what are the main trends in digital inclusion and digital divide studies and what are the challenges facing digital inclusion initiatives in the social context? For this purpose, we applied a search equation in Scopus and used VOSviewer. With this analysis, we were able to identify the evolution of publications over time and the main authors, countries and topics in the field, and the trends and challenges in digital inclusion initiatives. Finally, we conclude that this study can be used to address other research topics, such as the role of ICTs in the promotion of the SDGs through digital inclusion initiatives, the psychosocial aspects of technology adoption and the need for public policies that serve as a platform for digital and social inclusion. © The Author(s) 2023.
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The use of information and communication technologies for education is increasingly recognised as essential in a postpandemic world. In this regard, the ability to effectively engage with technologies for educational purposes is now part of the basic knowledge, skills and attitudes to be expected from anyone in the teaching profession. Accentuated by the proliferation of technology-mediated situations resulting from the Covid-19 pandemic, but linked to a longer-term trend, dealing with the digital is also now an almost unavoidable aspect of active participation in society and civic engagement. Indeed, the notion of ‘postdigital' is rapidly gaining traction as a way to highlight that the digital and non-digital cannot be really separated anymore and, due to this fact, (post)digital citizenship is emerging as a core competence for citizens. Still, the way digitally competent educators are expected to support learners in their development as digital citizens is not explored enough. To contribute to closing this gap, this paper reviews 24 teacher competence frameworks from different regions of the world and makes the case for considering educators' critical digital literacy as a key leverage to building digital (post)citizenship and fostering ethical uses of technology. The analysis reveals that critical digital literacy is mostly missing and, hence, the paper closes with a set of recommendations for policymakers and institutional leaders in the education sector on how to incorporate critical aspects of digital literacy in educators' professional development activities, so that teachers and trainers can operate as a much needed vector to develop (post)digital citizenship across our societies. © Italian e-Learning Association.
ABSTRACT
This research aims determine the literacy practices used by government officials to prevent the spread of hoaxes and misinformation. The pandemic created a crisis that crowded information sources;in that situation, social media users had to decide which information to trust and use as the primary reference. As a result of the Covid-19 cases, the spread of false information has increased. This study employs a qualitative narrative analysis method with the MAXDA software tool to investigate the government's digital literacy function. According to the study's findings, the government used social media under the ministry of information and communication to filter information for social media users. To support this step, the government also campaigned for an electronic transaction law as a preventive measure to prevent the spread of hoaxes on social media. In addition, to create massive information, the ministry of information and communication uses several accounts under the coordination of the ministry to provide information. The findings underline the ability to create digital literacy by the ministry of information and communication through the electronic transaction law. In the last three years, the intensity of tweets by the Ministry of Communication and Information account has increased;this is based on the increase in Covid-19 cases and the implementation of large-scale social distancing policies in Indonesia. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Online learning became a norm amid the COVID-19 pandemic. Sudden governmental movement control directives prohibited the gentle easing of students into online learning;and disregarded individual learning preferences. Despite that, it is still vital to understand student preferences to facilitate better adaptation and coping with online or blended learning courses. Therefore, a correlational study was designed to investigate preferences for online learning (POL) based on academic self-efficacy (ASE), academic procrastination (AP), and digital literacy (DL) levels. A total of 272 responses were analysed. Respondents were full-time undergraduates aged between 18 to 26 years (M = 20.8, SD = 1.38). Most were females (n=209, 76.5%) and had prior online learning experience (n = 221, 81.3%). The relationship between variables and group differences such as gender and prior experience were examined. Results showed all three study variables were related to POL in the anticipated direction. However, only DL was a significant predictor of POL. Males perceived higher levels of ASE and DL. Students with prior experience had a significantly higher POL. Findings implied that DL and prior experience were important factors in accepting online learning. Therefore, this study calls for a systematic approach to develop ICT skills and encourage exposure to short online classes before enrolment into tertiary education. © 2022 ACM.
ABSTRACT
The Covid-19 pandemic has inevitably demonstrated the importance of the digital competence of each individual, both personally and socially. Apparently, emergency remote learning has revealed the total unpreparedness of many teachers and students to interact in the online format. Hence, the development of full-scale digital competence is perceived today as a must-have for all actors in the educational process. This goal requires careful and large-scale preparation. It is necessary to understand how modern students interpret the digitalization of education, how they perceive the current level of their digital competence development, and what they see as the reasons for "digital illiteracy"demonstrated by the educational process of the "covid era". This article presents a non-experimental study that aims to evaluate the digital competence of students in higher education and to identify the main obstacles to its efficient deepening and development. Descriptive research was designed using a mixed methodology. We worked with a sample of 431 students. A Framework for Developing and Understanding Digital Competence in Europe, Questionnaire "Problems of Students' Involvement in Digital Socialization", and semi-structured interview were used for data collection. The results show a heterogeneous and rather conditional level of digital knowledge and skills influenced by the region of residence, family economics, cultural backgrounds, and conflicting motivation for the development of digital literacy, as well as the students' access to digital devices and software. The results achieved should be a cause for reflection in universities, in order to implement curricular programs that strengthen this type of skill. © 2022 ACM.
ABSTRACT
During the Covid-19 pandemic, social media platforms such as Youtube Kids and TikTok perceived a growing audience, as their videos became part of child and preteen culture. However, the children’s lack of digital literacy limits their understanding of privacy-related risks on these platforms. Besides, the misleading design of platforms services (e.g. features that favour advertising partners and retain young audiences in the ecosystem) together with limited enforcement of policies and terms of use by tech companies affect children’s protection. This paper presents 18 legal requirements (LR) for children’s privacy and protection by platforms. We illustrate their application by examining TikTok, the most popular social media platform among children. We collected TikTok’s documentation and evidence from relevant media and IT news websites to classify the compliance of its practices with these LR, which can guide platforms in implementing children’s privacy and data protection. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
Digital literacy is not based solely on an understanding of technology, but is highly influenced by social and cultural context. This study focused on developing mobile applications for medication allergy care for respiratory-related patients in daily life, which is based on inclusiveness and digital literacy. With COVID-19, there are growing needs to share the role of primary care hospitals, with, for example GPs, and self-care symptom records applications, in order to supplement the saturated medical service of general hospitals. The mobile application of ‘medication-allergy record for respiratory-related patients’ which is developed in this study considers cultural digital literacy and provides the solutions to the local people’s needs. For these objectives this study has conducted field research and analyzed the influential factors and needs in digital interaction, by interviewing 120 outpatients of respiratory and allergic internal medicine department in general hospital in Cheongju. Based on this, the direction of the mobile application has developed new information architecture and relevant wire-frames. This study will contribute to the future direction of non-face communication in health-care service by suggesting a self-data-producing digital health care service by bridging the personal culture and user-centered technology. © Springer Nature Switzerland AG 2021.
ABSTRACT
This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ FROM AUTHOR]