Digital Literacy and Cyberconvivencia in Primary Education

Zuazua, Itziar Irazabal

doi:10.1016/j.sbspro.2017.02.050

Cited by 17 publications

(17 citation statements)

References 10 publications

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“…In this context, teachers feel more comfortable in having students express their thoughts, perceptions, and enthusiasm about technological devices, enhancing in this way teachers' vigilance towards students' unsafe patterns of online behavior (Wong et al, 2008;Touloupis and Athanasiades, 2020a;Ζapata-Caceres et al, 2021). Additionally, the emphasis placed on students' technological literacy from the beginning of elementary education (Vélez and Zuazua, 2017;Athanasiades, 2018, 2020b) offers more opportunities for teachers to raise issues of ethical and safe online behavior. Finally, elementary school teachers, due to their familiarity with critical issues related to educational/school psychology during their undergraduate studies (Katman and Tutkun, 2015), are more likely to motivate students to engage in positive behaviors, even in cyberspace, and to act as role models for children.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Touloupis

Athanasiades

2022

Front. Psychol.

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Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.

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Section: Introductionmentioning

confidence: 99%

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Touloupis

Athanasiades

2022

Front. Psychol.

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“…It can be defined as a capacity that supports users in engaging in social and cultural activities through the use of various media [3]. Digital literacy is needed to face transformation at all levels, including the level of communication, learning, satisfaction, curiosity, entertainment and recreation [9]. In general, this literacy framework can be reflected in the use of digital technology (various hardware and software technology and applications), communication tools (accurate digital products and services for information transmission purposes) and networks (as data transmission technology) to access, manage , integrating, evaluating, and creating information to function in the information society [10].…”

Section: Introductionmentioning

confidence: 99%

Education and Digital Media Literacy: The Use of Digital Media by Teachers in Middle Schools

Ramadhan¹,

Sukma²,

Indriyani³

2019

Proceedings of the Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 Aug

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Knowledge and skills in using digital media are important for everyone, regardless of the occupation. One of them is a teacher. The use of various digital media can be useful for teachers in the learning process. Besides being useful for teachers as a means of delivering information, it is also useful for students in training to use digital media in the learning process. This study aims to determine the use of digital media in the learning process by the teacher. This research is a descriptive study using survey methods. The study sample was 112 Indonesian language teachers in West Sumatra. The research instruments used were questionnaires and interview guide sheets. The results of the study show that the media devices used have not been varied, policies that are known about the use of digital media have not been mastered, making many digital media creative content not mastered, the application of data transmission used has varied, and learning resources are still dominant through books. In general, the teacher agrees if the learning process uses online classes by relying on digital media. However, there are many obstacles if the policy is implemented, such as teacher competency, student competence, facilities and infrastructure, and other.

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“…The HOTS components of critical thinking, creativity, and communication are broken down into several indicators used as references in making science tests based on these indicators. Digital literacy is an important aspect to be integrated into various aspects of student learning and social media life because, at adolescence, students experience digitalization the most (Vélez & Zuazua, 2017). One of the most frequently accessed content in today's digital era is social media (Kurnia & Astuti, 2017).…”

Section: Resultsmentioning

confidence: 99%

Development of Science Test to Measure Hots and Digital Literacy of Junior High School Students on the Topic of City Noise

Nurwahidah¹,

Widiyawati²,

Sari³

et al. 2021

Educ. Sci.

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PENGEMBANGAN SCIENCE TEST UNTUK MENGUKUR HOTS DAN DIGITAL LITERACY SISWA SMP PADA TEMA KEBISINGAN KOTA AbstractThe 2013 Curriculum emphasizes the process to improve HOTS and digital literacy. However, no appropriate science test instrument can measure the combination of these two aspects in contextual topics and relate to real-world problems. This kind of science test will engage students in-depth thinking as well as improve their digital literacy. This research aims to develop science tests based on HOTS and digital literacy in the City Noise theme for 8th-grade students. HOTS is operationally defined as critical thinking, creativity, collaboration, and communication (4C), while digital literacy is a thinking and operation skill. Borg & Gall models were adopted in this research and development. A total of 21 private school students in Semarang were subject to this research and investigated the validity and reliability of developed science tests. Based on expert judgment, the science test instrument, which consists of 25 multiple choice items and five essay items, was in a very good category. Based on the Rasch model analysis, the science tests are valid (28 items are valid) and reliable (Alpha cronbach=0.79). It can be concluded that the developed science test is feasible to use to measure HOTS and digital literacy of junior high school students on the topic of the City Noise.AbstrakKurikulum 2013 menekankan pada proses peningkatan HOTS dan digital literacy. Namun, belum banyak tersedia instrumen tes sains yang mampu mengukur kombinasi dari kedua aspek tersebut dalam topik yang kontekstual dan berhubungan dengan masalah nyata. Jenis science test seperti ini dapat melibatkan siswa dalam proses berpikir mendalam serta dapat meningkatkan digital literacy. Tujuan dari penelitian ini yaitu mengembangkan science test berbasis HOTS dan digital literacy pada tema Kebisingan Kota untuk siswa kelas 8. HOTS secara operasional didefinisikan sebagai critical thinking, creativity, collaboration and communication (4C) sementara digital literacy sebagai thinking skills dan operation skills. Penelitian ini merupakan penelitian pengembangan (R&D) yang mengadaptasi dari Borg & Gall. Sebanyak 21 siswa dari SMP swasta di Semarang digunakan sebagai subjek dalam penelitian ini dan digunakan untuk mengetahui validitas dan reliabilitas science test hasil pengembangan. Berdasarkan hasil validasi ahli, instrumen science test yang terdiri dari 25 item pilihan ganda dan 5 item uraian termasuk dalam kategori baik. berdasarkan hasil analisis Rasch model, science test dikatakan valid (28 item valid) dan reliabel (Alpha Cronbach=0,79). Dengan demikian dapat disimpulkan bahwa science test hasil pengembangan layak digunakan untuk mengukur HOTS dan digital literacy siswa SMP pada tema Kebisingan Kota.

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Digital Literacy and Cyberconvivencia in Primary Education

Cited by 17 publications

References 10 publications

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement

Education and Digital Media Literacy: The Use of Digital Media by Teachers in Middle Schools

Development of Science Test to Measure Hots and Digital Literacy of Junior High School Students on the Topic of City Noise

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