Abstract:Information and communication technologies (ICT) along with the internet have fueled advancements and growth in banking, transportation, economics, and most of all in education in the 21st century. The 21st century citizens are provided with new opportunities that have been created with the advancement of ICT. Hence, individuals need a wide range of abilities, competencies, and skills to adapt to the technological era. This paper provides a literature review of the growing importance of ICT, its wide array of … Show more
“…an individual's ability to find and evaluate information, use this information effectively, create new content using this information and share and communicate this newly created information using appropriate digital technologies". According to the authors, for individuals to be considered as having digital literacy, they must: Weigh carefully the scope and impact of digital information on others and on society at large [133].…”
Section: Digital Literacy and Inclusionmentioning
confidence: 99%
“…In a very pertinent way, Reddy et al [133] (p. 84) put forth the following types of literacy as digital competences that translate digital literacy: Visual Literacy: Having the ability to use digital technology to "read", interpret and understand information presented in pictorial or graphic images and communicate this information and convert the information into visual representations; 6.…”
The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.
“…an individual's ability to find and evaluate information, use this information effectively, create new content using this information and share and communicate this newly created information using appropriate digital technologies". According to the authors, for individuals to be considered as having digital literacy, they must: Weigh carefully the scope and impact of digital information on others and on society at large [133].…”
Section: Digital Literacy and Inclusionmentioning
confidence: 99%
“…In a very pertinent way, Reddy et al [133] (p. 84) put forth the following types of literacy as digital competences that translate digital literacy: Visual Literacy: Having the ability to use digital technology to "read", interpret and understand information presented in pictorial or graphic images and communicate this information and convert the information into visual representations; 6.…”
The digitalization of societies, accelerated by the COVID-19 pandemic, is an unstoppable process. This paper seeks to answer the question: what post-COVID-19 digital competences are needed for a sustainable society? It also aims to analyze the digitalization processes in education for shaping a sustainable digital society. A bibliographic search was performed on some of the most relevant international databases of scientific literature and the selected documents were analyzed through a content analysis. It is concluded that digital education has experienced a strong increase, reinforced by COVID-19, shaping the digital presence in all dimensions of life. However, it is not sufficient to assume that the new generations are naturally engaged in and can master digital social sustainability. The results demonstrate the importance of literacy and the unavoidable promotion of sustainability in a digital society. However, this digitalization of the educational process poses several challenges: it requires both software and hardware conditions, as well as digital literacy as a result of a complex of literacies. It also implies that teachers and students change their standpoints and practices with the attainment of new teaching and learning competences in order to fight the digital divide and to foster the widest possible social inclusion for the promotion of sustainable society—digitainability.
“…He further added that the workload of teachers is significantly reduced by the use of ICT, allowing teachers to utilize more time to focus on the key role, that is, to enhance learning among students. Many primary and secondary schools have plans underway to integrate ICT in every classroom [10,13,72]; however, investing in such initiatives still proves to be an expensive affair for many schools in Fiji. Another local study conducted by [10] shows that together with the implementation of ICT in the teaching and learning curriculum, students need to have relevant skills such as computer competencies and computer self-efficacies in order to successfully and effectively utilize these tools for their learning processes.…”
Section: Quality Performance and Qualification Of Mathematics Teachersmentioning
confidence: 99%
“…Another local study conducted by [10] shows that together with the implementation of ICT in the teaching and learning curriculum, students need to have relevant skills such as computer competencies and computer self-efficacies in order to successfully and effectively utilize these tools for their learning processes. Additionally, students also need to have relevant digital literacy skills in order to survive and thrive in this digital world [71,72]; hence, the teachers as mentors of the students need to have relevant digital literacy skills themselves.…”
Section: Quality Performance and Qualification Of Mathematics Teachersmentioning
confidence: 99%
“…Teacher's language and background knowledge of the content contributes significantly toward academic achievements [75]. A study by [72,76] shows that linguistic and conceptual comprehension is a matter of concern. Mathematics teachers need to give a clear explanation to students about mathematical concepts where both language and a basic understanding of the concept is required to ensure each student understands rather than left confused.…”
Section: Quality Performance and Qualification Of Mathematics Teachersmentioning
Poor achievement in mathematics is an issue of great concern for many countries across the globe. Fiji is one of the countries in the South Pacific experiencing the same trends, pressures, and concerns. This study aims to seek the views of stakeholders (students, teachers, heads of departments, and school heads) with regards to the causes of poor achievement in mathematics at the senior grades of secondary schools in the districts of Ba and Tavua, Fiji. A descriptive design using both quantitative and qualitative approaches were utilized whereby data were collected from 201 upper secondary school respondents comprising 171 students, 16 mathematics teachers, 7 department heads, and 7 school heads from seven randomly selected schools in the districts of Ba and Tavua. The study found that the students had a negative attitude toward mathematics. It was also found that an ineffective mathematics curriculum in secondary schools was the reason behind poor performance in the subject. Moreover, many of the primary school teachers lacked potential and competence to teach mathematics at primary school levels, and this largely contributed toward the lack of interest amongst students, hence translating into poor achievement at both upper and lower secondary levels. On the other hand, however, it was gathered that secondary school teachers were rather positive, good quality, performing, and fully qualified as far as the teaching of mathematics and delivery of the subject matter was concerned. Review and amendments to the year 12 and 13 mathematics curriculum, use of technologies to teach mathematics, improving the quality of primary school mathematics teachers, reducing the emphasis on exams, introducing internal assessments, projects, and field work in the mathematics curriculum were a few of the significant recommendations made from this study.
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