Skills in the area of digital safety as a key component of digital literacy among teachers

Tomczyk, Łukasz

doi:10.1007/s10639-019-09980-6

Cited by 81 publications

(71 citation statements)

References 49 publications

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“…The ability to implement new digital learning solutions requires lifelong learning skills [16][17][18]. The issue of updating knowledge and skills mainly concerns the digital competence of teachers [19][20][21].…”

Section: Lifelong Learning In Digital Competencementioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

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Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

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Section: Lifelong Learning In Digital Competencementioning

confidence: 99%

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Tomczyk¹,

Potyrała²,

Włoch³

et al. 2020

Sustainability

Self Cite

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“…Under current conditions of digital economy, the development of digital literacy of teachers can be viewed as a key component of their professional education (Voogt, Erstad, Dede, & Mishra, 2013;Tomczyk, 2020). In the present study several factors determining education success of future teachers of the Russian language during the course in using digital technologies in pedagogical activity were analyzed.…”

Section: Resultsmentioning

confidence: 96%

Teaching Language in the Digital Era: Readiness and Expectations of Future Teachers

Lebedeva¹

2020

ARPHA Proceedings

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Digital competence is an integral part of a modern teacher's job description including a Russian language teacher. Courses in pedagogical universities curricula as well as refresher courses of in-service teachers are targeted at the development of this competence. Contents of such programs generally suggest education in two domains: technical and pedagogical. However, the success of acquiring each of the domains is determined by initial student's profile, such as the level of basic digital literacy, readiness to learn new technologies and pedagogical models, etc. The focus of this research is to define the correlation between educational digital technologies course results and the learner's personality in this course. Several research questions have been raised, such as what factors as the general digital literacy level of student, teaching experience, experience of applying digital tools in work and study, the declared area of the student's interest affecting learning outcomes, and which digital language learning areas students find the most promising before and after the course. The context of the research is implementation of the course "Information technologies in professional activity" in the 1st year of the specialized master's degree "Methodology of teaching Russian as a Foreign Language" at the Pushkin State Russian Language Institute. The data analyzed in the research were collected during 2 years with the involvement of survey methods (before and after the course). The information about participants' academic success on the course results was used to assess the results of training. The results of the research allow us to conclude that learning outcomes in the field of digital language teaching to the greatest extent correlate to such initial parameters as the degree of thoroughness of the expectations from the course and experience in usage of technologies in their pedagogical practice. The study also found that the expectations of the students were mostly focused on specific programs and resources before the course, whereas after the course the emphasis has shifted to novel pedagogical ideas, models and powerful learning environment driven by digital technologies.

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“…(The tools the poll question was referring to were Class Dojo, Khan Academy and ScreencastO'matic). Digital Literacy is a heterogeneous concept (Tomczyk, 2020). Educators across the nation differ in their levels of digital proficiency.…”

Section: How Prepared Were Educators To Use Technology To Teach Remotmentioning

confidence: 99%

Access to Students and Parents and Levels of Preparedness of Educators during the COVID-19 Emergency Transition to e-Learning

ElSaheli‐Elhage

2020

IJonSE

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In response to the COVID-19 school closures and the emergency transition to eLearning, faculty at Chicago State University organized a series of nine professional development webinars centered on the subject of eLearning. 3,428 educators attended the nine webinars. This study consisted of an exploratory research reporting on the participants’ answers to the polls questions administered during the webinars, in an attempt to identify levels of preparedness of educators during the COVID-19 Emergency Transition to eLearning and their access to students and parents. The study revealed low levels of preparedness in relation to teaching remotely in general, teaching students with disabilities in particular, and using technology tools. The study also revealed challenges of educators reaching students and parents. The study concludes with a number of recommendations to address these identified challenges.

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Skills in the area of digital safety as a key component of digital literacy among teachers

Cited by 81 publications

References 49 publications

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

Teaching Language in the Digital Era: Readiness and Expectations of Future Teachers

Access to Students and Parents and Levels of Preparedness of Educators during the COVID-19 Emergency Transition to e-Learning

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