Temat: digital education - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: TEACHER DEVELOPMENT IN THE DIGITAL AGE
Autorzy:: Labbas, Rachida
Shaban, Abir El
Tematy:: digital education
digital immigrants
digital natives; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/941169.pdf Link otwiera się w nowym oknie
Opis:: Within the rapid changes in communication techniques, culture, pedagogy, and developments in knowledge, it is vital that educators are familiar with new educational changes, mainly those changes which are connected to technology. Change can be accompanied by fear, and thus some teachers might resist changing (Fullan, 2006). In the digital age, some teachers might be reluctant to change because they feel they are immigrants in the digital world (Prensky, 2001). In developing countries, such as Algeria and Libya, teachers might feel more frustrated because of the digital gap in their countries and because of the digital gap with the students (Warschauer, 2003). This conceptual paper aims at exploring the main factors that inhibit teachers from change. This paper focuses on teachers from k- to college teachers in general. The rationale behind dealing with teachers in general, and not teachers of a specific discipline is to explore the way teachers in low technology areas could see their development from a digital perspective. It is also assumed that digital education is needed in all fields of education as there are already policies about the integration of technology in education (Hamdy, 2007). In the context of this paper, change is defined as switch from Mindset 1 to Mindset 2. Educators with Mindset 1 consider the digital age as an extension of the industrial world; whereas educators with Mindset 2 believe the digital age is a post-industrial era, and the changes that are happening should be approached as new.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: On Perspectives Of Teacher Training And Understanding Of Their Digital Competencies As Determinants Of Digital Education
Autorzy:: Gáliková Tolnaiová, Sabína
Tematy:: Digital information and communication technology (Digital ICT)
Digital education
Teacher
Determinants of digital education
Pedagogical training
Digital competencies and literacy; Pokaż więcej
Wydawca:: Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Powiązania:: https://bibliotekanauki.pl/articles/2150851.pdf Link otwiera się w nowym oknie
Opis:: Currently, in the context of an introduction of digital ICT in education, we are facing a problem of determinants in successful digital education that are compatible with the primary educational goals. Under the term significant determinants we understand digital competencies of teachers that necessarily become a subject of development. These competencies are pragmatically reflected in the frames or documents that describe the pedagogical training of future teachers. The author’s intention is to outline an alternative holistic perspective of understanding pedagogical training in future teachers and their digital competencies that are based more on phenomenology and hermeneutics. This perspective reflects a psychagogic approach to education. The author believes that future student training is expressed in „ars docendi“ also in digital education and this „ars docendi“ cannot be achieved without student’s self-reflection of their relationship with ICT, but especially not without self-understanding in terms of values and meaning. This self-understanding leads to moral self-awareness and responsibility. The author points out that it is necessary to accommodate the future teacher’s personal self-reflection and self-projection and incorporate also those psychagogically relevant elements that would be complementary in the process of developing digital competencies. This will allow overcoming challenges of future teacher education, considering the psychagogic needs in education.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Teaching Education Process and Citizenship in the Contemporary Digital Environment. Pre and Post-Covid Perspectives
Autorzy:: Karakatsani, Despina
Kinal, Jaroslaw
Tematy:: Education 4.0
digital citizenship education
the role of teachers
SARS-COV2
digital education; Pokaż więcej
Wydawca:: Uniwersytet Papieski Jana Pawła II w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/29552072.pdf Link otwiera się w nowym oknie
Opis:: The rapidly changing reality, which has been influenced by the development of technology and the industrial revolution since the nineteenth century, has largely weakened the teaching profession and the form and type of professional certification. This weakening also devaluates the idea of citizenship, which is largely conveyed during the education process. Contemporary education (4.0) is focused on practical education, where the space for shaping attitudes and creating behaviour patterns is marginalised. The relationship between education and industry related to socialisation and culture-forming processes is part of the development of individuals in societies and part of a broader formal development plan for different types of state and national organisations. The processes of systemic changes in education do not always keep up with the changing social, political and economic situation. The authors of this article indicate how the teacher education process looked in the past, through a sociohistorical approach based on the understanding of what teachers think about the meaning of digital learning in everyday school life and work. In order to do this, it was necessary to undertake an investigation from the perspective of the teachers themselves. This was helpful for the analysis of the semantic and ideological imperfection of education 4.0, based on the role of teaching staff in digital citizenship education.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Edukacja cyfrowa w zdalnym nauczaniu
Digital education in online learning
Autorzy:: Majewicz, Bożena
Tematy:: digital education
distance education
IT and media competences; Pokaż więcej
Wydawca:: Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim
Powiązania:: https://bibliotekanauki.pl/articles/1929271.pdf Link otwiera się w nowym oknie
Opis:: The state of education in Poland and its functioning was exposed by the coronavirus pandemic which contributed to school closures and enforced a transition to distance learning. There was a need to look for alternative ways of distance education in which teachers played a special role. Some of them had to learn new skills related to distance education at all levels of education in a short time. In the period when schools are closed or their functioning is limited, the competences they possess play an important role in the educational activity of teachers, among which IT and media competences become particularly important. The considerations presented in the article relate to online education, with particular attention to its necessary aspects occurring both on the side of school and students’ homes. A review of studies on remote education during the pandemic has been made.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Power in Deaf Pedagogy and Curriculum Design: Multimodality in the Digital Environments of Deaf Education (DE2)
Autorzy:: Skyer, Michael E.
Tematy:: deaf education
multimodality
digital education paradigms; Pokaż więcej
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Powiązania:: https://bibliotekanauki.pl/articles/61259491.pdf Link otwiera się w nowym oknie
Opis:: Deaf people are a heterogeneous global minority singularly linked by technology. I posit that deaf people wield the cutting-edge of innovation by developing or repurposing digital technologies in deaf education as a means to leverage the affordances of visuospatial sign languages and multimodal communication. Throughout, I investigate a nexus of historical, cultural, social, political, and ideological struggle where deaf people use their own power and self-determination to counteract harmful forces like oppression and exclusion. To do this, I synthesize the digital environments of deaf education (DE2) and articulate a theory of deaf educational power centered on the interdependence of digital knowledge modes and the deaf users driving their development. I situate modes as a fundamental unit of analysis. Multimodality is related to power and ethics in education and assists in critically analyzing DE2. Multimodal theory illustrates how power is used in DE2 and shows ecological relationships between pedagogical ethics and knowledge co-construction by deaf students and educators. In sum; deaf people use multimodal technologies to construct deaf-centric educational power. Three major findings are categorized: (1) the purposes for which DE2 are designed, (2) the practices constitutive of DE2, and (3) disciplines represented in DE2 research. Two exemplars from category 3 are shown and analyzed. Both interrelate Deaf Culture, sign language, and digital education technologies. One is situated in a deaf student protest about language and communication access. The second is rooted in the multilingual characteristics of an international consortium related to deaf science epistemologies. Overall, I elucidate a social history of technology in deaf education to show that DE2 is a globalized phenomenon transcending geopolitical boundaries.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Stan cyfryzacji polskich szkół na podstawie badania „Polska szkoła w dobie cyfryzacji. Diagnoza 2017” w kontekście potrzeby wdrożenia nauczania w modelu STEAM
Digitisation of Polish Schools Based on the “Polish School in the Digitisation Era. The 2017 Diagnosis” Survey in the Context of the Necessity of Implementing the STEAM Model of Teaching
Autorzy:: Plebańska, Marlena
Tematy:: STEAM
competence of tomorrow
digital education technologies
digital school; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1373370.pdf Link otwiera się w nowym oknie
Opis:: The author of the paper presents the concept of teaching in the STEAM model in relation to the necessity of building competence of tomorrow among pupils of primary schools and even preschools. The author sets forth the status of digitisation of Polish schools in the light of the most extensive Polish digitisation survey: the 2017 Digital Diagnosis. The author primarily discusses the conclusions from studies pertaining to the status of digitisation of the Polish schools in the context of implementation of the STEAM model as a concept for developing competence of tomorrow. Results of studies conducted in June 2017 among pupils, parents and teachers are presented. The study was prepared and conducted by a team of researchers/academic employees of the Faculty of Education at the University of Warsaw in cooperation with PCG Edukacja under the supervision of the author of this paper. The study encompassed 100,129 respondents from primary schools, middle schools, high schools, technical schools and vocational schools from all provinces in Poland. The full report presenting the study results is available on website: https://www.librus.pl/doradca-dyrektora/informacje-prawne/organizacja-pracy-szkoly/stan-cyfryzacji-polskich-szkol-ku-refleksji-raport-2017/
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Solution University Training Flexible Adapting to the Context of Digital Transformation
Autorzy:: Nguyen, Duy Minh
Nguyen, Van Huan
Tematy:: Digital transformation
digital economy
digital education
digital enterprise
industrial revolution 4.0; Pokaż więcej
Wydawca:: Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Powiązania:: https://bibliotekanauki.pl/articles/1193450.pdf Link otwiera się w nowym oknie
Opis:: The emergence of the Industrial Revolution 4.0, the digital trend or the digital transformation is really taking place strongly in all fields. The "core" issue of Industrial Revolution 4.0 is digital transformation, with the integration of digitalization, intelligent data connection and processing. The digital economy not only creates high scale and growth rate for economies, but also helps maintain more sustainable growth. This is because the core technology applied to the digital economy will help to create better and more effective solutions for people through the rational use of resources, minimizing pollution problems. The digital economy is part of the economy. Digital economy development is the use of digital technology and intelligent data processing to create new business models, create digital products or services or assist in providing digital services to businesses, with the convergence of modern technology platform. Recognizing the digital transformation trend, most developed economies in the world have adopted a digital technology development strategy. In particular, countries focus on researching and applying new technologies to economic growth. Research by Oxford University and McKinsey Consulting (USA) has shown that 50% of jobs in developed countries will be replaced by automated processes in the next 15 years. This percentage is forecast to be even higher in developing countries like Vietnam. Up to now, more than half of the world's population is connected online, one third are on social media. The developed economies in the world all offer digital technology development strategies associated with economic growth. Therefore, universities need to train digital human resources to meet the development needs of the digital economy.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Sharing and connecting information in the context of the Covid-19 pandemic and training skills for employees to meet the needs of businesses in digital transformation
Autorzy:: Hang, Nguyen Thi
Tran, Trong Quyen
Tematy:: digital economy
digital education
digital transactions
high-quality human resources
digital enterprise; Pokaż więcej
Wydawca:: Uniwersytet Zielonogórski. Wydział Ekonomii i Zarządzania
Powiązania:: https://bibliotekanauki.pl/articles/2174423.pdf Link otwiera się w nowym oknie
Opis:: In the context of the strong outbreak of the Covid-19 pandemic leading to increasing social distancing, it is difficult for businesses to access the labor market. Therefore, it is necessary to create a connection channel between the employer and the labor supplier. That helps to adapt to the context of the Covid-19 pandemic, while also taking advantage of the achievements from the Industrial Revolution 4.0. The development of a training model that connects human resource trainers with human resource users who are businesses is considered an important requirement in the context of the Covid-19 pandemic. The university-enterprise model demonstrates active cooperation and has a profound impact on teaching and scientific research activities in universities. Since then, constantly improving the quality of training to create labor products that meet the rigorous needs of enterprises. This study uses exploratory factor analysis methods to screen observations to analyze, evaluate and draw conclusions about the formation of a university-enterprise linkage model. Thereby helping to create a bridge in cooperation between universities and businesses. On that basis, propose solutions to promote cooperation between universities and businesses in the current Vietnamese conditions, contributing to creating high-quality labor for society, meeting the needs of digital businesses.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: AI in education - mapping theoretical frameworks for digital literacy : DigComp 2.2, AI Literacy Competency Framework, AI Literacy TPACK, The Machine Learning Education Framework, the UNESCO AL Competency Framework for and Teachers and other innovative approaches
Autorzy:: Tomczyk, Łukasz
Opis:: The aim of this article is to highlight the theoretical underpinnings in the formation of media and digital competence in the use of AI. This topic is one that needs addressing due to the intensive development of AI technology, which is making an increasingly visible incursion into both private and professional life. There is no doubt that AI has also entered the education sector, becoming something of a game-changer in teaching and educational processes. This situation has therefore necessitated a change in the theoretical framework for digital and media literacy (DL&ML), which has been undergoing constant transformation in recent years due to the intensive development of AI-based software. This article reviews the most popular theoretical frameworks relating to the formation of skills and knowledge in the use of AI. Based on a comparison of DigComp 2.2, AI Literacy Competency Framework, AI literacy TPACK, The Machine Learning Education Framework, The UNESCO AI Competency Framework, it was noted that: 1) there is currently a lack of consensus on a clear definition of DL&ML areas and indicators in AI; 2) the vast majority of theoretical frameworks do not have their own research tools and rely on a high degree of flexibility to diagnose this DL&ML area depending on contextual considerations; 3) the current theoretical frameworks related to AI allow the measurement of DL&ML using qualitative approaches; 4) the theoretical frameworks defining DL&ML are changing with the development of AI; 5) the lack of explicitness in defining DL&ML makes it difficult to conduct longitudinal and comparative research; and 6) each of the theoretical frameworks analysed emphasises a different area of AI use and the anticipation of the consequences associated with it.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 10.

Tytuł:: Katedra czy bazar? Podręcznik jako projekt open source
A Cathedral or a Market? Textbook as an Open Source Project
Autorzy:: Jabłońska-Stefanowicz, Ewa
Tematy:: textbook
e-textbook
digital education
book market
open resources; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/26850913.pdf Link otwiera się w nowym oknie
Opis:: For over twenty years school books have been accompanied by digital resources – once stored on attached CD-ROMs, lately also in the Internet services of publishers. But only since the launch of the program „Cyfrowa szkoła” („Digital School”) conducted by the ministry of education has widespread access to free educational materials become possible. Changing the carrier makes the current model of preparation and sharing the content, which lets the publisher control every step, go out of date. It will most likely be replaced by the model typical for the digital world, where the information wants to be free, accessible instantly, ready for modification and further distribution. In the article the relationship between Ministry of National Education and educational publishers after 1989 has been presented. The stages of the development of the publishing market, as well as their technological and social aspects, enhancing the intensity and the speed of changes, were taken into account. To describe the situation on this market the metaphor of the „cathedral” and the „bazaar”, drawn from Eric Raymond’s text on the open source phenomenon, was used. Acknowledging the „bazaar model” of working on textbooks as the natural consequence of withdrawing from the traditional model makes it necessary to ask questions about the effects of these decisions and especially – the future of textbooks. The significance of the issues analyzed in this paper is proven by the discussions ongoing lately in many countries.
Dostawca treści:: Biblioteka Nauki

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