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Digital Literacy for the Third Age: Sustaining Identity in an Uncertain World
Abstract
The world in which we live � the world of late modernity � is characterised by a deep uncertainty; uncertainty not only about the foundations of social structure, but also about individual identity. Digital technology offers powerful tools for learning, for self-expression, and for the building, maintenance and sharing of identity. But for citizens of the third age, these aspects of the modern world pose a threat to their identity. Being able to use the technology appropriately in real situations is therefore important to any citizen. Technology has not changed the notion of what learning is, but it has opened up more avenues in thinking how it can be done. If we wish to empower seniors digitally we should focus on their goals for digital usage, the areas in which digital activity is socially meaningful and contribute directly to the development of meaning and identity. This paper presents a three-level model of digital literacy, understanding that by being aware of the challenges older citizens are facing in modern society we can consider more clearly the role which digital literacy, and its relation to learning, may play in addressing their predicament. Because of the particular uncertainties of the role of our seniors in society, digital literacy can be of great value as a means of social involvement and assertion. Gaining a literacy of the digital, senior citizens can retain a hold on the shape of their lives in an era of increasing uncertainty. In a society where inter-generational uncertainty is probably greater than it has ever been, it can also offer the possibility of a bridge of understanding across generations El mundo en el que vivimos �el mundo de la posmodernidad� se caracteriza por una profunda incertidumbre que no afecta solamente los fundamentos de la estructura social, sino también la identidad individual. La tecnología digital brinda poderosas herramientas para el aprendizaje y la expresión personal, y para construir, mantener y compartir la identidad. Sin embargo, estos aspectos del mundo moderno representan una amenaza para la identidad de los ciudadanos de la tercera edad. Por lo tanto, es importante que todo ciudadano sea capaz de utilizar la tecnología adecuadamente en situaciones reales. La tecnología no ha modificado el concepto de aprendizaje, pero sí ha abierto nuevas vías para reflexionar sobre la manera de llevarlo a cabo. Si queremos dotar de autonomía en el ámbito digital a los ciudadanos de la tercera edad, debemos centrarnos en los objetivos que puedan tener para el uso de esta tecnología, y en las áreas en las que la actividad digital es relevante socialmente, contribuyendo directamente al desarrollo de significado y de identidad. Este artículo presenta un modelo de alfabetización digital de tres niveles que postula que, al estar conscientes de los desafíos que los ciudadanos de avanzada edad afrontan en la sociedad moderna, podremos evaluar con mayor claridad el papel que la alfabetización digital �y su relación con el aprendizaje� puede desempeñar a la hora de abordar sus problemas. Ante las incertidumbres específicas que rodean el papel de los ciudadanos de la tercera edad, la alfabetización digital puede ser de gran valor como medio de participación en la sociedad y de autoafirmación. Al adquirir una alfabetización digital, los ciudadanos de la tercera edad pueden controlar la forma que adopten sus vidas en una era de creciente incertidumbre. En una sociedad en la que la incertidumbre intergeneracional tal vez sea mayor que nunca, la alfabetización digital también puede constituir una oportunidad para tender puentes que posibiliten la comprensión mutua entre generaciones.
... Digitalization of everyday life of older adults Digital technology has an empowering potential for older adults because it allows overcoming physical barriers and, thereby, facilitates contact with geographically remote family and friends, and enables cultural participation, access to information, shopping, banking, and health services from home. Having the necessary digital literacy can increase independence, promote the physical and mental well-being of older adults (Choi and DiNitto, 2013), prevent cognitive decline (Tun and Lachman, 2010), and is helpful to maintain identity (Martin, 2009). As such, increasing digitalization has advantages for those older adults who are sufficiently skilled. ...
... Age-related factors also tend to hit people of a certain age regardless of the specific era and refer to changes in cognitive and perceptual abilities (Czaja and Lee, 2007), for example learning, memory, attention, hearing and vision, but also physical, motoric and sensual changes. All of these changes affect autonomy and, as a consequence, can lead to psychosocial changes such as loss of self-esteem or identity crises (Martin, 2009;Gatti et al., 2017). In times in which ageing in place (i.e., at home) is strongly encouraged, such hindrances should be taken into account. ...
... They may also feel overwhelmed by the amount of information they need to learn. Against this background of advancing digitalization of everyday life, as well as generational and age-related barriers to digital technologies, digital literacy is deemed essential to digital inclusion of older adults, and even a right compared to classical literacy (Martin, 2009). As a key to becoming digitally literate at older age, research stresses the importance of a supportive social network of "warm experts" (such as family members and friends who provide informal support, see Bakardjieva, 2005;Olsson and Viscovi, 2020;Geerts et al, 2023b) as well as formal trainings specifically targeting older people (Delello and McWhorter, 2017;Ferreira et al., 2017;Blažič and Blažič, 2018;Chiu et al., 2019;Pachis and Zonneveld, 2019;Flauzino et al., 2020;Pihlainen et al., 2021). ...
Introduction
With the continuing advancement of digitalization of everyday life, digital literacy becomes more and more a necessity. As a consequence, those who are digitally illiterate experience digital exclusion, which increasingly equals social exclusion. Older adults are typically less digitally active and also less skilled in digital technologies than younger cohorts. Digital inclusion frameworks by governmental and supra-national organizations, on the one hand, and academic definitions of “digital literacy” or “digital skills”, on the other hand, tend to include a broad set of competencies next to technical understanding, such as cognitive and social-emotional skills. However, we argue the problem that expectations of what digital literacy commonly entails are too high level for older adults with no pre-existing digital experience with computers, internet, smartphones, or tablets. Even what is considered as entry-level, basic digital skills, or foundational skills, can be very demanding for older adults with limited or no prior knowledge of and practice with digital technologies.
Methods
To make our point, we draw on own data from interviews with 26 digital skills instructors who give training to older adults in Belgium (collected between December 2020 and February 2021).
Results
We provide empirical evidence for the circumstances that even seemingly basic digital skills, such as getting a device started or downloading apps, can be very demanding and anything but trivial for older adults without prior experience. We demonstrate evidence along three interrelated domains: (1) ICT-jargon and terminology; (2) Hardware; (3) Software and Internet. Each of these domains entail hurdles of knowledge and understanding that need to be overcome for these older adults before we can start addressing the higher goals of digital literacy frameworks.
Discussion
The main implication from this article is that even the most basic tenets of digital technology are neither trivial nor simple to grasp for older adults with no or limited prior experience — a point not sufficiently addressed by current frameworks of digital skills/literacy/competence.
... The contextualisation of digital competence has been an important characteristic of several other frameworks. For example, Martin (2009) presented DigComp-specific competence areas as only the first level of digital literacy -a term that is used mostly as a synonym of digital competence. At the second and third level, Martin posits digital usage and digital transformation (see Figure 2). ...
... This is not the case under the DigComp framework. Martin (2009) adds that at the highest levels, digital competence should lead to creative innovation for digital transformation. In the learning context this entails finding creative ways to use technology. ...
... Synthesising the ideas introduced in the DigComp framework with the levels of digital literacy (Martin, 2009), we can see that in the context of learning, students need to know how their digital competence could be contextualised depending on the digital devices they are using, their digital learning environments, as well as the digital content provided for them in the learning situation at hand. However, in addition, teachers should give them enough space to regulate their own learning process. ...
... Ageist stereotypes impact the societal treatment and portrayal of older adults, their perception of other older adults, their self-perception, and their digital literacy skills. Martin (2009) discusses the impact of ageism on identity for older adults and offers ways forward that connect learning and identity. He highlights the role that learning plays in constructing one's own identity and goal-setting for growth, arguing that older adults can actively participate in what they do and how they are perceived; digital literacy is one facet of such participation and learning (Martin, 2009). ...
... Martin (2009) discusses the impact of ageism on identity for older adults and offers ways forward that connect learning and identity. He highlights the role that learning plays in constructing one's own identity and goal-setting for growth, arguing that older adults can actively participate in what they do and how they are perceived; digital literacy is one facet of such participation and learning (Martin, 2009). According to Martin (2009), digital literacy for older adults can address "the ageist stereotypes which devalue and disempower senior citizens by presenting them as unproductive and dependent, and thereby rob them of their own self-worth" (p. ...
... He highlights the role that learning plays in constructing one's own identity and goal-setting for growth, arguing that older adults can actively participate in what they do and how they are perceived; digital literacy is one facet of such participation and learning (Martin, 2009). According to Martin (2009), digital literacy for older adults can address "the ageist stereotypes which devalue and disempower senior citizens by presenting them as unproductive and dependent, and thereby rob them of their own self-worth" (p. 12). ...
This article explores the experiences of older adults attending digital literacy training sessions offered by the public library system in one city in Ontario. Semi-structured interviews with 12 older adults (age 60+) demonstrated the significance of societal and internalized ageism in shaping the experiences of participants, as well as the construction of the training as a “safe space” for experimentation. Implications for participants and future public library digital literacy training sessions are discussed, with particular attention to asset-based approaches, the need for skill development, and addressing the effects of ageism on participants. Supplemental data for this article is available online at https://doi.org/10.1080/15228835.2021.1962477.
... While many terms have been used to describe digital literacy [17][18] [19][20], Allan Martin [21] presents three levels of digital capabilities, shown in Figure 1. Martin [21] Martin [21] describes the attainment of each of these levels as being relative to the required skills needed by an individual in a particular domain, and that "Instantiations of digital competence will vary from person to person as their situations vary, and will change over time as new tools and facilities are developed." ...
... While many terms have been used to describe digital literacy [17][18] [19][20], Allan Martin [21] presents three levels of digital capabilities, shown in Figure 1. Martin [21] Martin [21] describes the attainment of each of these levels as being relative to the required skills needed by an individual in a particular domain, and that "Instantiations of digital competence will vary from person to person as their situations vary, and will change over time as new tools and facilities are developed." Martin describes each digital literacy level within the context of a senior citizen demographic, which has been adapted in this paper to the context of non-computer-based engineering programs. ...
... While many terms have been used to describe digital literacy [17][18] [19][20], Allan Martin [21] presents three levels of digital capabilities, shown in Figure 1. Martin [21] Martin [21] describes the attainment of each of these levels as being relative to the required skills needed by an individual in a particular domain, and that "Instantiations of digital competence will vary from person to person as their situations vary, and will change over time as new tools and facilities are developed." Martin describes each digital literacy level within the context of a senior citizen demographic, which has been adapted in this paper to the context of non-computer-based engineering programs. ...
There are many challenges associated with teaching and learning computer programming for first year engineering students in non-computer based fields. This paper discusses barriers to acquiring the digital literacy needed to learn end-user programming, or programming as a tool to support activities in a non-computer science domain. The first barrier discussed is the gap in educational curriculum, where the first formal introduction to computer science and programming is found in pre-university preparatory courses. The second barrier is a lack of consensus in approaches to learning programming in online resources. A solution of integrating opportunities to use programming as a tool in existing course curriculum activities is proposed, as a way to improve programming accessibility and allow future engineers to use digital skills to innovate in non-computer based applications.
... Another wellknown, more holistic definition of the term is that it can be understood "as the changes that digital technology causes or influences in all aspects of human life" [12]. Finally, digital transformation can also be defined as the third and ultimate level of digital literacy that "is achieved when the digital usages which have been developed enable innovation and creativity and stimulate significant change within the professional or knowledge domain" [13]. This last description seems to go deeper than others because it explores the motivation for and consequences of undergoing digital transformation. ...
... Organizational capabilities [42] Top Line Growth [35], [7], [43], [44] Customer needs [45], [13], [46], [43] Organizational Structure [45], [1] Digital Strategy [42], [4], [12], [47] Customer touch points [46], [12] ...
... Digitally-modified business model [48], [49], [50] Socially-informed knowledge [41], [51], [52] Predictive analysis [53], [7], [51] Market trends [48], [13], [54], [55] Digital Drivers [56], [4], [12], [52], [57], [1], [58] Market information [48], [59] ...
... Martin (2007) desarrolló una escala de tres niveles de alfabetización digital, misma que se ilustra en la Figura 3. Fuente: Martin (2007) En la base se encuentra el nivel de competencia digital, que abarca habilidades y conocimientos digitales de uso general, incluyendo navegar en Internet, utilizar paquetes de ofimática, participar en juegos digitales, utilizar productos multimedia, etc. Este nivel, de acuerdo con Martin (2007), será recurrido por individuos y grupos tan a menudo como los nuevos desafíos y situación de vida cambien. ...
... Martin (2007) desarrolló una escala de tres niveles de alfabetización digital, misma que se ilustra en la Figura 3. Fuente: Martin (2007) En la base se encuentra el nivel de competencia digital, que abarca habilidades y conocimientos digitales de uso general, incluyendo navegar en Internet, utilizar paquetes de ofimática, participar en juegos digitales, utilizar productos multimedia, etc. Este nivel, de acuerdo con Martin (2007), será recurrido por individuos y grupos tan a menudo como los nuevos desafíos y situación de vida cambien. ...
... En el segundo nivel se encuentra el uso digital, que es donde la competencia digital implica un uso exitoso en situaciones de vida y resolución de problemas específicos en un contexto profesional, de formación o de otro tipo (MARTIN, 2007). ...
Las Tecnologías de Información y Comunicación (TIC) forman parte integral de nuestra vida y acarrean riesgos inherentes a su uso, siendo la intrusión a la privacidad de los usuarios uno de los más comunes. Este trabajo busca estimar la efectividad de la aplicación de medidas de seguridad de los usuarios de TIC para mitigar el riesgo a partir de un conjunto de variables como alfabetización digital, actividades y comportamientos en la red como compulsión y permisividad. Para lograr este objetivo, se llevó a cabo un estudio observacional de corte transversal, mediante el diseño de una encuesta que se aplicó a una población de 159 internautas mexicano, usuarios de redes sociales y pertenecientes a una comunidad de video jugadores de computadora. Para analizar los resultados de dicha encuesta, se utilizó un modelo binario y multivariado de regresión logística, por el método de máxima verosimilitud, con el que se seleccionaron variables explicativas mediante la técnica de pasos (hacia adelante y hacia atrás) y se realizaron pruebas de bondad de ajuste. Entre los resultados más importantes se muestra que a pesar de realizar mejores prácticas de seguridad y tener un menor número de intrusiones a la privacidad, el nivel de alfabetización digital no es significativo o determinante para ser víctima de una intrusión. Al estratificar por edad se observó una tendencia a estar en mayor posibilidad de sufrir intrusión cuando se tiene mayor edad, sin embargo, la diferencia entre los grupos no resultó significativa, pero sí ilustrativa.
... tid, rum og forandring. Allan Martins (Martin & Grudziecki, 2006;Martin, 2009) udlaegning af digital dannelse (digital literacy), der omfatter tre niveauer: Grundlaeggende digitale kompetencer, digitalt repertoire af anvendelser og digital transformation, bliver i artiklen videreudviklet og anvendt som afsaet for forståelsen af den kompetenceudvikling, der fandt sted i projektet. Artiklen søger at besvare spørgsmålet: Hvordan kan laereres kompetenceudvikling organiseres med udgangspunkt i iPad'en som laeringsressource i et didaktisk perspektiv? ...
... Allan Martins forståelse af digital dannelse (digital literacy) udgjorde den oprindelige teoretiske baggrund for projektets udvikling af elevernes digitale dannelse (Martin & Grudziecki, 2006;Martin, 2009). Begrebet indgår i naervaerende projekt som omdrejningspunkt for at se laerernes kompetenceudvikling ud fra en professionsforståelse, idet Martin socio-kulturelt tilskriver begrebet et identitetselement. ...
... Martin (2009) anvender begreberne stages og levels. ...
Forord til Learning Tech 3 skrevet af Anne-Mette Nortvig og marie Falkesgaard Slot.
... Esta literatura muestra que el internet ayuda a los adultos mayores a mantener lazos sociales con sus familias y amigos [4], les permite aumentar su autoeficacia y a reducir su ansiedad por el uso de la computadora, pudiendo así aumentar su satisfacción general de la vida [17]. Encontrar información mediante buscadores de internet es un objetivo importante para los adultos mayores, quienes no necesitan conocer técnicas de búsqueda avanzada [18]. El uso de internet también incrementa sus oportunidades de aprendizaje permanente [19], les permite acceder a información relacionada con la salud [11] [12][20] y les ayuda a explorar recursos para satisfacer sus necesidades personales y de entretenimiento [21] [22]. ...
... Es esencial la participación y presencia de los adultos mayores en el uso de Internet [6], puede ser de gran valor como medio de participación y afirmación social [18]. Por tanto, la alfabetización digital de las personas mayores está convirtiéndose cada vez más en un tema central; resulta determinante adquirir conocimientos y competencias sobre los nuevos medios digitales que les sean útiles y relevantes para su vida cotidiana. ...
... At the same time, the set of established concepts of digital competence and digital literacy can be grouped according to the ratio of cognitive elements into 2 groups of concepts: 1) definitions based on the assumption that the acquired skills, knowledge and understanding of digital reality will allow employees to provide for their life needs and use ICT tools for communication: 21st [13 ]], ICT literacy [14], electronic literacy [ (Martin, 2003, p. 23) [15]], e-skills and e-competencies, defined as a wide range of opportunities (knowledge, skills and competencies) covering three main categories: skills of ICT practitioners, skills of ICT users and 2) definitions formulated on the understanding of the scientific and research foundation of economic relations in the context of the new technological structure of Industry 4.0. (the definitions of digital competence that suggest the ability to study and critically analyze information, for example, [(Calvani, Cartelli, Fini & Ranieri, 2008, p. 186) [21] and [ (Martin, 2009) [22])]. ...
... At the same time, the set of established concepts of digital competence and digital literacy can be grouped according to the ratio of cognitive elements into 2 groups of concepts: 1) definitions based on the assumption that the acquired skills, knowledge and understanding of digital reality will allow employees to provide for their life needs and use ICT tools for communication: 21st [13 ]], ICT literacy [14], electronic literacy [ (Martin, 2003, p. 23) [15]], e-skills and e-competencies, defined as a wide range of opportunities (knowledge, skills and competencies) covering three main categories: skills of ICT practitioners, skills of ICT users and 2) definitions formulated on the understanding of the scientific and research foundation of economic relations in the context of the new technological structure of Industry 4.0. (the definitions of digital competence that suggest the ability to study and critically analyze information, for example, [(Calvani, Cartelli, Fini & Ranieri, 2008, p. 186) [21] and [ (Martin, 2009) [22])]. ...
The development of a digital economy based on effective work with big data, intel-ligent digital platforms, artificial intelligence, robotics technology and 3D printing requires the formation and improvement the level of employees’ competence as a set of new high-quality competencies. In recent years, the term “digital competence” has become a key one in discus-sions about what skills and knowledge are needed in a modern knowledge society. The term “Digital competency” has various interpretations in academic literature, in the practice of teaching, training and certification. In this article, we analyze the concept of “digital compe-tence” and related terms as well as possible ways of its formation. Moreover, we consider an example of the “digital competence” formation that has developed at the SPbPU Advanced Manufacturing Technologies Center of NTI. It is important to note that we distinguish the con-cepts of “digital competence” and “digital literacy”. These concepts are not identical, but “digi-tal competency” concept is considered as a key. In this article, we prove that the most suitable approach to training staff for the digital economy is formation of fundamental knowledge as well as developing applied skills. Due to digital platforms, the applied skills realizes funda-mental knowledge through solving practical problems and challenges in the global high-tech market of products and services.
... In addition, people are facing a main problem in digital literacy, which is having competencies problem around the use of digital tools. In fact, being digitally literate is not just understanding digital technology, but using digital technology to achieve daily goals and tasks (Martin, 2009), be that communicating on Teams, Zoom, Skype, accessing relevant content or processing online banking. Digital literacy is considered as a part of a commitment to an ongoing process of understanding how technology can be used to achieve educational, economic and social goals. ...
... Employees did not actually suffer from social isolation due to the lack of interactions with colleagues (Allen et al., 2015) they actually felt more connected, more responsive, and more focused on work-related matters due to the easiness of setting up virtual meetings. Home-based workers exerted a lot of efforts to stay connected and to cope with the change, this was particularly true for older staff who lack digital literacy (Martin, 2009). The second challenge discussed by Rigotti et al. (2020) is the work-family interface. ...
Today the world is facing a human crisis (COVID-19) that is spreading human suffering, ravaging societies, killing people, and upending their lives. Companies around the world are striving to adapt new ways of working, safeguard cohesion in the workforce, and sustain an acceptable level of productivity. In such a context, inclusion fade as a strategic priority for organizations. Remote-working norms and workplace-automation trends are having a differentiated impact on segments of the population. Digital technologies have become an important enabler in the coronavirus crisis, facilitating online learning and business continuity, and connecting people to help them maintain good mental health. Despite that, the unequal broadband access and the inaccessibility of technology is hindering effective remote participation and access to remote work arrangements and information by all social groups. This qualitative research is concerned with studying the impact of home-based work during the COVID 19 crisis using digital technologies on the inclusionary/exclusionary experiences of employees. Its findings shed the light on connectedness between employees and superiors, organizational support for digital inclusion, and the access to resources and information as precursors of an employee perception of inclusion and its positive outcomes. The study has theoretical implications for organizational theory and behavior. From a practical perspective, it informs managers about the need to support their employees in creating a healthy and productive work-from-home environment and to foster inclusion in times of crisis in a context ravaged by the fiercest socioeconomic crisis in its history.
... Applied to teachers, "digital literacy is the awareness, attitude and ability to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others (students and colleagues) in the context of specific life situations, in order to enable constructive social action (learning), and to reflect upon this process" [11]. The digital divide emerges due to several reasons: resources allocated by teachers to afford the technology, motivation (interest and confidence) and the offered opportunities (social, cultural, educational). ...
... The level of awareness on availability and usage of OER is quite different among teachers from the Moldova's educational institutions. The national policy related to the implementation of ICT into education outlined in the Education-2020 Strategy document [11] includes a specific objective on the development of digital competences through the elaboration and implementation of digital educational content in the study process. ...
Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author's teaching experience within courses for initial and continuous professional teachers' training.
... Applied to teachers, "digital literacy is the awareness, attitude and ability to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others (students and colleagues) in the context of specific life situations, in order to enable constructive social action (learning), and to reflect upon this process" [11]. The digital divide emerges due to several reasons: resources allocated by teachers to afford the technology, motivation (interest and confidence) and the offered opportunities (social, cultural, educational). ...
... The level of awareness on availability and usage of OER is quite different among teachers from the Moldova's educational institutions. The national policy related to the implementation of ICT into education outlined in the Education-2020 Strategy document [11] includes a specific objective on the development of digital competences through the elaboration and implementation of digital educational content in the study process. ...
Higher Education Institutions (HEI) are facing a number of problems during the last decades: the need to update the curricula to make it compatible with the similar ones from other national and European universities; demand to update the content and the pedagogical approach due to knowledge, technological and research development. Open Educational Resources (OER) might be a sound strategy for institutions to meet these challenges. At the same time OER are themselves one of the challenges that the teachers are faced with. OER could be implemented in courses in different ways, depending on the types of OER and the educational philosophy adopted by the teachers. The paper describes some challenges for implementing Open Educational Resources by teachers in Higher Education in Moldova: the level of awareness on availability and usage of OER; fair use matters; quality assurance of resources; pedagogical approaches for implementing OER into teaching and learning. The paper also grasps the issues of the digital divide that emerge when investigating these challenges. The judgment is based on the literature analysis and on the author’s teaching experience within courses for initial and continuous professional teachers’ training.
... They have to be able to assess the available resources and distinguish between useful and superfluous materials. Martin (2009) affirms this assumption by referring to DC as only basic skills, while digital usage is composed of more demanding competences, as Figure 6 presents (see also Eshet-Alkalai, 2004). The professional application of digital resources is, therefore, valued higher than the ability to just retrieve any kind of content. ...
... The data also exposes additional noteworthy aspects regarding the implementation of digital media which are not outlined in the study. However, they are illustrated in Table 1 Reprinted from "Digital literacy for the third age: Sustaining identity in an uncertain world," by A. Martin, 2009, "Ich muss natürlich meine Stunde durchdenken welche Kompetenzen will ich fördern in der Stunde und was eignet sich dafür am besten" ...
This thesis is concerned with Teachers' Digital Competence (TDC) and Teaching English as a Foreign Language (TEFL). The framework drawn upon to outline TDC presents six dimensions of Digital Competence (DC) teachers should possess. In this thesis I contribute to this subject matter in the following ways. First, I define the extensive term DC with regard to research and the framework and describe the relation between TDC and Teachers' Professional Development (TPD). Teachers are expected to possess proficient subject-related knowledge and are obliged to continuously develop their teaching practice. This process is defined as TPD, of which TDC proves to be a crucial component. In reality, however, most schools are scarcely equipped with technologies and, when they are, teachers lack the competences of utilizing them to promote learning. Second, I conduct a small-scale study by questioning in-service English teachers to investigate the common understanding of TDC and which of its aspects are considered relevant for (English) teaching. In this respect I find that many of the TDC listed in the framework are deemed essential. The study reveals that digital media are mainly used for exposing students to authentic materials to facilitate English language learning. Additionally, teachers place high value on cultivating learners' responsible use of technology. Selecting appropriate digital resources and promoting students' responsible media management are, therefore, regarded as the key competences of TDC. Nevertheless, some of the DC presented in the framework are heavily neglected despite their potential for enhancing teaching. This thesis discusses the TDC considered most relevant by the participants and suggests measures for promoting TDC.
... The other concept used to arrange the concept of digital literacy is media literacy. Media literacy consists of a set of communication competencies to access, analyze, evaluate, and communicate the information in various printed and not printed messages [7]. Similar to media literacy, communication literacy forms digital literacy. ...
... Communication literacy is defined as the ability to communicate effectively and individually or work collaboratively in the group by using the publishing technology (text software, database, worksheets, drawing tools, etc.), internet, and electronic and communication tool. The other ability that becomes digital literacy dimension is visual literacy [7]. This is the competency of human's point of view developed from the ability to consider or view something integrated with sensory experience. ...
... Methods, for at rumme projektets kompleksitet i relation til tid, rum og forandring. Allan Martins (Martin & Grudziecki, 2006;Martin, 2009) ...
... Allan Martins forståelse af digital dannelse (digital literacy) udgjorde den oprindelige teoretiske baggrund for projektets udvikling af elevernes digitale dannelse (Martin & Grudziecki, 2006;Martin, 2009 ...
Denne artikel tager udgangspunkt i et forskningsprojekt på en dansk folkeskole i årene 2012-2015. Projektet handlede om implementeringen af iPads på begyndertrinnet, og artiklen præsenterer de tilknyttede læreres kompetenceudvikling i forhold til både digitale og didaktiske kompetencer. Artiklens formål er at beskrive og analysere, hvordan læreres kompetenceudvikling kan organiseres med udgangspunkt i iPad’en som læringsressource i et didaktisk perspektiv. Lærernes kompetenceudvikling er organiseret i en struktur, der tager udgangspunkt i specifikt udvalgte fokusområder fra undervisningen, som udvikles over kortere og længere perioder.
... In this context, various terms are used interchangeably within the literature to refer to people's ability to use digital technologies including digital skills, digital literacy, digital competence, digital confidence, digital responsibility, digital autonomy, and digital accountability. The most commonly used concept, digital literacy, involves competence in using digital tools, encompassing not only understanding digital technology but also using it effectively to accomplish everyday tasks and goals (Martin 2009). Passey et al. (2018) proposed the concept of digital agency, which encompasses choice, action, and making a difference in an individual's life. ...
Digital inclusion interventions are designed to address challenges related to digital technology access and use. The complex relationships between digital technologies and people's general well‐being are important when considering the development of digital services, practices, policies, and interventions. This research explores the impact of digital inclusion on individual agency and provides evidence of how agency emerges from the use of digital technologies to contribute to well‐being. We present a framework of Digital Inclusion for Well‐being drawing on evidence from interviews with participants of three digital inclusion interventions in Aotearoa New Zealand. While recognizing that digital inclusion is a continuum and that some of our research participants were more digitally engaged that others, we propose a preliminary framework of digital inclusion connecting our participants' digital engagement with outcomes impacting their agency, and thus their well‐being.
... Technology radically improves enterprises' performance or reach [11]. The third and highest stage of digital acquisition, known as digital transformation, may also be described as the modification of innovation and power via the development of digital usages, which in turn stimulates important changes within the information or skilled domain [10]. The purpose and effects of the digital transition are examined in this last description [16]. ...
The government’s digital transformation includes stakeholders, the service delivery of new frameworks, and new types of connections. It responds to the general public administration’s desire for high-value digital services. Digital transformation in local governments is seldom explored, and the attention is mostly on the central government. Municipalities are moving slowly towards digital transformation. The paper outlines a model of the digital transformation of Indonesian local governments and provides an Indonesian case study. The digital transformation model for public administrations in local governments is organized into four sections: digital transformation causes, objects, processes, and digital transformation results. This is a qualitative study, and the research technique employed was a literature analysis of prior studies. The findings highlight the barriers to adoption and the actions required for digital transformation. By examining the output, outcome, and impact, it is clear which component should be improved and enhanced.
... Previous research mentions that digital literacy can maintain the form of life in an era of increasing uncertainty (Martin, 2009). Meanwhile the ICT learning management model in primary schools, based on research results, it is mentioned that the key factor for the success of the model is how teachers make RPP and collaborate with all people who related to the management of ICT-based learning (Syah et al., 2021). ...
Learning with technology content, including computer science or informatics, is a very crucial topic at this time. Unfortunately, there are still many schools that have not adapted to this digitalization culture. There are many factors behind schools not starting a digitalization culture, such as facilities and infrastructure and human resources that are not ready yet. One school that has not implemented digitalization in learning is SDN Kedungdalem. This school still does not have digital-based learning media, most of the learning activities are carried out using books and worksheets. This situation makes students not excited about learning because it is not interesting for students. The aim of this research is to analyze the description of the results of students' academic responses to ICT learning and educational games that have been given. The research method used in this activity is a qualitative approach with rural operations. The subjects of this research were 5th grade students at SDN Kedungdalem. The research results showed that students really liked the educational games provided because the games were funny, exciting and fun.
... This awareness, attitude, and ability are known as digital literacy (Martin & Grudziecki, 2006). Martin (2009) stated that this definition implied only level II or level III discussions of digital literacy; digital competence is a prerequisite and a step before digital literacy, but it is not referred to as digital literacy (Livingstone, 2012). 1. ...
With the use of technology, students can store, share, and record what they learned in a given session or day of remote learning. This study aimed to assess distance learners' abilities in digital literacy by examining their attitudes, concepts, and methods. The quantitative descriptive survey research method was used. For this purpose, 95 distance learners were selected from the different private colleges in district Swabi that were affiliated with Higher Education Regulatory Authority Khyber Pakhtunkhwa and were offering distance-learning programs (i.e., B.Ed. 1.5 and 2.5 programs). Likert scale was used through online Google survey forms. The study found that some of the digital competencies of distance learners were below average, as they had no awareness regarding the effect of extensive technology use. They did not know multimedia product designing as well as could not upload self-created content to any website for sharing. While some aspects of digital competencies showed better results as majority of the distance learners had an awareness of social networking and online collaboration tools. As a prerequisite for any distance course, an ICT-based course may be made available to all distance learners as well as tutorials may be made available for fresh distance learners.
... Knowledge of digital technology is a prerequisite for a digital citizen to effectively, safely and securely operate as a consumer and producer in the digital economy [1]. Digital literacy is a mentality and understanding of digital technology, starting from a functional competency level of using digital technologies, to eventually participating as a responsible digital citizen who grasps the human and social impact of digital actions [3,4]. The learning to progress along the levels described by Gallardo-Echenique et al. [3] requires learning in digital multimodal environments. ...
Industry 4.0 brought digital technology changes at a rate unparalleled to the past. Consequential to such change, the importance of a digitally literate society is emphasized. Digital literacy is, however, vast and subject to the fast-paced changes of Industry 4.0. The challenge then lies in learning and developing digital literacy. Knowledge visualization (KV) is considered a means to address this challenge, through its use of visual mechanisms to transfer complex insights. The purpose of the study was to identify factors of KV that, if addressed, can facilitate successful knowledge creation and transfer in a digital literacy learning and development process. We employed a systematic review of existing literature to reveal several critical success factors (CSFs) of KV towards digital literacy learning and development. The KV CSFs were presented in an online questionnaire to respondents to rank and possibly expose additional CSFs. The study produced 20 KV CSFs toward digital literacy learning and development, that can serve as a guide for KV in future digital literacy learning and development endeavors.
... According to Eshet-Alaklai (2004), digital literacy is technical-procedural, cognitive and emotional-social skills. Martin (2009) distinguishes three levels of digital literacy: ...
Digital investment is becoming more and more popular and accessible not only to legal entities, but also to individuals. The article examines the factors that determine successful digital investment – financial literacy and digital literacy. Research aim – to analyse the factors determining the digital investment of individuals in the Baltic and Nordic countries. Two countries from each region have been selected for the analysis: Latvia and Lithuania from the Baltic countries, and Finland and Sweden from the Nordic countries. Research methods: the analysis of the scientific literature; the analysis of statistical data; systematisation and generalisation. It has been identified that, during the analysed period, the household investment rate varied unevenly, but in Sweden it stood out the most significantly – it was about twice as high as in Finland and in the Baltic countries. The lowest household investment rate was in Latvia. It has been observed that the share of individuals with basic digital skills was significantly higher in the Nordic countries than in the Baltic countries. Although Finland's real GDP (gross domestic product) per capita was significantly higher than in the Baltic countries, the analysis revealed that the dynamics of household investment rates was not as high as in Sweden, only slightly higher than in the Baltic countries. Arguably, Sweden had the highest digital investment opportunities in terms of household investment rates and the share of individuals with basic digital skills.
... Finally, digital transformation can also be defined as the third and ultimate level of digital literacy that "is achieved when the digital usages which have been developed enable innovation and creativity and stimulate significant change within the professional or knowledge domain" [7]. This last description additionally explores the motivation and consequences of the digital transformation [8]. ...
... Applied to teachers, digital literacy is the awareness, attitude and ability to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesise digital resources, construct new knowledge, create media expressions, and communicate with others (students and colleagues) in the context of specific life situations, in order to enable constructive social action (learning), and to reflect upon this process [8]. ...
The transfer to distance education imposed to the universities and to the schools in an emergency regime raised many challenges for the teachers, regardless of their level of readiness for this process. In addition to the management and the infrastructure aspects, the shift to distance education revealed a set of problems inherent to the teaching & learning & assessment regardless the face-to-face, blended, online or distance forms of education. The paper highlights the challenges related to adoption of e-didactics; the common features and differences between classical didactics and didactics integrated with Information and Communication Technologies (ICT), focused on learning design; the weaknesses and the impediments for the implementation of Open Educational Resources (OER); the professional competences that teachers must demonstrate in the digital age. Not only the purely digital competencies of teachers are important, but to a much greater extent, the professional competencies related to the scientific content they teach, to didactics in general and didactics of the discipline in particular, to transposing content into digital format via ICT, to skills in e-didactics. The concept of e-didactics is practically missing in the Romanian Education area; respectively there is no research in this field to be made public by academics in Romanian space. The descriptions and statements in this article are based on works from English, available on the Web. The Technological Pedagogical Content Knowledge (TPACK) framework model is described concisely. Some aspects related to the digital divide are discussed. The development of the concept didactics in e-didactics and the understanding of the correlation between them offer new opportunities to implement the teaching & learning & assessment process in the digital age.
... We draw on critical race media literacy (recognizing, challenging, and reading societal power relationships related to race and racism in the media) for this study (King, 2017;Mills & Unsworth, 2018;Yosso, 2002Yosso, , 2020 and focus on what we call critical race digital literacy (CRDL). This framework is informed by critical race theory (Crenshaw et al., 1995), traditional definitions of digital literacy (e.g., Buckingham, 2009;Martin, 2009) and online civic reasoning (Wineburg & McGrew, 2017). It allows us to center a critical analysis on race and the unique, multimodal forms of oppression and mis-and disinformation adolescents face online. ...
This study uses a Critical Race Digital Literacy framework to examine Black and Latinx adolescents’ ability to critically evaluate race-related materials online. Participants completed four tasks that required them to engage with a range of race-related material, from search results to social media content. Findings indicate that the majority of participants demonstrated an “emerging” or “mastery” level understanding of search results and determining the trustworthiness of websites. Participants found evaluating the credibility of Twitter content as well as evaluating a Russian disinformation campaign’s Facebook profile targeting African Americans considerably more challenging. In addition, though 34% recognized a video screenshot arguing that building a wall at the southern border is humane as racist, participants had difficulty combining this knowledge with an understanding of online propaganda. Few participants reached mastery on this task, and others that required them to evaluate social media content and recognize disinformation. As more online content and media are explicitly related to race or references specific racial groups, these findings highlight the need for more interventions to enhance competencies around critically evaluating race-related materials online.
... Gutschmidt et al. [25] built an accessible version of Sudoku by using sound and haptic feedback. Such accessible games ofer players an engaging and playful experience to learn subject material and enhance their digital literacy skills [17,23,43,50]. For example, Roth et al. [62] used a combination of sound tones and haptics to teach concepts of Euclidean Geometry to blind adults. ...
... Older learners face the barriers mentioned in the adult education literature, along with some age-related ones. As with younger learners, we need to keep in mind that older people do not constitute a homogeneous group; they have social, economic and cultural differences, along with differences related to physical condition and health, which become more significant as individuals get older (Martin, 2009). Moreover, as far as new technology-related programs are concerned, it should be taken into account that the elderly are often digitally illiterate in a society that is digitally infused. ...
Social media networks are becoming increasingly popular as a means for social interaction. A number of studies have found that elderly people have a difficulty in using social media platforms while exist a number of barriers that discourage them from using technology. This chapter investigates the educational needs of older people, who are members of two elderly care centers in Northern Greece, intending to attend an educational program on using smartphones as a communication tool to join social media networks. Research findings indicate that elderly women are more willing to attend an educational program than men and key areas of their interest include access to the internet (e.g., online payments), how to create and use an e-mail account, and how to join social media networks in order to feel less isolated by communicating with other individuals or groups with the same interests.
... The elderly is the most vulnerable to these challenges. Martin (2009) presented a three-level model of digital literacy to enable senior citizens to effectively use digital technology to end their predicament. The study found that digital literacy possesses huge value as means of social involvement and assertion. ...
This paper examined extent of ICT literacy possessed by librarians in Federal University Libraries in South East Nigeria. The study adopted descriptive survey research design. The population comprised 133 academic librarians. Achievement test and structured questionnaire were used to collect data. Data generated were analyzed using descriptive statistics – simple percentage and arithmetic mean. The major findings include that librarians in Federal University Libraries in South East Nigerian possess high ICT literacy. Librarians in Federal University Libraries of South East Nigerian use ICT-based resources to a high extent The following constraints militate against librarians' acquisition of ICT skills: inadequate funding, poor infrastructural facilities, lack of in house/services training programmes for librarians on ICT, lack of implementation of ICT in the curriculum of library schools, librarians do not participate effectively in professional conferences, seminars and workshops on ICT. The study recommended that management should from time to time organize in-house training /service training on ICT for librarians.
... The elderly is the most vulnerable to these challenges. Martin (2009) presented a three-level model of digital literacy to enable senior citizens to effectively use digital technology to end their predicament. The study found that digital literacy possesses huge value as means of social involvement and assertion. ...
India is in the midst of great demographic and technological transformation. The country is expected to be the home to largest working age population in the world by the next twenty years. It needs to embrace digital literacy to address the rising demand for jobs. It will help to raise productivity as well as create inclusive growth. The present study discusses the concept of digital literacy around the globe. It further identifies the challenges and opportunities for digital literacy in India. The study finds that persistent barriers like illiteracy, poverty, under developed infrastructure and poor awareness of technology restrain the growth of digital literacy in India. The expansion of digital technology spotted through rise in internet and mobile subscription in recent years has generated hope but, concerted efforts at multi agency levels are required to sustain this momentum.
... Suatu persyaratan dalam transformasi adalah refleksi kritis. (Martin, 2009) Dalam perkembangannya, literasi digital yang kemudian diadaptasi oleh dunia pendidikan dan Badan Penelitian dan Pengembangan Kementerian Pendidikan dan Kebudayaan Republik Indonesia mengemukakan bahwa literasi dasar menjadi salah satu komponen kecakapan abad XXI dalam pendidikan khususnya pada kurikulum 2013. literasi dasar terdiri atas literasi: 1)bahasa dan sastra, 2) numerasi, 3)sains, 4)informatika dan teknologi, 5) finansial, dan 6) budaya dan kewarganegaraan (Balitbang Kemendikbud, 2017). ...
The Implementation of Educational Policy in the Corona Virus Disease Emergency Period, requires educators to make a learning innovation, namely learning self directed learning based on digital literacy. This study aims to discuss 1) the concept of self directed learning, 2) the concept of digital literacy, 3) analysis of self directed learning based on digital literacy based on the co-19 pandemic at Madarasah Ibtidaiyah. This type of research used in this study is a qualitative study of literature approach with technical content analysis, the results of this study are 1) Self directed learning learning is independent learning to increase the responsibilities of students in the learning process. 2) Digital literacy is the knowledge and skills to use digital media, communication tools, or networks in finding, evaluating, using, making information, and using it in a healthy, wise, intelligent, accurate, precise, and law-abiding manner in order to foster communication and interactions in everyday life. 3) implement the implementation of digital literacy-based self direct learning during the Covid-19 pandemic, as follows; Provision of Educative Sites as School Community Learning Resources, Use of Educational Applications as School Community Learning Resources and online learning by making learning programs from home that are broadcast through the National TV channel of the Republic of Indonesia by the Ministry of Education and Culture
Abstrak: Pelaksanaan Kebijakan Pendidikan dalam Masa Darurat Corona Virus Disease, menuntut pendidik untuk melakukan sebuah inovasi pembelajaran, yaitu pembelejaran self directed learning berbasis literasi digital. Penelitian ini bertujuan untuk membahas 1) konsep pembelajaran self directed learning, 2) konsep literasi digital, 3) analisis self directed learning berbasisi literasi digital pada masa pandemi covid-19 di Madarasah Ibtidaiyah. Jenis penelitian yang digunakan dalam penelitian ini adalah studi kepustakaan pendekatan kualitatif dengan teknis analisis isi, hasil penelitian ini adalah 1)Pembelajaran self directed learning adalah belajar mandiri untuk meningkatkan tanggung jawab peserta didik dalam proses pembelajaran. 2)Literasi digital adalah pengetahuan dan kecakapan untuk menggunakan media digital, alat-alat komunikasi, atau jaringan dalam menemukan, mengevaluasi, menggunakan, membuat informasi, dan memanfaatkannya secara sehat, bijak, cerdas, cermat, tepat, dan patuh hukum dalam rangka membina komunikasi dan interaksi dalam kehidupan sehari-hari. 3)mplementasikan pelaksanaan pembelajaran self direct learning berbasis litersi digital pada masa pandemi Covid-19, sebagai berikut; Penyediaan Situs-Situs Edukatif sebagai Sumber Belajar Warga Sekolah, Penggunaan Aplikasi-Aplikasi Edukatif sebagai Sumber Belajar Warga Sekolah dan pembelajaran daring dengan membuat progam belajar dari rumah yang ditayangkan melalui saluran TV Nasional Republik Indonesia oleh Mendikbud
... The elderly is the most vulnerable to these challenges. Martin (2009) presented a three-level model of digital literacy to enable senior citizens to effectively use digital technology to end their predicament. The study found that digital literacy possesses huge value as means of social involvement and assertion. ...
The available research literature considers women entrepreneurship as a source of economic growth and women empowerment. Entrepreneurship is credited for increases in chances of participation of women in economic growth and their overall empowerment. The present study serves two objectives. First, it highlights the recent trend and progress of women entrepreneurship in India. Second, it identifies the determinants of women entrepreneurship in the country. The study reveals the spatial concentration of women enterprises. It discusses the common problems of women entrepreneurship in the country. The results of the regression analysis reveal that female labour force participation rate, affordable credit and women’s participation in decision-making are significant factors that enhance entrepreneurship for women. Female literacy rate, despite being widely accepted as an important determinant of women entrepreneurship, is found to be statistically insignificant for women entrepreneurship. Any considerable relation could not be established between physical infrastructure and women entrepreneurship.
... Hence, it is concerning that we also found a large age-related digital divide, with the number of adults in deprived communities accessing the internet halving from middle age to retirement age. Overcoming such a divide for older people is likely to involve issues of digital literacy, technological competence and self-efficacy, and network access and associated costs [14,77,78]. ...
Background:
There are arguments for and against the wellbeing effects of internet use, with evidence shifting from negative to positive over time, although the effects are partly dependent upon the population sub-group concerned. There are good grounds for anticipating that the internet could be beneficial to people living in deprived communities, but this group has rarely been studied.
Methods:
Data are from a cross-sectional, face-to-face survey of adult householders (n = 3804) in 15 deprived communities in Glasgow, UK. Respondents were asked whether they used the internet and, if so, how they usually accessed it: at home, via a mobile phone, in a public venue, or other means. Data were also collected on social contact and support, use of amenities, sense of community, wellbeing, loneliness, and physical activity.
Results:
There were inequalities in internet access within deprived communities, with use of the internet lowest among older people, those with a long-standing illness, and those with no educational qualifications. Some social benefits were associated with internet access, such as frequency of contact with neighbours, available financial social support, and greater use of social amenities and shops. Internet users were also less likely to report feeling lonely and had higher mental wellbeing scores. Respondents who used the internet were also more physically active. However, community cohesion and empowerment variables were very similar among internet users and non-users. Several of the positive associations with internet access were more marked for those who accessed the internet at home and for older people. These are new findings in respect of deprived communities.
Conclusions:
Extending internet access for people in deprived communities is worthy of further consideration in the context of government objectives for tackling social isolation and increasing wellbeing. The results also suggest that greater digitisation of public services may not result in greater cohesion and empowerment in deprived communities, as is often assumed, but rather has the potential to reinforce social inequalities.
... Nous noterons enfin que la notion qui émerge de l'ensemble des travaux recouvre une réalité complexe et ambitieuse (par exemple chezGilster 1997, Martin, 2006a ou Hague & Williamson, 2009). Newman (2009) en représente les composantes de manière concrète. ...
Digital technologies, along with the use of various traditional marketing methods, are able to have a significant impact on customer acquisition and sales of organizations in different sizes. Also in recent years, due to the increasing use of digital devices or in critical situations such as the widespread outbreak of the Corona virus, organizations and companies are finding it increasingly necessary to benefit from the digital market to continue their activities and progress. But, the use of technology in any field requires its own digital literacy. Digital technology tools in corporate digital marketing are no exception. Managers and salespeople of business units must have sufficient literacy and knowledge of the field of their work and the digital tools they use for digital marketing. The purpose of this study was to investigate the role of demographic characteristics and digital literacy in digital marketing of sports cafes and shops. The research method was descriptive correlation. The statistical population of the study includes; All the officials, managers and owners of cafes and sports shops were in the three provinces of Golestan, Mazandaran and Gilan. These three provinces are located in the north of Iran. It took about 2 months to send 990 invitation links to the owners, managers and sellers of cafes and sports shops. 293 people clicked on the link. Finally 122 reliable questionnaires were collected and analyzed. 102 people completed the research questionnaire via smartphone, 19 through a personal computer or laptop, and one using a tablet. Among the completed questionnaires, 75 cafes and 47 sports shops participated. The
Industry 4.0 brought digital technology changes at a rate unparalleled to the past. Consequential to such change, the importance of a digitally literate society is emphasized. Digital literacy is, however, vast and subject to the fast-paced changes of Industry 4.0. The challenge then lies in learning and developing digital literacy. Knowledge visualization (KV) is considered a means to address this challenge, through its use of visual mechanisms to transfer complex insights. The purpose of the study was to identify factors of KV that, if addressed, can facilitate successful knowledge creation and transfer in a digital literacy learning and development process. We employed a systematic review of existing literature to reveal several critical success factors (CSFs) of KV towards digital literacy learning and development. The KV CSFs were presented in an online questionnaire to respondents to rank and possibly expose additional CSFs. The study produced 20 kV CSFs toward digital literacy learning and development, that can serve as a guide for KV in future digital literacy learning and development endeavors.KeywordsKnowledge visualizationlearning and developmentdigital literacycritical success factorsconnectivism learning theory
Digital competence is seen as one of the important skills for lifelong learning, and schools have begun to focus on the effect of digitalisation on society so that pupils can use and understand digital tools and media. We have mapped teaching practices among Swedish high school language teachers, focusing on how the COVID-19 pandemic has affected their use of digital tools. While teachers are quite digitally competent privately, they felt they did not have the time to properly investigate new tools for their teaching. Chinese and Spanish teachers in particular felt that English teachers were at an advantage, with more tools and tutorials being available in English. Digital tools were positive for learning; however, it was important to focus on language learning. Thus, the pandemic has led to a positive change in language teaching, but more time needs to be made available for finding and learning new tools.KeywordsDigitalisationDigital competenceDigital toolsCOVID-19Language teaching
Character education is something that absolutely must be implemented because basically all teachers as educators have the same goal in shaping the nation's character. Character education is not necessarily the responsibility of moral education or character and Pancasila education, but is the responsibility of all fields of study. Therefore, in the 2013 implementation curriculum, the balance of learning domains between cognitive, affective, and psychomotor is an absolute output as part of national character education. Character is a person's character or morals obtained from internalization with their environment. A person's character will be good if it is based on moral and ethical values that apply and are agreed upon in society. Emphasized the importance of three components of good character, namely moral knowledge or moral knowledge, moral feelings or feelings about morals, and moral actions or moral actions. Good character will appear after the three character components can be fulfilled in students. The purpose of this service is to strengthen character, ethics and digital literacy in the Covid 19 pandemic situation. So this service is moved to provide reinforcement to schools so that they can help and facilitate the use of digital literacy. The method we use is to provide training to schools on how to use literacy easily. Because the result of the learning process is student character development, in reality online learning is carried out by each school only for student cognitive development. Students are only given assignments and the teacher explains their respective subjects, without asking whether students have bathed or students are already in a suitable place for learning, even though the task of a teacher is not only to build students' cognitive development but also to be able to build and instill values. Good personality traits for students and that is part of the main task of a true educator.
Social media networks are becoming increasingly popular as a means for social interaction. A number of studies have found that elderly people have a difficulty in using social media platforms while exist a number of barriers that discourage them from using technology. This chapter investigates the educational needs of older people, who are members of two elderly care centers in Northern Greece, intending to attend an educational program on using smartphones as a communication tool to join social media networks. Research findings indicate that elderly women are more willing to attend an educational program than men and key areas of their interest include access to the internet (e.g., online payments), how to create and use an e-mail account, and how to join social media networks in order to feel less isolated by communicating with other individuals or groups with the same interests.
The research sought to assess the effects of information literacy on administrative secretaries Ghana Ports and Harbor Authority and Electricity Company of Ghana both in Takoradi. The main purpose of this study is to determine the effects of information literacy on administrative secretaries of these two selected public organisations, kinds of digital equipment used in the organisation, and to determine if the administrative secretaries know how to use the digital equipment available to the organisation. The study assessed 158 staff population. The sample size was 60 staff. Out of 60 the targeted population, 36(54%) were from Ghana Ports and Harbor Authority, and 24(46%) were also from Electricity Company of Ghana both in Western Region, Takoradi, Ghana. The research design used was case study and stratified sample technique. Questionnaires were used as the research instrument with both open and closed ended questions for the objectives stated. Both primary and secondary data was also used. The work was analysed through coding using SPSS for displaying the collected questionnaires, frequency etc.
O presente relato é parte de um projeto mais vasto de intervenção e investigação em curso no âmbito do Projeto En‐Red‐Versad@s. Clube de poesia on line, dinamizado pela Universidade Sénior da Universidade da Corunha e pelo seu parceiro Programa 60+ do Politécnico de Leiria. Este clube visa, através da dinamização de um blogue, a divulgar a língua e a poesia portuguesas, bem como desenvolver competências linguísticas, culturais e digitais, através do domínio e uso das Tecnologias da Informação e Comunicação (TIC). O projeto desenvolve-se no quadro de uma educação plurilinguística, poética e digital, ao longo da vida, em ordem a um envelhecimento ativo e saudável, bem como à construção de uma cidadania consciente e comprometida por parte dos estudantes seniores. Através deste relato, pretende-se apresentar os objetivos, participantes, metodologias de ação e os primeiros dados de participação dos seniores, decorrentes do registo de acesso ao blogue e aos conteúdos partilhados, cuja análise se insere num paradigma quantitativo. Os resultados obtidos, através de estatístisca descritiva, sugerem que o projeto tem potencialidades formativas que impulsionam o envolvimento dos participantes seniores no clube de poesia on line, abrindo a discussão sobre as vantagens de um alargamento da sua participação e sobre as estratégias pedagógicas para a promover. Afirma-se como uma resposta socioeducativa válida, em ordem à valorização pessoal e intergeracional dos participantes.
The purpose of the study is to develop a valid and reliable Digital Literacy Scale (DLS) which will reveal the digital literacy of university students and graduates. Because it is assumed that this sample group uses information technologies much more intensively. The process of developing this scale included many stages. First, item pool (a total of 54 items) was created by reviewing the relevant literature, and the view of 11 experts were taken with four-point rating. Afterwards, the content validity index related to scale and its items was calculated. In the first phase of the study, exploratory factor analysis was performed that was applied to 451 participants for construct validity. Afterwards, the main study was conducted with a group of 1287 participants and confirmatory factor analysis was performed. Digital Literacy Scale's reliability and validity was tested and approved. It was developed as 29-item scale including six factors. In this study, score ranges that represent the digital literacy levels of university students and graduates (low, below medium, medium, above medium and high) are introduced by converting them to Z standard score and the competencies that can be reached for each level are depicted.
The purpose of the study is to develop a valid and reliable Digital Literacy Scale (DLS) which will reveal the digital literacy of university students and graduates. Because it is assumed that this sample group uses information technologies much more intensively. The process of developing this scale included many stages. First, item pool (a total of 54 items) was created by reviewing the relevant literature, and the view of 11 experts were taken with four-point rating. Afterwards, the content validity index related to scale and its items was calculated. In the first phase of the study, exploratory factor analysis was performed that was applied to 451 participants for construct validity. Afterwards, the main study was conducted with a group of 1287 participants and confirmatory factor analysis was performed. Digital Literacy Scale's reliability and validity was tested and approved. It was developed as 29-item scale including six factors. In this study, score ranges that represent the digital literacy levels of university students and graduates (low, below medium, medium, above medium and high) are introduced by converting them to Z standard score and the competencies that can be reached for each level are depicted.
This study aimed to investigate the relationship between digital literacy and the quality of life of the elderly in Arak. The research is a descriptive survey in terms of applied purpose and terms of method and nature. The statistical population of the present study included all the elderly in Arak who were at least 64 years and older; 376 participants were selected using the sampling method. Participants were assessed with the help of digital literacy and quality-of-life questionnaires. To analyze the data, descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used using the SPSS-21 software. The results showed that all parameters of digital literacy had a direct and significant effect on the quality of life of the elderly. Among the quality-of-life parameters, the impact of the physical environment health was less than that of the others.
The chapter aims to explore, through the lens of digital divide, the challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done in the past decade to bridge the digital divide by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content, and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.
Customer Experience (CE) is often presented as a competitive battlefield in the new digital context. However, it is defined so broadly, so holistically, that companies find it challenging to improve it through well-defined projects with an impact analysis of the different changes that could be brought about. Enterprise Architecture Management (EAM) is supposed to be a suitable means to support the management of such transformation projects. However, the depth and disruptive nature of these changes raise multiple questions concerning the adequacy of EAM for Customer Experience Improvement (CEI). In current corporate practice, there seems to be no regular application of EAM as a central support service for CEI in the digital context. In this paper, we explore how EAM can support CEI and examine how digitalization transforms the customer experience. We further identify the required information inputs for these transformations. Based on this foundation, we identify content elements that EAM can provide by analyzing EAM meta-models. Comparing the requirements by CEI projects and the supply by EAM shows that EAM, in general, provides valuable inputs for organizational issues and roles but shows weaknesses when it comes to information about trends, contextual and environmental information.
El concepto de alfabetización digital se ha delimitado tradicionalmente a aspectos técnicos relacionados con el uso de las TIC, lo anterior, si bien ha contribuido a generar procesos de formación en los que los docentes incrementan su conocimiento acerca de la utilización de dispositivos electrónicos y software, ha evitado aportar una noción holística respecto al manejo eficiente de estas herramientas en los procesos de lectura y escritura afines con la enseñanza y el aprendizaje. Este artículo hace una revisión teórica del tema estableciendo un vínculo con la dimensión didáctica de la práctica docente propuesta por Fierro, Fortoul y Rosas (2000) y retomado en el contexto de las tecnologías por George y Veytia, 2018). Con ello, se hace una propuesta que permite profundizar en la importancia de transformar el concepto para llevarlo al campo de lo que se hace con las tecnologías en el aula y lo que esto representa para la construcción de productos relacionados.
con la lecto-escritura actual.
This paper is concerned with the manner in which people make sense of one of gerontology's most debated constructs - successful aging. Gerontologists agree that, as a construct, successful aging is determined by cultural values. In practice, however, the gerontological debate equates successful aging with the delay of the aging process; activity; a future-orientation and managing on one's own. It is this last assumption - the one associated with self-sufficiency -that is this paper's point of departure. Understandings of what it means to age successfully are framed, for example, within the realm of either individual or collective oriented ideas regarding the role that family members ought to play in old age. As themes, familial obligations and expectations regarding the necessary family involvement for a good old age to be insured are therefore central to the cross-cultural study of successful aging. Yet, in the gerontological debate, the cultural variation that exists in regards to familial expectations is often disregarded since it is only individualist ideas in this respect that are taken for granted. As part of a preliminary empirical testing of a newly designed theoretical framework for the study of the relationship between cultural values and successful aging, value orientations regarding relational modes (i.e. whether individual, collateral and lineal relationships are preferred) and the understandings of successful aging that follow from them (i.e. whether successful aging is thought to be contingent self-sufficiency, half-sufficiency or dependency upon one's family in old age) have been studied. Henceforth are theoretical and methodological reflections regarding the findings obtained in this study. This article aims to illustrate how the point of departure of the study in question facilitated and/or inhibited the tapping into respondents' conceptualizations of family duties and the role that family members are expected to fulfill if successful aging is to be ensured.
At the beginning of the 21st century, the new mantra—“successful” and “resourceful” aging—is used interchangeably and intoned often unreflectively by a society eager to find ways to reduce aged-related losses. Yet despite numerous empirical studies and public health promotion strategies directed at ways of aging well, negative images of aging have an enduring vitality. This article examine sageism in a range of political, social, and cultural manifestos that have a productive role in encoding tacit assumptions and stereotypes about older people’s lives. Particular attention is given to the pervasive use of the concept of “dependency,” a stereotypic and productive ageist mechanism that continues to infiltrate what are arguably more inclusive strategies directed toward a global model of aging well. The authors explore some potential strategies to combat stereotypes and warn that aging well initiatives based on individualism and “self-responsibility” risk reproducing existing power relations that continue to inform ageist stereotypes.
The author initially describes several seminal and interconnected departures from the old social order which are currently happening and which are creating a new and indeed unprecedented setting for the educational process, thereby raising a series of never-before-encountered challenges for the educators. He then details how society is being transformed by the passage from the "solid" to "liquid" phase of modernity, in which all social forms melt faster than new ones can be cast, and shows the implications of these societal changes for tertiary and "deutero" learning and education. He concludes that there is a marked shift of emphasis from "teaching" to "learning." Transferring to individual students the responsibility for the composition of the teaching/learning trajectory reflects the growing unwillingness of learners to make long-term commitments that constrain the range of future options and limit the field of maneuver. Among the conspicuous effects of de-institutionalizing pressures are the "privatization" and "individualization" of the teaching-learning settings and situations, as well as a gradual yet relentless replacement of the orthodox teacher-student relationship with the supplier-client, or shopping-mall-shopper pattern. This is the social setting in which today's educators find themselves bound to operate.
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