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The contemporary appearance of the term “digital literacy” on university websites suggests institutional interests on digital literacy that focus not only on the development of technology skills but also cognitive and attitudinal aspects in student development. This paper presents an exploration of institutional conceptions of digital literacy base...
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Context 1
... study is considered appropriate for this investigation. Figure 1 outlines the research design which extrapolates the methodological fusion (Press, 2017) that embodies the current research. The fusion between case study design and document analysis approaches is aimed at generating rich data, in order to develop rich descriptions for understanding the bounded case (cf. ...
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... collected were stored and managed on Google Sheets to enable concurrent collaborative research work by the investigators. Bowen (2009) notes that document analysis is a social research method and, indeed, it enabled the current research team to triangulate and corroborate findings across data sets and facilitate evidence-based credibility in exploring the research questions noted in Figure 1 and elaborated on below. ...
Citations
... Moreover, digital learning platforms increasingly rely on recommendation systems to provide personalized learning materials to users (Abu-Rasheed, Weber, & Fathi, 2023). The concept of digital learning is closely related to digital literacy, which extends beyond mere device usage to encompass a range of cognitive, sociological, and motor skills necessary for effective functioning in digital environments (Press, Arumugam, & Ashford-Rowe, 2019). The integration of technology in education, as seen in the widespread use of educational technology in schools, emphasizes the importance of developing digital competence among both teachers and students (Norhagen, Krumsvik, & Røkenes, 2024). ...
This research aims to understand the important factors that influence the development of sustainable human resources for professional educators in Indonesia, then analyze and test these influences. The research method used is a mixed method, namely combining qualitative and quantitative. Qualitative data collection was carried out by in-depth interviews with key figures in the development of sustainable human resources for professional educators in Indonesia, coupled with observation and documentation. Qualitative data analysis is carried out through the stages of data reduction, data display, and data verification. Data collection for the quantitative method was carried out using a survey questionnaire and analyzed using Partial Least Square (PLS). The research results found that qualitatively there are several factors needed in the development of sustainable human resources for professional educators in Indonesia, namely human resource competency and digital learning. The quantitative research results prove that human resource competency digital learning have a positive and significant effect on sustainable human resources the development for professional educators in Indonesia.
... The development of the global world entering the digital revolution period has fundamentally changed the pattern of human life, work, and learning [2]. It is not enough for students to only be able to use technology cause they must be able to filter or evaluate the incoming technology or the technology used. ...
Digital technology cannot be separated from education as it can support teaching and learning activities. Therefore, pre-service teachers must have digital literacy. This study aimed to determine and analyze the digital literacy of undergraduates involved in the program MBKM as teaching assistants at schools. This descriptive study involved 800 pre-service teachers from the School of Education at Tanjungpura University. The authors used surveys and observation. A digital literacy questionnaire was employed as the instrument of this study. The questionnaire is valid with its validity values of r > 0.279 and reliable with its reliability scores of 0.937. The digital literacy questionnaire has three primary constructs: technical, cognitive, and social-emotional aspects. The result showed that the pre-service teachers’ technical, cognitive, and social-emotional related scores (76.47, 79.10, and 75.69, respectively) in digital literacy belong to the “good” category. In conclusion, the pre-service teachers participating as teaching assistants in the MBKM program 2022 understand using digital resources to support their academic purposes.
... The practice of digital literacy is the ability to use digital technology and information effectively and critically (Press et al., 2019). Literacy skills include finding, evaluating, producing and sharing information appropriately. ...
In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities
... Within higher education, digital competence that teachers need for teaching and learning is operationalised within two types of institutional documents-teaching competency frameworks and digital competency frameworks. Within Australian higher education, the conceptualisation of teacher digital competencies has been informed by international models, such as JISC (Press et al., 2019). Most digital competency frameworks focus on technical or operational aspects of digital competence, with few addressing the effects on pedagogy and curriculum (Falloon, 2020). ...
Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies and the need to deploy and support digital competences. Researchers captured a range of remote teaching practices in higher education across this period that highlight the adaptability of teachers despite a lack of preparation for such an event. This study reviewed empirical studies of ERT from the past 2 years to derive a conceptual frame for ERT digital competence, which was then applied as a lens to analyse teaching or digital competency frameworks from Australian universities. The findings of this paper demonstrate the pre-pandemic teaching and digital competency frameworks captured digital competencies relevant to ERT in varied ways. Practically, the findings provide a starting point for understanding digital competences needed for ERT to ensure future preparedness in responding to a crisis that disrupts educational provision. We also suggest universities can better support the development of teachers’ digital competence through practical operationalisations that connect technical and pedagogical knowledge, make digital possibilities across modes of delivery explicit, and acknowledge the need to protect wellbeing of educators.
This chapter examines digital literacy and digital citizenship, critical issues for individuals in today's digital world, from a comprehensive perspective. These two concepts are different but related to each other. After defining the concepts of digital literacy and digital citizenship in detail, the chapter discusses the similarities and differences between these two concepts. The chapter also explains how an ordinary citizen can become a digital citizen. Existing digital citizenship education approaches are introduced. Considering their strengths and weaknesses, the authors proposed a digital citizenship education model. The chapter concludes by exemplifying nine dimensions of digital citizenship and by introducing examples of digital citizenship practices that are widely used worldwide.
Rekreasyon faaliyetlerinin teknolojik gelişmelerle değişime uğraması dijital okuryazarlık gibi farklı kavramları gündeme getirmektedir. Bu doğrultuda bu çalışmanın amacı dijital okuryazarlığın sanal rekreasyon etkinliklerine katılım sıklığına ve rekreasyon fayda düzeyine etkisinin incelenmesidir. Çalışmaya Gazi Üniversitesi Spor Bilimleri Fakültesi öğrencisi olan 243 katılımcı dahil olurken, veri toplama aracı olarak kişisel bilgi formunun yanı sıra “Dijital Okuryazarlık Ölçeği”, “Rekreasyon Fayda Ölçeği” ve araştırmacıların oluşturduğu “Sanal Rekreasyon Anketi” kullanılmıştır. Araştırma sonuçlarına göre, katılımcılar dijital okuryazarlık konusunda ortalamanın üzerinde bir seviyeye sahiptir. Sanal rekreasyonel faaliyetlere katılım sıklığı ise ortalamanın biraz altında, rekreasyonel fayda düzeyleri ise ortalamanın altındadır. Ayrıca, sanal sportif ve sanal eğlence faaliyetlerine katılım oranları ortalamanın üzerindedir. Dijital okuryazarlığın sanal rekreasyon faaliyetlerine katılım etkinlikleriyle genelde pozitif yönde zayıf düzeyde anlamlı ilişki ortaya koyduğu belirlenmiştir. Dijital okuryazarlık ile rekreasyon fayda alt boyutları arasında zayıf düzeyde negatif anlamlı ilişki olduğu saptanmıştır. Sonuç olarak katılımcıların dijital okuryazarlığının artması durumunun sanal rekreasyon etkinliklerine katılım sıklıklarını ve rekreasyona yönelik algıladıkları fayda düzeylerini anlamlı biçimde yordadığı söylenebilir.
The various authors who contributed to this book shed light on a wide variety of facets of change. There is a consensus in the contributions that change affects every organization and needs to be dealt with pro-actively. The pace at which change is taking place has accelerated considerably over the past decades, driven by developments like convergence, digitization, and mediatization. However, industry surveys found that the majority of managers claimed to fail at bringing about change (75%; Stanleigh, 2008). This is a problem that has already existed for a long time. In this context, agility presents a viable concept and accounts for organizations' capabilities to embrance change in a fast-paced environment.
