Digital transformation in society: key aspects for model development

Морзе, Наталія; Strutynska, Oksana

doi:10.1088/1742-6596/1946/1/012021

Cited by 44 publications

(34 citation statements)

References 9 publications

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“…The use of digital tools in the educational process was considered by Burov, Bykov and Lytvynova [11], Glazunova et al [17], Kuzminska et al [19], Lytvynova et al [24], Makhachashvili et al [25], Mintii et al [27], Morze, Kuzminska and Protsenko [28], Morze et al [29], Morze and Kucherovska [30], Morze and Strutynska [31], Oleksiuk and Spirin [33], Oleksiuk et al [34], Osadcha et al [35], Osadchyi et al [36], Semerikov, Mintii and Mintii [41], Semerikov et al [42], Spirin et al [44,45], Tarasenko, Amelina and Semerikov [47], Vakaliuk et al [49], Zaika et al [52].…”

Section: Related Workmentioning

confidence: 99%

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

et al. 2022

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The article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School.

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Section: Related Workmentioning

confidence: 99%

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

et al. 2022

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“…Various aspects of t he use of technologies to support the implementation of STEM/STEAM education are considered by Borrego and Henderson [5], Bybee [6], Corlu, Capraro and Capraro [8], Dovgyi et al [11], English [14], Kelley and Knowles [25], Kim et al [27], Kramarenko, Pylypenko and Zaselskiy [29], Margot and Kettler [31], Mayo [32], Morze and Strutynska [39], Ong, Smith and Ko [44], Plaksenkova et al [48], Pylypenko [49], Semerikov, Mintii and Mintii [53], Stryzhak et al [55], Uttal and Cohen [58], Valko and Osadchyi [59], Xie, Fang and Shauman [63], Zeidler [65].…”

Section: Literature Reviewmentioning

confidence: 99%

Use of digital tools as a component of STEM education ecosystem

Hrynevych¹,

Морзе²,

Вембер³

et al. 2021

Educ. Technol. Q.

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The authors investigate the theoretical foundations of the concept of ecosystem, interdisciplinary approaches and features of integrated STEM education in the educational process, analyzed the components of the educational ecosystem and proved that they all directly affect the quality of STEM subjects. The authors conducted a survey to identify ways to develop components of the ecosystem of STEM education, which involved 105 respondents, students of pedagogical specialties of Borys Grinchenko Kyiv University and teachers of secondary schools in different regions of Ukraine. The analysis showed that the successful implementation of STEM education, involving all components of the ecosystem, involves the development of science education, in particular, the introduction of inquiry-based learning and the use of digital technologies in the educational process. Process skills are described, which are formed using inquiry-based learning, examples of tasks for the formation of basic and integrated skills of the scientific process are presented. Based on the research, the role of digital tools in the development of science education is demonstrated and groups of digital tools are identified that are necessary for ecosystem development and will help increase the efficiency of the educational process, make STEM learning interesting and productive; examples of digital resources that support students' learning in various integrated STEM environments are given and their role in the development of the STEM education ecosystem is described. Digital tools can be used to increase students' positive motivation, expand their experience and accelerate learning, they help to study STEM subjects and encourage students to explore scientific ideas in new ways.

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“…According to many studies, digital transformation has altered practically every aspect of village life (Stolterman & Fors, 2004;Verhoef et al, 2021;Morze & Strutynska, 2021). Both in terms of social structure and cultural values or in private households at the local, state, and federal levels.…”

Section: Gemeinschaft and Gesellschaftmentioning

confidence: 99%

Neue-Gemeinschaft: Digital Transformation of Micro, Small and Medium Enterprises among Rural Community in Banyuwangi, East Java

et al. 2022

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This study aims to analyze the digital transformation of changing rural economy towards a digital society. Qualitative research methods were used, including 50 participants and in-depth interview informants, with participatory observation, policy analysis, and three series of focus group discussions both in person and online. The study found that internet intervention significantly impacts collective behaviour and improves MSMEs development. Referring to the continuum theory of Gemeinschaft-Gesellschaft, the study showed that these changes result in the formation of a ‘Neue Gemeinschaft’. Rural MSMEs are entering a new era due to the adoption of digital technology by businesses that support and exhibit characteristics such as the intensity of the use of internet networks, the ability to conduct digital transactions, and the preservation of village social values. Theoretically and empirically, the research indicates that digital transformation is driven by a change in collective behaviour around technology use, followed by inclusive rural digital economy.

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Digital transformation in society: key aspects for model development

Cited by 44 publications

References 9 publications

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School

Use of digital tools as a component of STEM education ecosystem

Neue-Gemeinschaft: Digital Transformation of Micro, Small and Medium Enterprises among Rural Community in Banyuwangi, East Java

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