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The article analyzes such concepts as «digital competence» and «digital consumption». The conditions that become decisive factors for the comprehensive development of digital competence are also analyzed. Issues related to students' digital competencies and the organization of education in a post-industrial society are discussed. The role of digital education in the processes of a country's economic transformation and the formation of a single digital space is considered. The goals and objectives of educational process participants under reforming education are determined. The article reveals the importance of digital technologies for the organization of joint activities of an educator and students. The possibilities of using modem educational tools to increase a teacher’s level of digital competence are characterized.In the current conditions a teacher is obliged to constantly develop and improve informational and communicational competence by the introduction of digital tools of educational activities; to promote the acquisition of students' skills of critical perception of information, to learn to identify inaccurate information, to distinguish facts from judgments, to protect himself from information pressure dangers, to use media opportunities, to carry out systematic work on media literacy., Аналізуються поняття «цифрова компетентність», «цифрове споживання» та умови, що стали вирішальними факторами для всебічного розвитку цифрової компетентності. Розглядаються питання, пов’язані з цифровими компетенціями студентів та організацією освіти в постіндустріальному суспільстві. Розглядається роль цифрової освіти в процесах трансформації економіки країни та формування єдиного цифрового простору. Визначаються цілі та задачі учасників освітнього процесу при реформуванні освіти. У статті розкрито значення цифрових технологій для організації спільної діяльності педагога та учнів. Охарактеризовано можливості використання сучасних освітніх інструментів для підвищення рівня цифрової компетентності педагога.

STEAM (Science, Technology, Engineering, Art, and Mathematics) is an innovative interdisciplinary learning approach that can be integrated with PjBL and PBL learning models. This research investigates the effect of STEAM combined with PjBL and PBL learning models on the cognitive learning results, creative thinking skills and digital literacy of Class X senior high school students at SHS 3 Maluku Tengah and SHS 39 Salahutu. This research was conducted in the even semester of the 2020/2021 academic year. The research instruments included an essay test and digital literacy observation sheets. The research data were analyzed using inferential statistics (ANCOVA and ANOVA). The research results indicate that the integration of STEAM with PjBL and PBL learning models significantly affects students’ cognitive learning results and creative thinking (p0.05). The integration of STEAM with PjBL and PBL learning models provides innovation in implementing the two learning models, which improves the learning steps and the learning process. The integration of STEAM with the PjBL learning model can be used to enhance cognitive learning outcomes and creative thinking skills for other biological concepts in senior high school level learning.

This study aims to analyze students' digital literacy in the context of learning biology material on the digestive system and identify students' digital literacy in terms of interest in digital technology, internet costs, gender, and learning outcomes. The research was conducted at one private high school in Medan, Indonesia. The instrument used is a questionnaire and a list of student grades from the teacher. The results showed that students interested in digital technology had a significantly higher digital literacy score than students who had less interest in digital technology. There was no significant difference in digital literacy between groups of students with internet fees < US$ 14 per month and students with internet fees of US$ 14 per month, and between groups of male and female students. The result of the analysis also found a positive correlation between learning outcomes and digital literacy.

Introduction In South Africa, online learning has been adopted to maintain the momentum of learning. The need for social distancing has resulted in the cancellation of many face-to-face activities that comprised the curriculum within higher education. This study explored the experiences of undergraduate diagnostic radiography students of online teaching and learning during the COVID-19 lockdown period. Methods A qualitative case study design was adopted. Purposive sampling was employed to select undergraduate diagnostic radiography students at the study institution. One-on-one online interviews were audio recorded with fourteen (n = 14) students from second to fourth year and were transcribed verbatim. Data were analysed through content analysis. Results Two main themes emerged: (1) Maintaining balance in the new ‘normal’; (2) Enablers for an inclusive learning environment. The change in the method of teaching has highlighted the requirements for adequate teaching and learning. The students in the study were of the view that they deserve an equal opportunity to quality online education. Conclusion The study reveals that the participants were concerned about the transition from face-to-face lectures to the online system. They felt they were required to adjust without adequate consideration of the prerequisites for the process, such as devices and data availability. Implications for practice Radiography is both technical and theoretical. Therefore, the integration of online teaching and learning could be used to enhance digital literacy within the South African context.

The process of learning online makes the education has the current condition concerning. The problems occur at the Elementary School students in grades 1 and 2 is in the reading introduction stage because not all elementary school students attend kindergarten, but they have to take online schools that cannot meet their teachers in person. The students should be guided by the teacher to learn spelling and counting, could not be realized. The impact for the elementary school students in grades 1 and 2 is cannot read, even they have not memorized the alphabet completely. This is a small thing that is not visible to the naked eye but becomes a big problem in the field of education. The training and guidance for elementary school students can achieve the goal of the concepts of the 2021 KKM program, and they are not only good at reading, but they are familiar with digital literacy which has developed very rapidly in the globalization era.

This study aims to develop a conceptual digital literacy learning for adolescents in remote communities; Designing digital literacy learning activities for youth in remote communities; and knowing the evaluation of digital literacy learning This research procedure was carried out by adapting the ILDF (Integrated Learning Design Framework) development procedure model. This model consists of three stages, namely Explorating, Enactment and Evaluation. This research was conducted in Pabuaran Village, Sukamakmur District, Bogor Regency.for adolescents in remote communities.The step of the development model begins with exploring, at this stage the developer identifies the need for distance learning due to the large number of trainees who experience difficulties in participating in learning activities in face-to-face, especially for teenagers who live in remote areas, the selection of the Moodle platform, this is because Moodle has an application in the form of Moodle Mobile which can be accessed via android phone. In the Enactment stage, at this stage the developer begins to design disaster literacy learning using the Mobile Modeling Model, compile prototypes and develop the learning in detail. The last stage is Evaluation, Testing material experts and media experts. Material experts give the results of the percentage of the feasibility of learning materials of 93.75%. Media testing gives the results of the feasibility percentage of 79.9%. The test on the small group test of the trainees got a result of 86.97% which means it is very feasible to use. This study provides suggestions that facilities and infrastructure must be available properly. The required facilities such as an adequate and stable internet network and an android phone with a minimum android version of Lollipop that must be owned by all disaster literacy training participants.

The concept of “digital literacy” has been much discussed and variously misunderstood in our society. Owing to digital communication technologies, it is often confused with other literacies and skills necessary for utilizing and evaluating digital information. As information and communication is increasingly produced, accessed, and controlled in digital formats, there is significant need to clarify among “information literacies” what “digital literacy” means and demands. In order to accomplish this, the author reviews what is meant by literacies in human society, examines the nature of the digital as a language, describes genuine digital literacy, and elucidates the sociopolitical importance of the growing digital illiteracy in global citizenry and how this might be addressed.

There is general agreement about the need for vocational education and training to embrace so-called modern technologies in gearing up to deliver to young people a broad range of what have become known as 21st century competencies, of which digital literacy, self-directed learning, and adaptive learning are but three. Recent Technical and Vocational Education and Training (TVET) policies in South Africa incorporate the language of future competencies that ought to be acquired by college students through their curricula and delivered by lecturers with appropriate professional training. But in April 2020, confronted by the global COVID-19 pandemic and an immediate hard lockdown, TVET colleges went into crisis mode to try to meet a government demand that no student be left behind. While blended and remote methodologies had been employed to some extent in a few college programmes, the pandemic suddenly launched all lecturers into technology dependent teaching and learning. This article is based on a survey of conveniently selected public TVET college lecturers early in the lockdown who were under enormous pressure to continue the academic programme remotely. The snapshot I obtained was one of anxiety and consternation, but also of deep concern for students and their wellbeing under inordinately difficult conditions. Their conflicting priorities while they tried to balance remote teaching responsibilities and personal needs were illustrative of Maslow's well-known theorisation of humans and their hierarchy of needs. The limited research I conducted for this article was exploratory at a time in the pandemic when there were more questions than answers in every sphere of social interaction. My findings, therefore, do not seek to be definitive and there was full understanding that the education and training landscape was dynamic and shifting. However, what can be shared here is a moment in time to appreciate the experiences of a critical component of the TVET college sector under emergency conditions, and the distance they would have had to traverse towards official exhortations to leave no student behind.

A critical factor in improving the quality of education, according to researchers, is an increase in the special pedagogical and digital competence of primary school teachers. The novelty of the re...

Based on data from the Child Online Safety Index (COSI), Indonesia occupies the lowest position for online guidance and education related to online activity. This places children and adolescents in a very vulnerable position when interacting in the digital world. With the shift from the learning process to online platforms during the COVID-19 pandemic in 2020, the provision of functions and security in cyberspace (E-Safety) is an important key in maintaining children's interactions when interacting in the digital world. The implementation of E-Safety is in line with the government's program to support the National Digital Literacy Movement (GNLD) and the use of technology in particular to accelerate the transformation of education. This activity was carried out in the form of webinars and workshops for educators as part of digital literacy regarding E-Safety education related to knowledge, skills, and prevention of threats in the digital world. Emphasis on the role of educators as Learner, Advisor, Teacher, and An Identifier is a major part of protecting children and adolescents from dealing with situations and problems mediated by digital media and the internet. Socialization about E-Safety for educators is also equipped with various reference sources that can be used for making E-Safety teaching materials. The result of this activity is an understanding of the importance of E-Safety and its implementation in supporting the resilience of students when interacting in the digital world.

The COVID-19 pandemic in 2020 posed several challenges to post-secondary institutions, including the move to online learning in a short amount of time. In June 2020, Bishop’s University hired 23 students as online learning and technology consultants (OLTCs) to help faculty prepare for Fall 2020. They underwent training about Students-as-Partners literature, empathetic design, pandemic pedagogy, high-impact practices, and authentic learning design. After their training—which included online modules, simulations, faculty mentorship, and technology training—the program launched in July 2020. In this case study, we deploy SaP literature to solve pedagogical challenges posed by the pandemic, analyze the data collected in the program’s developmental assessment, and share the program’s impact on students, faculty, and the institution more broadly. This program is a key intervention in building institutional capacities for SaP work in a post-COVID higher education context. The outcomes of this case study demonstrate that working with students as partners in the design of COVID classrooms increases students’ social and emotional intelligence, technical and digital literacy skills, critical thinking, project management skills, and other significant learning gains.

Purpose Scholarship on language teacher knowledge and critical digital literacy. Using a grounded theory approach, semi-structured online presentations of students, classroom observations and their responses to multimedia tools such as movies and literature were analysed. As part of the study, 150 students pursuing undergraduate degree in engineering were assigned two assignments involving science fiction movies and hyperreal literature as part of an experiential strategy. A survey was conducted before and after the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. The findings show that student cognition of AI and technological dependency is a complex and emergent system, and that, despite current literacy education scholarship stressing digital literacy as a social and critical praxis, technology is treated in a mostly functional, rather than a critical manner in a standard university language classroom. The results of this study suggest that the disadvantages of a realistic approach to teaching digital composition can be avoided by creating other forms of educational materials that adhere to critical digital literacies sense, such as posthuman literary works and science fiction film. Design/methodology/approach This study is primarily qualitative and empirical, focussing on the analysis of student responses to classroom assignments and semi-structured online presentations and responses to multimedia tools such as movies and online literature. A pilot study was performed among the engineering students of Vellore Institute of Technology, Vellore, India, to better understand engineering students’ perceptions and attitudes towards teaching English as a second language using emerging technology, with the aim of improving language abilities, writing skills, imagination and overall personality. One hundred and fifty (150) students were assigned two assignments as part of an experiential strategy. Owing to the COVID-19 pandemic, Microsoft Teams was used as the platform for assessment and observation. As part of their learning challenge, students were required to watch the movies “Her”, “Interstellar” and “Bandersnatch” and write a technical report outlining some of the major observations on technology and AI. Secondly, as part of their learning challenge, students were required to read Oliver Sacks’ “The Machine Stops” and comment on his perspectives on technological dependency. This was supplemented by assessment tests and assignments focussing on the digital nature of the global education system. Another survey was conducted at the end of the study to evaluate the change in students’ perception towards the use of technology and multimedia in language classrooms as well as their awareness of technological dependency in the postmodern world. Owing to the posthuman and hyperreal nature of the movies and texts, students were introduced to the theories of Marshall McLuhan and Jean Baudrillard to better understand the chosen works. Findings In the posthuman era, where digital technologies are at their peak, English language teachers select appropriate teaching resource materials based on the needs of the students and do their utmost to combine them with technology to make their teaching more engaging and efficient. Thanks to the current craze for Digital Humanities, not just English language teaching but also literature classroom teaching has experienced several paradigm shifts. This has raised the need for English teachers and professionals on the job market. Given this context, and in particular, to raise knowledge among engineering students of their critical position in the literary job sector, two tasks were assigned to students in the Language Classroom. These tasks included integrating technology into language studies and literature, instilling imagination, honing literary skills and facilitating the development of a comprehensive approach to life and potential endeavours. Originality/value As evident from the study and literature review, the introduction of emerging technology in Language Classrooms has grown in popularity, but it has yet to be incorporated into Language Classrooms that focus on the comprehensive development of students, especially in India. Furthermore, proof of interactions between digital learning and teaching practices and anticipated results, effects and impacts was gathered to make the Language Classroom more social, inspiring and engaging, but little more. As a result, we see a lot of potential for research in this field, particularly concerning the most recent language studies advancements about Digital Humanities.

Highlights: (1) Adequate preparation (e.g., providing technical equipment, didactical adaptation of teaching materials, fostering digital literacy in students …) is needed for distance learning to succeed.(2) Disadvantaged students need special support to avert a widening of the educational gap between students from different social backgrounds and with different learning abilities.(3) Distance and online learning should be designed to address the satisfaction of basic psychological needs to promote student well-being and positive learning outcomes.

We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.

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.

Education is a field of indispensable transformation. During the hard time of pandemic outbreak, the method of teaching and learning changed undeniably. What had caused the changes? The pandemic or the learning needs and practices of students. Students’ learning needs are, of course, a priority. What could be the ideal form of teaching learning when students are not able to attend their daily transaction of subject content? It's only possible through the virtual mode. A very challenging period for the teaching fraternity, the student community, and the parents as well. Students must adapt themselves to virtual learning, and teachers must equip themselves with a new method of teaching. It is the parents' responsibility to procure items that please their wards. The current scenario of teaching and learning is therefore reliant heavily on digital literacy skills. In every coin there is a flip side. Similarly, digital literacy also has its pros and cons. The objective of this paper is to bring to light the dark side of digital literacy.

The employment of technology in the teaching and learning process is unavoidable in the digital age. One of the online media utilized in English classes is Google Docs. However, there has been minimal discussion on the use of Google Docs for collaborative writing, particularly in high school EFL classes. As a result, the purpose of this study is to find out what EFL students think about utilizing Google Docs for collaborative writing in an English class at a senior high school. The researchers performed a qualitative case study to solve the problem. The information was gathered through an interview with kids from one of Sidoarjo's private schools in East Java, Indonesia. To support the main, classroom observations and the analysis of students' documents in the form of a portfolio were used to triangulate the data. After that, the data were subjected to thematic analysis. The study uncovered two key topics that addressed the advantages and drawbacks of utilizing Google Docs for collaborative writing. Students' enthusiasm, digital literacy, social skills, and writing skills improved when they used Google Docs for collaborative writing. Students, on the other hand, experienced some difficulties in terms of internet connection, the availability of accompanying gadgets, and their own abilities. The findings of the study could have practical implications in English classes.

This research examined the readiness of pre-service integrated science teachers in Indonesia in following the dimensions of the next generation science standards. It employed a survey method combined with an examination of the readiness of pre-service integrated science teachers who are currently studying in five colleges in Indonesia. The survey collected the data from 218 respondents, consisting of managers of science education study programs, pre-service science teachers, science education lecturers, science teachers, school principals, and education practitioners. There were 131 pre-service science teachers participating in this study in addition to 40 science teachers with have more than seven years of service as a comparison. The survey instrument was designed and presented in the form of docs.google.com, consisting of 12 questions. Learning evaluation experts validated the instrument before it was administered to the respondents. This study found that pre-service science teachers were not prepared due to three aspects: mastery of concepts; digital literacy and teaching how to apply scientific concepts in life. The achievement of future science teacher criteria for pre-service teachers is higher than teachers, except for aspects of teaching skills and human literacy.

Due to an abrupt outbreak of the global COVID-19 pandemic, the educational paradigm has to be shifted to a new era of online education at all levels while maintaining the Sustainable Development Goals (SDGs). The study aims to analyze the implementation of online education focusing on (1) institutional preparedness of digital infrastructure and (2) students' learning activities during the pandemic. An online survey (Google Survey) was conducted to collect the data, which were then qualitatively analyzed supported by data quantification in percentage. The findings indicate that the target schools managed to carry out online education in response to the government's social restriction. Online education has been implemented in three different contexts, depending on the types and strata of schools-fully, partially, and none of the two. This has opened up prospects and challenges to create different standpoints. The students learn through a variety of virtual learning activities, such as watching videos (YouTube or Teacher's presentation), completing quizzes, doing assignments, discussion via Google Meet, and the like depending on the class design.

Over the past decade, government policies have placed significance on the development of school students’ digital literacy as essential to their future participation in society. Yet, assessments of...

We are now living in digital age. Almost all activities are carried out using digital technology devices. Various information and knowledge are saved in digital devices. Therefore, anyone who lives in the present and the future should have adequate digital literacy. This study aims to determine the level of digital literacy, future time perspective, and the self-confidence of prospective vocational school graduates in entering the job market. In addition, this study also intends to answer whether there is an influence of digital literacy and future time perspective on the self-confidence of prospective vocational school graduates entering the job market. This research revealed that the digital literacy level of prospective vocational school graduates is at a moderate level, the future time perspective is at a good level, and the level of self-confidence entering the job market is at a good level. Mediated by a future time perspective, digital literacy indirectly affects the self-confidence of prospective vocational school graduates in entering the job market. There is no significant relationship between digital literacy and confidence in entering the job market. Thus, digital literacy--future time perspective--self-confidence in entering the job market is a pathway used to prepare prospective vocational school graduates to enter the job market. Vocational schools are directed to develop real programs to increase students' digital literacy to encourage the growth of self-confidence of prospective vocational school graduates in entering the job market.

The COVID-19 pandemic requires lecturers to change learning strategies through online learning. The use of technology which has grown exponentially in the world of education requires students to be proficient in using technology in finding information as a source of knowledge. To be able to prepare competitively students in this 4.0 education era, an instrument is needed to find out to what extent students' digital literacy abilities are. This research is development research (R&D) which aims to develop a Digital Literacy Assessment Scale (DLAS) instrument to measure students' digital literacy skills. The procedure of this research includes determining the construct and specifications of the instrument, writing the items, and analyzing the items. Based on the results, the DLAS instrument has a total of 52 items consisting of 3 aspects including access to information (access), student involvement in academic activities (behavioral engagement), and socio-emotional (socio-emotional). The results of content validity carried out by 5 expert judgments showed that the DLAS instrument was proven to be content valid with the acquisition of Aiken's V index of 0.87.

deological struggles over the policy and practice of literacy education continue to characterise the field. This paper explores how ‘new policy actors’, market-orientated and profit-driven players, construct the crisis of literacy and schooling in Australia to reclaim the doxa of literacy education. The concept of doxa is employed to show how recent discursive practices are contributing to orthodox and heterodox positions. A mixed-methods content analysis was performed on reports produced by business groups and their proxies, analysing how these reports construct new narratives. The findings reveal how these stakeholders adopt a stance best characterised as the old doxa revisited and (re)orientated for new economic imperatives. A defence of literacy as ‘common-sense’ basic skills, in crisis, and predominantly developed through schooling for the purpose of work, is supplemented with a discourse which updates literacy doxa to include technological (media) dimensions where digital literacy skills are the ‘new basics’ of literacy education.

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

Many studies are still ongoing on the possible effects of the Covid-19 Pandemic process on educational environments. With the decision to switch to distance education during the pandemic process, an important opportunity has emerged for rapid digital transformation in higher education. In this process, the relationships between the digital literacy levels of university students, their views on distance education and their pre-university school memories are curious. Therefore, the main purpose of this study is to examine the relationship between education faculty students' digital literacy levels and their views on distance education and their pre-university school memories. The research was carried out in the faculty of education at a state university in the 2020-21 academic year. The sample group consists of n = 234 (89 males; 145 females, mean age 21.7) pre-service teachers. Research data were collected online via Classroom. During the data collection process, one personal information form and three scale forms were used together. The return rate of the data collection tool is ~ 51%. Descriptive and relational analysis were used to analyze the collected data (p

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

The basic literacy that must be possessed by someone to be able to compete in the 21st century is literacy, numeric literacy, scientific literacy, digital literacy, financial literacy, and cultural and civic literacy. This community service activity aims to develop digital literacy for teachers and students through the Teaching Campus program at SMPN 19 Mataram. The Teaching Campus Program is one of the implementations of the Independent Campus Policy which is beneficial for students. This community service activity at SMPN 19 Mataram was carried out from August 4, 2021 to September 25, 2021. The method of activity consisted of four stages each week, namely: planning weekly activities with the team, carrying out weekly activity plans, analyzing weekly activities, making improvement plans and follow-up. The form of digital literacy development activities is that students help teachers and students in implementing technology, information and communication (ICT) based learning. Students help teachers and students in optimizing the use of various digital applications, namely WhatsApp, Zoom Meeting, Google Meet, Google Drive, and Google Form. Students also assist teachers in preparing teaching materials in the form of power point media (ppt) and learning videos. Thus, the Campus Teaching program is beneficial for students to gain hands-on experience in the field of becoming professional teachers, teachers and students also gain information and skills in using various digital technologies as a provision to face global competition in the 21st century

The article examines the specifics of digital literacy in the context of an innovative economy. A brief historical overview of the emergence of the concept of “digital literacy” and its spread over the past 20–25 years is given. Digital literacy is defined as a set of technical and cognitive skills necessary for navigating in a digital environment, equally essential for both the modern economy and scientific and technological development. The important role of digital literacy in an economy based on innovation is outlined. The article offers a concise comparative analysis of the situation with the development of digital literacy in three countries (USA, India, and Australia) and a comparison of foreign experience with Russian. A general analysis of the challenges in the field of digital literacy for Russia in the context of the problems of higher education and science policies is carried out.

The learning system in the 4.0 revolution era that applies creativity, critical thinking, collaboration, communication skills, community and character skills, with several aspects and components of educational learning 4.0 So that to face learning in the industrial revolution 4.0, everyone must have critical thinking skills, knowledge and skills. digital literacy skills, information literacy, media literacy and mastering information and communication technology. Meanwhile, in facing the era of society 5.0, the world of education plays an important role in improving the quality of human resources. In addition to education, several elements and stakeholders such as the government, Community Organizations (Ormas) and the entire community also take part in welcoming the upcoming era of society 5.0. To answer the challenges of the industrial revolution 4.0 and Society 5.0 in the world of education, 21st century life skills or better known as the 4C (Creativity, Critical Thinking, Communication, Collaboration)

The development and implementation of information and technology in education, give an impact to literacy. The implementation of information and technology with literacy is known as digital literacy. Digital literacy not only talks about the skill or competency of using technology as a teacher in the learning process, but how school as a formal education institution can help the students to have digital literacy competency since this skill is needed by the students and teachers who are imposed by the technology as an impact of the pandemic. Schools not only have a responsibility to educate students about digital literacy competency in the learning process, but in all the school aspects must support the implementation of digital literacy. This research wants to explore how digital literacy competency has been implemented at senior high school level in Indonesia. Therefore, this descriptive qualitative research objective is to explore the digital literacy competency implemented at Citra Kasih School in Indonesia. The data collection techniques used in this research were observing and interviewing the principal by asking questions that had passed the validity test. Following the digital literacy competency which was set by Indonesian Ministry of Education and Culture (2017), this research explored the implementation of digital competency into three bases, class based, school environment based, and community based. From the research, it can be concluded that Citra Kasih Senior High School has applied three bases of digital literacy competency indicator at school. In the class based, Citra Kasih Senior High School has attended digital literacy training, applied and utilized digital literacy, and understood how to use digital media and the internet. Based on the school environment Sekolah Citra Kasih High School has implemented digital literacy in reading references, book borrowing frequencies, school activity, school policy. School service, and information presentation. However, on community based, Citra Kasih Senior High School has implemented digital literacy in facilities and infrastructure and in the involvement of parents and institutions.

This study explored teachers’ knowledge and practices in using digital literacy in enhancing the communicative competence of English as a second language (ESL) learners. This is because there are different types of data in the digital domain, which necessitate their use in various fields of learning. One hundred teachers of English from South-west Nigeria participated in a survey through online platforms. After analyzing the data through both descriptive and inferential statistics, the major findings revealed the following: (1) ESL teachers have maximum knowledge of the existence of many of the existing digital tools (2) they largely perceive that digital literacy can be used to enhance communicative competence, but do not maximally use the digital tools to do so, (3)the digital divide is a major factor limiting teachers’ use of digital tools in enhancing learner communicative competence. In view of this, it is therefore recommended,firstly, that teachers be given adequate training on the use of digital tools in enhancing the communicative competence of ESL learners. Secondly, the government and other stakeholders should invest more in technology particularly in the area of education. Lastly, ESL teachers should make conscientious efforts to deploy digital tools in teaching to enhance the communicative competence of the learners.

K-12 educators’ digital literacy skills have been designated as a national and state priority by education and accreditation agencies in Texas, resulting in the need for curriculum alignments to th...

The article analyzes a process of teaching foreign students at regional universities under conditions of restrictions associated with the COVID-19 pandemic, using digital technologies. Currently, universities, and especially technical universities, play a leading role in the development and distribution of digital technologies. The authors believe that achieving these goals involves changing the content of academic disciplines and courses, including those aimed at improving digital literacy. The concept of combining a lecture system and e-learning technologies, which are provided by the electronic platform Microsoft Teams at the VSTU, is a modern format of the educational process. With a mixed format of educational process, the modular principle of organizing a curriculum of disciplines seems to be more appropriate. The authors analyze the results of the first stage of educational digitalization (the second semester of the 2019/20 academic year). This analysis is based on the academic performance of students (Russian and foreign) and the results of teachers’ and students’ survey on the effectiveness of distance learning. According to the results of educational analytics, the authors state, firstly, a decrease in the absolute academic performance of students while teaching with a help of the distance education technologies and e-learning, due to the low level of students’ self-organization and the lack of educational material in the digital format; secondly, a decrease in the quality of teaching, which demonstrates the unwillingness of teachers to use the potential of e-learning and, thirdly, the impossibility of a complete transfer of teaching to a digital environment. In addition, the authors describe the problems faced by regional universities in the process of educational digitalization and the implementation of the program of Russian education export.

Gündelik hayatın hemen her alanında kendini gösteren dijitalleşme olgusu eğitim ve öğretim süreçlerini de güçlü bir şekilde etkilemekte, geleneksel eğitim yöntem ve teknikleri yerini dijital teknolojilere bırakmaktadır. Günümüzde yaşanan hızlı dijitalleşme beraberinde dijital okuryazarlık kavramını getirmiştir. Dijital okuryazarlık en genel tanımıyla akıllı telefonlar, tabletler, dizüstü bilgisayarlar ve masaüstü bilgisayarlar gibi ağ cihazları aracılığı ile bilgiyi bulma, anlama, analiz etme, üretme ve paylaşabilme becerilerini ifade etmektedir. Dijital okuryazarlık aynı zamanda çevrimiçi ortamların kendine has hukuk kurallarını ve etik normlarını, üretim ve paylaşım kalıplarını bilmeyi içermektedir. Tüm eğitim alanlarında olduğu gibi din eğitimi ve Kuran Kurslarında da dijitalleşme kaçınılmaz görünmektedir. Bu araştırma Kur’an Kursu Öğreticilerinin dijital okuryazarlık seviyelerini incelemeyi amaçlamaktadır. Çalışma grubu Sakarya ve Düzce illerinde görev yapan 351 Kur’an Kursu Öğreticisinden oluşmaktadır. Veri toplama aracı olarak katılımcıların demografik değişkenlerini belirlemek amacıyla araştırmacı tarafından hazırlanan soru formu ve katılımcıların dijital okuryazarlık seviyesini ölçmek amacıyla geliştirilen Dijital Okuryazarlık Değerlendirme Ölçeği kullanılmıştırr. Ölçek “farkındalık, bağlamsal kullanım, güvenli katılım, dijital kimlik yönetimi ve temel araç ve ortam bilgisi” alt boyutlarından oluşmaktadır. Ulaşılan bulgular Kur’an Kursu Öğreticilerinin dijital okuryazarlık seviyesinin görev yaptıkları kurs türüne göre farklılaştığını göstermektedir. Dijital teknolojilerin kullanımıyla ilgili bir eğitime ihtiyaç duyanların dijital okuryazarlık seviyesinin anlamlı bir şekilde düşük olduğu görülmüştür. Kur’an Kursu Öğreticilerine temel dijital okuryazarlık eğitimi verilmesinin hizmet kalitesini artıracağı düşünülmektedir., The phenomenon of digitalization, which manifests itself in almost every field of daily life, strongly affects education processes, and traditional education methods and techniques are replaced by digital technologies. The rapid digitalization experienced today has brought the concept of digital literacy. In its most general definition, digital literacy refers to the ability to find, understand, analyze, produce and share information through network devices such as smartphones, tablets, laptops and desktop computers. Digital literacy also includes knowing the unique legal rules and ethical norms of online environments, production and sharing patterns. Digitalization seems inevitable in religious education and Quran Courses as in all fields of education. This research aims to examine the digital literacy levels of Qur'an Course Instructors. The sample consists of 351 Qur'an Course Instructors working in Sakarya and Düzce provinces. For collecting the data, a questionnaire prepared by the researcher to determine the demographic variables of the participants and the Digital Literacy Evaluation Scale developed to measure the digital literacy level of the participants were used. The scale consists of “awareness, contextual use, secure participation, digital identity management and basic tool and media knowledge” sub-dimensions. The findings show that the digital literacy level of Qur'an Course Instructors differs according to the type of course they work. It has been observed that the digital literacy level of those who need training on the use of digital technologies is significantly lower. It is thought that providing basic digital literacy training to Qur'an Course Instructors will increase the quality of service

The purpose of this study was to predict educational transformation in the post pandemic era and address a new agenda for participants in both education and academia of Korean EFL. First of all, this article calls attention to rapid societal changes due to technology for the last few decades, particularly in facets of language use, knowledge building, and learning paradigm. Second, this study attempted to articulate unprecedented challenges of English education in Korea for adapting to educational reform in the digital society: 1) defining digital literacy from the second language (L2) perspective, 2) relocating English curriculum within digital learning ecology, and 3) achieving normalization of Korean school English curriculum. For successful transition, this paper finally suggests that a united voice is needed from participants and that new governance should be established in English education to connect educators, researchers, and policy makers to each other empowered by major academic associations such as KATE. © 2021 The Korea Association of Teachers of English (KATE).

The current research investigates the digital literacy levels of 1661 English as a foreign language (EFL) learner at Vietnamese universities. We used an adapted questionnaire to assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning. The findings reveal that most Vietnamese students can access digital technologies at home and in their institutions. Furthermore, students achieve an adequate level of knowledge regarding digital literacy, and their technological skills range from low to average. Students’ attitudes toward technologies are positive, but they do not use technologies extensively when learning English. Comparisons show that males have better digital knowledge and skills than their female peers. Although female students are more aware of the digital integration benefits of learning than their male peers, males tend to use technologies more extensively than females. There are also discrepancies among different year groups. Seniors have the best digital knowledge, while freshmen possess the highest technical skill levels. Junior and senior students’ attitudes toward technology applications in English learning are more positive than those of freshmen and sophomores.

This study functioned as a digital literacy technique that aided in raising students' motivation and classroom dynamics in reviewing writing structure, terminologies, and related knowledge. This st...

In this essay, a tour was made of traditional teaching materials and new technologies that have been implemented in teacher training. It was conducted under the premise that education should be designed to cultivate and foster new skills. At present, reference is made to digital literacy. These competencies, necessary in this age, must be improved, redesigned, and rethought from a new perspective. The enormous technological changes that the modern world is experiencing are also transforming social relations. In this context, information is the new engine of progress. Without quality education for all, a knowledge society is impossible. Therefore, faced with emerging skills and new cultures, teachers must take on the challenge of promoting universal access to technologies and the skills necessary to guarantee their use. This line sought to highlight the importance of training in teacher training on new technologies and their implementation in the educational process to improve and promote student learning., En el presente ensayo se realizó un recorrido sobre los materiales didácticos tradicionales y las nuevas tecnologías que se han implementado en la formación docente. Se llevó a cabo bajo la premisa de que la educación debe estar diseñada para cultivar y fomentar las habilidades en el desarrollo de las nuevas habilidades. En la actualidad, se hace referencia a la alfabetización digital. Dichas competencias, necesarias en esta era, deben mejorarse, rediseñarse y repensarse desde una nueva perspectiva. Los enormes cambios tecnológicos que está experimentando el mundo moderno transforman también las relaciones sociales. En este contexto, la información es el nuevo motor del progreso. Sin una educación de calidad para todos, es imposible una sociedad del conocimiento. Por lo tanto, frente a las habilidades emergentes y nuevas culturas, los docentes deben asumir el desafío de promover el acceso universal a las tecnologías y las habilidades necesarias para garantizar su uso. En esta línea, se buscó destacar la importancia de la capacitación en la formación docente sobre las nuevas tecnologías y su implementación en el proceso educativo, con el fin de mejorar y fomentar el aprendizaje de los alumnos.

This study explored the degree of teachers’ centrality in the classroom while developing digital literacies of their students and the pedagogical strategies which are employed by teachers in this p...

This current study explores the teacher's perspective on the usefulness of google account in the online learning process at SMAN 1 Tambang, Riau. The teachers and other school staff did not simply implement the policy of the distance learning process. The shift from face-to-face learning activities to online learning is confusing for teachers, especially senior teachers. Teachers are challenged to be able to use technology in carrying out their duties. The digital literacy of teachers is critical in the implementation of online learning. Hence, an understanding of google classroom, google meet, and google form is an influential media aid in the learning process, especially in online learning. The research method used is a survey method. The sample in this study was 46 teachers of SMAN 1 Tambang. The results showed that 46 respondents who filled out the research questionnaire, 75% stated Strongly Agree, 23% stated Agree, and 2% stated Disagree that google accounts were instrumental in the process of online learning during the Covid-19 pandemic. This result shows that the Google account is an effective learning media used in the online learning process during the Covid-19 pandemic. Therefore, teacher mastery in the use of Google accounts is part of digital literacy that needs improvement.

The target of this technical guidance was secondary teachers of natural sciences, social sciences, and language who were members of the Teachers Professional Development Forum or Musyarawah Guru Mata Pelajaran (MGMP) in Siak Kecil, Bengkalis Regency. This training aimed to provide digital literacy strengthening for teachers in designing, implementing, and evaluating home-learning programs. This technical guidance was carried out through an online platform (Zoom) and offline mentoring in the MGMP discussion forum. The technical guidance mechanism consists of training and simulations in designing digital learning media in PowerPoint presentations, video monologues, e-student worksheets, and e-modules using software applications such as Filmora, Explee, Sigil, and Kinemaster. The results of this technical guidance were increasing self-efficacy with indicators of confidence in completing tasks (high), internal motivation (high), persistence (high), and being able to overcome obstacles and difficulties (high). There was also an increase in teachers' digital literacy in the aspects of data awareness (good), data analysis skills (sufficient), and ability to focus (excellent). The assessment of the results also showed that participants could design and use applications to carry out digital learning from home. Overall, this technical guidance positively impacted teachers' Continuing Professional Development (CPD), especially secondary teachers in Siak Kecil and Lubuk Dalam Sub-districts in Riau Province.

In the context of the COVID pandemic, there has dramatically increased the significance of distance learning technologies. Higher education will most probably increase their usage even after overcoming the coronavirus. This paper aims at assessing Russian university students’ readiness to exercise distance learning technologies. The survey within Rostov-on-Don universities provided data on 428 students’ skills in using Internet technologies when studying. It is shown that in the pre-pandemic period, no more than a quarter of students had the necessary skills to participate in video conferences, and about 16 % of students took online courses autonomously. Only 6,5 % of the respondents could manage both technologies that comprise distance learning. The results obtained on the relationship between academic performance and self-participation in online courses, as well as on the relationship of these indicators with general digital literacy and immersion in social networks, should be taken into account within wide computerization of education during the pandemic.

The last decade has been the theater of the rapidly growing introduction of information technology (IT) into the classroom, prompting teachers to embrace this change in their routine. Unfortunately, university training and school administrations are slow adherents. Although all teachers use a mobile phone for their personal needs, some may still be reluctant to use IT at large in the classroom.

The following work describes Minecraft: Education edition: Education Edition learning platform and its application in the educational process. The main element is gaming that builds teamwork skills, develops students’ creativity and engages them in real-world problems solving. Teachers use Minecraft: Education edition: Education Edition to teach a range of subjects, from history and chemistry to computer science and math, breaking curriculum standards and involving students in extracurricular activities and coding clubs. According to various educational experts, Minecraft: Education edition: Education Edition is one of the best existing digital tools for learning through entertainment. Bulgarian schools are provided by The Ministry of Education and Science with free access to the platform, which makes it an attractive tool that helps students to develop their algorithmic thinking and digital literacy. The article describes the main features of the game and gives specific examples of successful use of Minecraft: Education edition: Education Edition in the lower secondary stage of primary education.

The author presented at her employer's professional development event "Faculty Friday" in Spring 2020 to communicate issues surrounding information literacy and student success to faculty colleagues at Prairie View A&M University.

In the era of society 5.0, technology and education are likely two side of coin. Teachers can use technology in the classroom. Also, teachers play a role in maximizing the quality of learning. This study employed descriptive qualitative research. This study aimed produced an overview of flipped classroom used in learning activities, particularly in learning mathematics. The research data in this study were observations, semi-structure interviews, and documentation of flipped classroom learning activities. The research subjects were 37 seventh-grade students of one of junior high school in Purwokerto, Indonesia. The data analysis technique in this study consisted of four stages:1) data collection, 2) data reduction, 3) data presentation and 4) drawing conclusions. The results of this study are: 1) flipped classroom improves teachers and students digital literacy; 2) flipped classroom as one alternative learning model; 3) flipped classroom expressed students’ positive activities with technology; and 4) flipped classroom provide opportunities for parents interact with students in home activities.

Global technological advancement is changing information dissemination among literates and non-literates. This new development seems to be influencing the definition of literacy. The current paper discusses the changing paradigm from the old perspective of literacy to a new literacy, which is radically affecting every sphere of life, especially education. This position paper shows how this new literacy, driven by ICT (Information and Communication Technology), is shaping the character of the human being, and determining the ways through which knowledge and skills are acquired, thus influencing new expeditions of the school curriculum. This paper attempts a deconstruction of the different arguments advanced for ICT-driven literacy and education. While agreeing that some adverse effects and constraints come along with these new technologies, I am convinced that their dominance is inevitable. As such, the earlier educational stakeholders embrace this new concept and equip the learner with modern literacy skills, the better it would be for the collective benefits of instructors and learners.

The article presents an overview of normative documents, research results, conclusions on the topic of digital transformation of education systems, in particular in the EU countries. The generalization of materials, which help to define, at what stage of digital transformations there is an education of Ukraine, a place of system of vocational education in this global process, is presented. Examples are given as an active position in the direction of ensuring digital transformations of educational and managerial processes in a particular educational institution; it contributes to the implementation of national tasks in the direction of ensuring the digital development of society. Emphasis is placed on how the role of methodological services is changing, on the need for systemic changes in the perception of the educational institution's perception of the process of ensuring the digital development of both teachers and students, and vocational education institutions in general. The study examines four vectors of digital development for vocational (technical) education institutions of Ukraine from the possible options, proposed by European colleagues who have already shown positive results at the level of the education system (vocational in particular) and a separate institution of vocational (technical) education. In particular, the possibility of measuring the level of digital development of the educational institution through the use of the SELFIE service, developed by the European Commission together with a group of educational experts and practitioners from European countries, was considered. The platform is available in more than thirty languages, including Ukrainian. Examples of online tools common in both European educational communities and those, developed by domestic specialists (but taking into account European experience,) are given, thanks to which it is possible to carry out self-assessment, assessment, and soon certification of digital competencies of teachers. Ways to solve the problem of insufficient digital literacy of students, which, along with Ukrainian, and European researchers pay attention to, are given. There are wide opportunities for the development of digital infrastructure, which provides educational institutions with participation in competitions and programs of the European Union, such as Erasmus +

This article investigates use of digital storytelling as a learning activity in education about migration. Based on a study in two Norwegian schools and two adult education centers for refugees and...