On the issue of forming and evaluating personal digital literacy

Pedagogical Review

Отмечается, что переход на дистанционный формат обучения в период пандемии выявил низкий уровень цифровой грамотности педагогов, что препятствует эффективной организации учебного процесса инструментами онлайн. Акцентируется внимание на недостаточности разработки критериев и индикаторов цифровой грамотности среди педагогов, отсутствии ее мониторинга в организациях общего образования. Анализируются подходы зарубежных и российских исследователей к определению содержания понятия цифровой грамотности как ориентира цифровой трансформации системы образования. На основе самооценки педагогов определяются дефициты в их цифровой подготовке в условиях организации дистанционного обучения в системе общего образования на базе анализа ситуации в Сибирском федеральном округе. Предлагается предварительная сравнительная оценка структуры и уровня цифровой грамотности учителей, полученная на основе самоанализа адаптационных образовательных практик педагогов в период пандемического кризиса. It is noted t...

Perspectives of Science & Education, 2023

Introduction. During the last few years, technology and the possibilities of the digital world have been actively entering our lives. It is especially important for a student to master the skills of working in the digital environment during the first year of study at university. During this period students get acquainted with the electronic information environment of the university, develop skills of information retrieval and presentation in various forms; create the basis for creating educational content for students and the ability to work with the already created educational resources. Materials and methods. The method of analyzing the products of activity was used in the practical part of the work to assess the components of students' digital literacy on the basis of their practical work. A total of 230 students of the South Ural State Humanitarian and Pedagogical University (Russia, Chelyabinsk) took part in the approbation of the developed model and practice program. Results. The model of students' digital literacy development during the first year of higher education has been developed, which includes three stages: introductory (immersing the student in the digital educational system of the university, gaining access to internal resources and electronic libraries necessary for obtaining information in the process of further education), propaedeutic (assisting the future teacher in practicing the skills of working with text and table editors, information visualization tools and online services) and action (technological support for the future teacher in mastering the tools for developing his/her own educational content). The program of training practice for students, the content of 16 classes aimed at the development of digital literacy. The average value of the coefficient of formation of digital literacy among first-year students is 0.81. This indicates that most of them are generally ready to work in the digital educational environment. Conclusion. The important points of the development of digital literacy of students – future teachers include: 1) determination of the stages of development of digital literacy of students during the educational practice in the first year of study at the university (introductory, propaedeutic, activity); 2) determination of the content of practical lessons, reflecting the specifics of the selected stages; 3) development and implementation of practice-oriented educational products that promote immersion in future professional activity.

2021

Relevance. The main trend in the development of the digital society involves active penetration of digital technologies in all spheres of human life. These conditions give rise not only to new opportunities for people, modern technologies, communication methods, problem solution, but also to previously unknown risks and threats. The formation of digital literacy of schoolchildren is becoming an important issue. In these terms, a special role is assigned to the school computer science course. This involves the need for descriptive characteristics of digital literacy and indicators for its qualitative assessment. The authors deem the use of praxeological characteristics of activity to be a promising direction in the solution of this problem from the standpoint of assessing the “correctness” of the use of digital technologies by the learners, their expediency, reasonableness, efficiency, safety and environmental friendliness. The purpose of the article is to identify the characteristic features of digital literacy of schoolchildren that help to assess its level – basic, intermediate and advanced – in the context of the praxeological approach. Methodology and techniques. The systemic and praxeological approaches to assessing the learners’ digital literacy are used as the methodological basis of the research. The Russian and foreign experience of its level-specific characteristics is analysed. When developing the indicators of schoolchildren’s digital competence, praxeological characteristics of human activity were used in the aspect of its efficiency, viability, maintainability, reasonableness, environmental friendliness, precision. The research results are presented by detailed description of the digital literacy level assessment indicators (basic, intermediate, advanced); fixing the specific characteristics of its pragmatistic component based on the praxeological principles of activity assessment and with regard for the priority ideas of the modern digital educational environment. The learner’s individual actions are assessed in seven areas of digital literacy: basic knowledge of hardware and software, information literacy, communication and collaboration, content creation, security, problem solving, career competencies. The scientific novelty is rooted in the context of addressing the problem of evaluating schoolchildren’s digital literacy from the standpoint of the praxeological approach that emphasises the pragmatistic format of digital skills manifestation in practice. The practical significance of the presented research results lies in the possibility of their use in educational institutions of secondary general level in order to improve the systems for assessing the academic achievements of learners in mastering the school-based computer science with regard for evaluation of praxeological characteristics of activity and the choice of most optimal formats for digital literacy development in accordance with the individual level of formed digital skills.

Education and Technologies Journal, 2017

In connec on with the implementa on of the fi rst stage of the project "Digital Competencies and Media Educa on at Preschool and Primary School Age" and in par cular the work package led by the author "Connec on between reading and digital literacy" as well as with the prepara on of materials for COST Ac on IS1410 "The digital literacy and mul modal prac ces of young children" (DigiLitEY), it was analyzed literature in Bulgarian language on issues related to digital literacy of young children. The report also describes Bulgarian laws, strategies and programs connected with educa on, ICTs and digital literacy of young children. There is shown informa on about projects undertaken in the country rela ng to the digital literacy and mul modal pracces of young children.

Perspectives of Science & Education, 2023

Introduction. Digital literacy (hereinafter – DL) is a key element of the modern educational system, and its absence may lead to limited access to educational resources and unequal development opportunities. Monitoring of DL levels of pupils and students in the system of general (hereinafter – GE) and secondary vocational education (hereinafter – SVE) allows to identify strengths and weaknesses of digital training in the regional education system and to put forward cause-and-effect investigative hypotheses about the causes of digital breaks. The purpose of the research is to investigate levels and profiles of digital literacy among students in different educational institutions and to identify digital gaps in different parameters. Materials and methods. More than three thousand students from various types of educational institutions took part in the study, including general education schools, gymnasiums, lyceums and colleges of the Tomsk region (Russian Federation). The monitoring process used a previously developed operationalized model of DL adapted for the Russian education system. Methods of mathematical statistics (Kruskal — Wallis, Mann–Whitney, One-way analysis of variance) were used to compare levels and profiles of DL at selected levels of GE and SVE. Results. There are significant differences in DL between the level of GE as a whole and SVE (z = -3,824, p < 0,0001; z = -2,904, p < 0,004). Among the students of GE and SVE the highest levels of metacompetencies of information literacy and content creation (primary general education (hereinafter – PGE)– 64%, basic general education (hereinafter – BGE) – 66.8%, secondary general education (hereinafter – SGE) – 71.2% and SVE – 71.4%), the lowest – level of metacompetency of interaction and communication in networks (PGE – 73%, BGE – 50.2%, SGE – 66.8% and SVE – 59.8%). Conclusion. The monitoring of digital literacy in the regional system of general and secondary vocational education has shown that there are many gaps and disparities both within individual digital literacy profiles and at different stages and levels of education. DL gaps among learners are caused by gaps in digital training at educational institutions, unequal access to infrastructure, and socio-economic and cultural inequalities. The analysis of the digital divide will lead to the development of recommendations and strategies aimed at bridging the DL gap.

Perspectives of Science & Education, 2024

Introduction. Modern adolescents can spend from 5 to 8 hours a day on the Internet. As a result, the distinction between the digital and real world is gradually blurring. On the other hand, there are only conflicting studies on how digital competence develops and how it is linked to academic activities among students and teachers. Therefore, the purpose of our research is to identify the characteristics of digital competence among pupils and students, as well as the specifics of their use of the Internet for learning objectives. Materials and methods. The methodological basis of the study consists of survey techniques: a questionnaire regarding Internet usage, a questionnaire on the frequency of utilizing the Internet for educational purposes, and a questionnaire on the Index of Digital Competence (Soldatova et al., 2013). An analysis of 606 respondents' results is presented in the article. The questionnaires described above were included in specially created Google Forms filled out by 275 schoolchildren and 331 students. Statistical analysis was carried out using the Python programming language and included descriptive statistics, exploratory factor analysis, and binary regression analysis. Results. Exploratory factor analysis showed that more developed digital competence of pupils is associated with a higher frequency of use of such educational web activities as modeling experiments in the digital environment and participation in online competitions, even if digital knowledge and skills can also be used for noneducational purposes (factor 2). Students, as factor 3 describes, more often search for information on the web and use the Internet for educational purposes. Regression analysis revealed: despite the fact that schoolchildren declare that they less often use the Internet for educational purposes (p < 0,001), they use educational web activities in a more diverse manner: they watch video lessons (p < 0,001), use tests and simulators for self-testing (p < 0,001); take part in online competitions (p = 0.00). Students, in turn, report using web searches more often (p = 0.02) and watching movies for educational purposes (p < 0,001). Also, schoolchildren have a higher declared level of some indicators of digital competence (p ≤ 0.01) compared to students. Conclusion. The conducted research contributes to drawing up a portrait of the digital natives. Future research could focus on identifying actual digital skills. The results of this work can be used in educational practice to develop effective methods for improving the digital competence of schoolchildren and students.

Perspectives of Science & Education, 2022

Introduction. Digital transformation of the education sector leads to accumulation of a significant amount of digital information about the educational process. Analysis of a student's digital footprint can become one of the means of individualizing his educational trajectory. To personalize the progress of mastering an educational program, it is optimal to use the resources available in the toolbox of the educational institution. The purpose of the paper is to describe a model of an electronic training course based on LMS Moodle, which allows you to build a trajectory for studying a subject based on a student's digital footprint, as well as to describe the results of this course testing. Materials and methods. Modeling of the e-course was carried out on the basis of the analysis of the basic principles of individualization of the educational trajectory, described in scientific and methodological works. Testing of the course "Digital Technologies of Self-Education" was carried out on the basis of the Samara State Transport University. Nonparametric methods of mathematical statistics were used to process the obtained results. To compare the control and experimental groups, the Mann-Whitney. Results. The study revealed efficiency of including the mechanisms of individualization of the educational trajectory into the educational process. 86% of students completed their studies on time with a positive result. The number of students who continued to complete the course assignments after receiving the minimum points was 27%. The research confirmed the quality of knowledge and skills obtained by students in the course of mastering an electronic training course with the support of an automated mechanism for forming and assessing students' competencies. The study proved the positive impact of the course "Digital Technologies of SelfEducation", developed on the basis of the algorithmization of the process of achieving the goal, on mastering related subjects (p < 0,01). Practical significance. The proposed model for developing a training course based on LMS Moodle using standard system tools is universal and allows you to individualize the trajectory of a student's mastering of an academic discipline by varying educational tasks depending on the level of individual skills. Conclusion. Algorithmization and automation of the process of collecting and processing educational results of students frees a teacher from routine tasks, solves the problem of strengthening thematic and interdisciplinary connections in the learning process, and also enables to make the learning process more flexible and personalized without losing the quality of competencies formation. Students' understanding of their educational route enhances their motivation for learning, allows them to realize their individual needs in developing professional skills.

Perspectives of Science & Education, 2024

Introduction. As the main force in cultivating digital citizens in the new era, teachers’ digital literacy level is directly related to the development of the entire nation’s digital literacy. Therefore, it is necessary to study the current development status of teachers’ digital literacy. This study aims to investigate the development status of digital literacy of English teachers in Changzhi City, China, through empirical research, and to discover the problems faced by teachers in the development of digital literacy. Materials and methods. The respondents of this study were English teachers from urban and nonurban areas of Changzhi City, a total of 100 people, finally 83 valid questionnaires were collected. Methods: comparative method, generalization, literature analysis, questionnaire method, statistics and data analysis (descriptive statistics and ANOVA analysis). The results are obtained using computer programs MS Excel and IBM SPSS 26.0. Results. An assessment tool is developed to examine the current status of teachers' digital literacy development in China. The study finds that the overall digital literacy level of English teachers in Changzhi City is high (arithmetic mean = 3.94); teachers perform well in digital awareness (arithmetic mean = 4.98) and social responsibility (arithmetic mean = 4.05), while they perform poorly in digital technical knowledge and skills (arithmetic mean = 3.61) and digital applications (arithmetic mean = 3.47). There is no significant difference in teachers' digital literacy in terms of teacher gender, education and type of school where teachers work (p>0.05). Teachers in urban areas are significantly better in digital literacy than teachers in non-urban areas. There are significant differences in the aspect of professional development(p=0.0360), digital technical knowledge and skills(p=0.0002), digital applications(p=0.0088). Teachers' digital literacy scores in five aspects differed significantly (p<0.05) at different levels of teachers' age and years of teaching experience. Conclusion. The ability to integrate digital technologies and disciplines, innovative teaching awareness, and abilities of English teachers in Changzhi City should be improved. When improving the digital literacy of teachers, it is necessary to consider the characteristics of balanced development of the city and non-urban areas. The results obtained can be used as methodological recommendations for improving the level of digital literacy of teachers.

«Наука и просвещение». ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ НАУЧНЫЕ ИССЛЕДОВАНИЯ: АКТУАЛЬНЫЕ ВОПРОСЫ, ДОСТИЖЕНИЯ И ИННОВАЦИИ сборник статей LXIV Международной научно-практической конференция, 2022

The article discusses the issues of digital competencies and computer literacy in education, the use of modern information technologies implemented with the help of modern computer programs.

2020

The digital society is a modern stage of civilization characterized by the dominant role of education and in-formation in all spheres of life, which has a decisive impact on the living conditions of people, their education and work, as well as on the relationship between the state, business and society through information and communication technologies. The process of forming a new type of culture should be based on the moderni-zation of the way of organizing the educational process in a modern university. It is proposed to define the digital culture of a future specialist as the values of digitalization that do not contradict generally accepted humanistic values, the presence of digital competence, possession of technologies for optimal orientation in digital reality and effective communication in the information space. The article analyses the current state of digitalization in all spheres of human life, considers characteristics and features of a shift to digital culture, represe...