Does digital literacy influence students’ online risk? Evidence from Covid-19

Purnama, Sigit; Ulfah, Maulidya; Machali, Imam; Wibowo, Agus; Narmaditya, Bagus Shandy

doi:10.1016/j.heliyon.2021.e07406

Cited by 90 publications

(87 citation statements)

References 52 publications

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“…Hence, keeping with this new trend demands that language teachers must strive to improve the existing technological competencies of their students, especially in the use of modern digital technologies for language learning. School administrators also play important role in developing students' digital literacies [23]. However, how teachers and administrators improve their student's digital literacies is still unrevealed.…”

Section: Introductionmentioning

confidence: 99%

Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

Alakrash

Razak

2021

Sustainability

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The use of digital technologies in developing the four language skills in English classrooms has not been sufficiently researched. Furthermore, the COVID-19 pandemic has highlighted the importance of digital technology and digital literacy in teaching and learning English. This study aims to firstly investigate the applications of digital technology and the level of digital literacy in learning and teaching English. Secondly, to measure the significant differences between EFL teachers and students in their usage of technology and digital literacies in English classrooms. Two questionnaires were distributed to 150 students and 40 teachers. The data were analyzed descriptively using SPSS 23.0. The findings show that students’ use of digital technology was the highest in learning vocabularies and lowest in reading skills, while teachers’ highest use was for general teaching practices and lowest for reading skills. Participants have high digital literacies. The findings supported the null hypotheses related to the significant difference between usage of digital technology for language pedagogy. These findings offer implications for policymakers towards designing plans to integrate digital technologies in the language classrooms of marginalized societies such as B40 in Malaysia.

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Section: Introductionmentioning

confidence: 99%

Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

Alakrash

Razak

2021

Sustainability

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“…While on one hand, digital literacy contributes toward the empowerment of the adolescent population, it also directs them in a negative direction where the youth engage themselves in acts including online harassment, sexual exploitation ( 69 ), cyberbullying ( 70 ), and pornography ( 71 ). Women and girls are at greater risk of digital harm.…”

Section: Discussionmentioning

confidence: 99%

Does Digital Literacy Empower Adolescent Girls in Low- and Middle-Income Countries: A Systematic Review

Meherali

Rahim

Campbell

et al. 2021

Front. Public Health

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Background: The vast majority (90%) of the world's adolescents aged 10–19 live in low- and middle-income countries (LMICs); and in those resource-limited settings, girls face distinct challenges across multiple health, social, and economic domains. Gender equality and girls' empowerment are key goals in their own right and are central to all other development goals. Digital literacy is a great enabler for the empowerment of young girls. This systematic review aims to assess the range and nature of digital literacy interventions implemented to empower adolescent girls in LMICs and identify evidence about adolescent girls' access and use of digital technologies in LMICs.Methods: We conducted a systematic review of studies following Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) standards for systematic reviews. Two reviewers selected studies, conducted quality assessments, and extracted data by using standard forms. The collected data include the design of the study, type of digital literacy intervention, target audience, intervention received, intervention reach, data analysis, and study outcomes. The review is registered with PROSPERO (CRD42020216756).Results: Thirty-five studies met the eligibility for inclusion and of those, 11 were experimental studies (randomized controlled trial = 6; quasi-experimental = 2; before-after with no control = 3), 11 were cross-sectional/descriptive studies, seven studies used a mixed-method approach, and six were qualitative studies on digital literacy interventions to empower young girls in LMICs. The majority of digital literacy interventions were designed and implemented to improve sexual and reproductive health rights and decision-making of adolescent girls in LMICs (n = 33). Only three papers reported the use of digital media for health-related information and decision making, while only one reported on educational and social empowerment.Discussion: Our findings suggest that digital literacy interventions such as mobile phones, mobile health tools, media exposure, access to the internet, internet-based educational strategies, social media exposure are effective to empower adolescent girls to access health services and information and also enhance the access to educational resources. However, we found inconclusive evidence on the effectiveness of digital literacy to enhance girls' access to financial services and economic empowerment. More rigorous studies with long-term follow-ups to assess the effectiveness of such interventions to empower adolescent girls in LMICs are urgently needed.

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“…Di Indonesia, kegiatan pembelajaran juga dilakukan secara daring. Sejak Maret 2020, saat awal pandemi mengguncang Indonesia, kegiatan belajar-mengajar di sekolah ditiadakan, dialihkan sekolah secara daring (Purnama et al, 2021). Indonesia yang secara infrastruktur teknologi informasi belum memadai, mengalami dampak negatif dari kegiatan pembelajaran secara daring, khususnya siswa sekolah dasar dan menengah (Siron et al, 2020).…”

Section: Pendahuluanunclassified

Peran Orang Tua Dalam Pendidikan Moral Anak Katolik Pada Era Pandemi Covid-19 di Kota Malang

Goa¹

2021

j.equilibrium

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Pendidikan moral menjadi salah satu elemen penting dalam pendidikan di era digital 4.0. tanpa pendidikan moral yang memadai. Anak-anak akan menjadi korban dari kemajuan teknologi informasi yang semakin cepat dan canggih. Penelitian ini dilakukan untuk mengetahui, apa peran orang tua dalam pendidikan anak pada masa pandemi covid-19? Selain itu diungkap juga apakah orang tua sudah menjalankan peran tersebut dengan baik atau tidak? Penelitian ini menggunakan metode kuantitatif deskriptif. Metode pengumpulan data dilakukan dengan menyebar kuesioner tertutup kepada 100 orang tua yang memiliki anak-anak yang menempuh pendidikan sekolah dasar di Kota Malang, Jawa Timur. Pengumpulan data dilakukan selama tiga bulan di awal tahun 2021. Pendidikan moral yang dimaksud di dalam penelitian mencakup enam indikator; seksualitas, solidaritas, kemajemukan, keadilan, kejujuran dan cinta lingkungan. Dari penelitian yang dilakukan, ditemukan bahwa orang tua di Kota Malang, Jawa Timur memiliki peran dalam pendidikan moral anak. Selain itu para orang tua juga sudah menjalankan peran dalam pendidikan moral dengan baik.

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Does digital literacy influence students’ online risk? Evidence from Covid-19

Cited by 90 publications

References 52 publications

Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy

Does Digital Literacy Empower Adolescent Girls in Low- and Middle-Income Countries: A Systematic Review

Peran Orang Tua Dalam Pendidikan Moral Anak Katolik Pada Era Pandemi Covid-19 di Kota Malang

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