Metaphors, Mental Models, and Multiplicity: Understanding Student Perception of Digital Literacy

Tham, Jason; Burnham, Kenyan; Hocutt, Daniel L.; Ranade, Nupoor; Misak, John; Duin, Ann Hill; Pedersen, Isabel; Campbell, Jessica Lynn

doi:10.1016/j.compcom.2021.102628

Cited by 25 publications

(15 citation statements)

References 16 publications

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“…Without awareness for digital technology, digital literacy will not be formed (Deja, Rak, & Bell, 2021;Jang et al, 2021). Meanwhile, digital literacy, which is a comprehensive understanding of digital technology, acts as a foundation in building one's digital technology capabilities (Bergdahl et al, 2020;Liang, Torre, & Law, 2021;Tham, Burnham, Hocutt, & Ranade, 2021). Furthermore, without sufficient capability in mastering digital technology, one's creativity in using the technology will be lacking (Sprenger & Schwaninger, 2021).…”

Section: Resultsmentioning

confidence: 99%

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Astuti

Arifin

Mutohhari

et al. 2021

JET

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One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0. is competence in using digital technology. Vocational education is required to provide digital competencies to students through their learning. The maturity level of digital technology competence is divided into five levels, namely caring, literacy, capability, creativity, and being critical of using digital technology. This study aims to analyze the maturity level of vocational education teachers and students in mastering digital technology in learning. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from awareness, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various trainings and learning innovations that are relevant to the relevance of digital technology mastery competencies are very important to be improved.

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Section: Resultsmentioning

confidence: 99%

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Astuti

Arifin

Mutohhari

et al. 2021

JET

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“…Even so, Katniss still move on and passed through all of her despair until she managed to win the game along with Peeta. Mental toughness is a character which able to move on even in a worst condition (Mardhika & Dimyati, 2015;Tham et al, 2021). In sequence 19i, Rue was killed by one of the tributes.…”

Section: Discussionmentioning

confidence: 99%

Character Education Values of The Main Character in The Suzanne Collins’ “The Hunger Games (2008)”

Handayana

Juniarta

Mahendrayana

2021

IVCEJ

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Pendidikan karakter merupakan hal penting yang perlu diperhatikan oleh setiap guru di Indonesia. Oleh karena itu, diperlukan suatu media untuk mengajarkan pendidikan karakter kepada siswa. Penelitian ini terutama membahas tentang nilai-nilai pendidikan karakter yang dimiliki oleh Katniss Everdeen, tokoh utama dalam novel berjudul “The Hunger Games” karya Suzanne Collins yang sejalan dengan nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan. Penelitian ini dirancang dalam bentuk penelitian deskriptif kualitatif. Dari penokohan Katniss, ia memiliki 24 karakter yang membangun dirinya sebagai tokoh utama dalam novel tersebut. Dari 24 karakter tersebut, 22 di antaranya merupakan sub nilai nilai pendidikan karakter Kementerian Pendidikan dan Kebudayaan (2017) yaitu Cinta Damai, Toleransi, Ikhlas, Tidak memaksakan kehendak sendiri, Cinta lingkungan, Unggul, Patriotisme, Taat hukum, Disiplin, Pekerja Keras, Ketangguhan Mental, Tegas, Kreatif, Berani, Kooperatif, Demokratis, Peduli, Sukarela, Jujur, Setia, Adil, dan Bertanggung Jawab. Dapat disimpulkan bahwa nilai-nilai pendidikan karakter dari kementerian pendidikan dan kebudayaan tercermin dalam karakterisasi Katniss. Hal ini membuat karakterisasi Katniss dapat digunakan sebagai media untuk mengajarkan nilai pendidikan karakter kepada siswa.

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“…Therefore, the process of preparing students (all ages) for the 21st-century digital adventure is through the following stages: 1) find and gather, 2) filter, 3) process and shape, 4) create and 5) share (Gibson & Smith, 2018). Tham et al (2021) define digital literacy as the cultivation of awareness, attitude and ability to use digital tools and facilities to appropriately identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, build new knowledge, make media expressions, as well as communicate with others, in the context of [these] specific life situations, to enable constructive social action and reflect on this process. Donohue (2014) also states that it is necessary to be wise when using technology to ensure children's involvement when interacting with screen media that supports learning in the early childhood and overall child development.…”

Section: Digital Literacymentioning

confidence: 99%

Digital literacy curriculum management in kindergarten

Munawar

Fakhruddin

Rodiyah

et al. 2021

CJES

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Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children. Keywords: Curriculum, management, digital, literacy, kindergarten.

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Metaphors, Mental Models, and Multiplicity: Understanding Student Perception of Digital Literacy

Cited by 25 publications

References 16 publications

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

Character Education Values of The Main Character in The Suzanne Collins’ “The Hunger Games (2008)”

Digital literacy curriculum management in kindergarten

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