Digital Literacy of Teachers, Families, and Students for Virtual Participation in School: A Multiple Comparison Analysis

Linde-Valenzuela, Teresa; Guillén‐Gámez, Francisco D.; Devitt, Ann

doi:10.1109/rita.2022.3149800

Cited by 8 publications

(4 citation statements)

References 18 publications

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“…A German survey among teachers after the first school closure also indicates the need for qualification in ICT, which already existed before the coronavirus pandemic [41]. These findings are supported by a Spanish study that shows that parents and students as well as teachers already had a need for further training in digital literacy before the pandemic and that this need was intensified by the pandemic, as was the digital divide [42]. In a comparison between Germany, Austria, and Switzerland with regard to teachers' digital competency and digital equipment, the results of the school barometer showed that teachers in Germany rated both their competence and their equipment lower than teachers in neighboring countries [43].…”

Section: Digitization In the Course Of The Coronavirus Pandemicmentioning

confidence: 83%

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

2022

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In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involved shifting to digital learning platforms. This article uses a simple and easy to understand research design and focuses from a practical point of view on the results of a quantitative online survey conducted by the University of Applied Labour Studies Mannheim among 143 apprentices in southern Germany on the differences between the first and second school closures with regard to live communication with teachers, attention to apprentice concerns by the vocational school, access to digital devices, and the use of these devices. The results of the survey show that, according to the apprentices’ assessments, the vocational schools were able to improve live communication as well as better attend to the apprentices’ concerns between lockdowns. In addition, the apprentices were able to improve their own digital devices and competencies and, to a large extent, make up for deficits. They were better able to use digital devices and software during the second school closure compared to the first. Gender differences were observed. However, despite significant improvements, there is still a need to modernize and innovate, which should be considered in future digital developments at schools.

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Section: Digitization In the Course Of The Coronavirus Pandemicmentioning

confidence: 83%

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

2022

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“…Research on the level of digital competence among adolescents in a rapidly changing socio-technical reality has become a necessity (Guillén-Gámez et al, 2020;Linde-Valenzuela et al, 2022). In recent years, there has been an exponential development of various e-services favouring communication, entertainment, and shopping.…”

Section: Discussionmentioning

confidence: 99%

Digital Transformation and Digital Competences of Urban and Rural Polish Youths

Tomczyk

2024

PaG

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This article explores the level of digital competence of young people in Poland, with the indirect aim being to show the differences in the level of digital competence for adolescents living in rural and urban areas. The research covered a sample of 985 respondents, from 11–18 years old, from Poland. The research was carried out within the EU Kids Online network. The survey tool related to the assessment of digital competences covered issues of installation of software on mobile devices, configuration of internet access as pertains to confidential information, information security awareness, management of information downloaded from the internet, configuration of social networks, e-shopping, verification of costs related to the use of additional software, advanced information search, checking the reliability of information, and editing online content. Descriptive statistics, k-means cluster analysis, one-way analysis of variance (non-parametric test), and correlations were used to show the differences between rural and urban adolescents in the indicated areas. The collected data offer several postulates for education and education policy, being not only diagnostic but also implementational. Based on the analysis of the data, it was noted that: (a) Eleven areas related to basic digital competence strongly differentiate between urban and rural young people; (b) rural young people rate their own digital competence lower than urban young people do; (c) a small percentage of young people from both rural and urban areas have low digital competence; (d) one well-developed area of key competence does not always co-occur with another well-developed area; and (e) the style of using new media among rural and urban young people is similar.

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“…Parents can practice time management with children in using gadgets. There are several ways that parents can implement time management for children to limit the use of gadgets in children (Linde-Valenzuela et al, 2022). One of the time management that parents can use is by giving children time allotments in playing gadgets or parents can also make a schedule for using gadgets for children.…”

Section: Family Digital Literacy Actionmentioning

confidence: 99%

The Role of Digital Technology in Overcoming Game Addiction in Post-COVID-19

Fitria,

Pangestu,

Mardikawati

et al. 2023

Al-Hijr: J. of Adulearn World

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This article aims to describe the role of digital technology in overcoming game addiction in post-covid-19. One of the problems that has received widespread attention from society is online game addiction. Teenagers are one of the largest age groups who experience game addiction. The aspects that impact online game addiction are life aspects, health aspects, psychological aspects, academic aspects, financial aspects, and social aspects. The purpose of the study is to examine alternatives to prevent online game addiction in adolescents in the midst of the Covid-19 pandemic by using digital technology in the form of digital literacy. This problem utilizes a qualitative approach using the questionnaire method. In this process, the role of digital technology has become an alternative to prevent addiction to playing games. Many of the researchers focus more on educating about game addiction, but forget the facts about efforts to prevent online games. The results of this study explain that the role of digital technology can overcome game addiction. The conclusion of the research results on the role of digital technology in overcoming game addiction in post covid-19 is that it can help efforts in overcoming game addiction by using digital technology parameters. The limitation of this research is that researchers only conduct research in post covid-19, and the time used is also limited to conduct research, researchers hope that future researchers can take greater action than the current research using better methods or technology and a larger scope.

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Digital Literacy of Teachers, Families, and Students for Virtual Participation in School: A Multiple Comparison Analysis

Cited by 8 publications

References 18 publications

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

Digital Transformation and Digital Competences of Urban and Rural Polish Youths

The Role of Digital Technology in Overcoming Game Addiction in Post-COVID-19

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