Education and Digital Transformation: The “Riconnessioni” Project

Demartini, Claudio Giovanni; Benussi, Lorenzo; Gatteschi, Valentina; Renga, Flavio

doi:10.1109/access.2020.3018189

Cited by 38 publications

(27 citation statements)

References 38 publications

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“…A paradigm shift from nontechnology to technology-based learning is encouraged by the widespread usage of digital technologyin society. Schools are becoming more aware of the untapped potential of the digital transition to enhance learning efficiency and collaboration (Demartini et al, 2020). Digitization has become essential for the field of education.…”

Section: Introductionmentioning

confidence: 99%

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

2022

JEP

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This study intends to catalogue the types of digital technologies utilized in learning interactions, accessing learning resources, and conducting assessments online. Additionally, it makes an effort to examine the internal and external factors that support learning through digital technology and their effects on student learning outcomes. This study employs a descriptive qualitative methodology. Data were gathered using observation, documentation studies, and interviews. To map the position of the school in digital-based learning, data on internal and external factors were analyzed through an internal and external factors evaluation matrix. According to the study's findings, websites, e-modules from kemendikbud.go.id, YouTube, Google Scholar, Google Docs, and other digital technology platforms are used to access learning resources. Quiz, Google forms, and e-reports are used for learning assessment while Zoom, Google Meet, What's App, and Quiz are utilized for learning interactions. The study of internal and external factors' outcomes demonstrates that the school's strengths over weaknesses allow it to respond quickly to the threatsposed by digital-based learning. It is possible to overcome the threats of time management in online learning by leveraging a variety of digital technology apps that enhance student learning outcomes.

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Section: Introductionmentioning

confidence: 99%

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

2022

JEP

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“…Nowadays, to start learning, one can do without a classroom with a blackboard and desks for students. One can study remotely -for this, an access to the Internet is required (Demartini et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Preparing future teachers to use digital educational resources in primary school

Aidarbekova

Abildina

Odintsova

et al. 2021

WJET

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The use of digital educational resources is based on ensuring that control measures are fixed and that the educational process as a whole is more transparent. The purpose of this article is to research the use of digital educational resources in primary school. The methodological basis of the study is determined by the possibility of using the design method. The novelty of the study is determined by the fact that the digital educational environment is understood primarily as the function of knowledge transfer and the desire to combine conventional teaching methods with innovative principles. It was concluded that the digital environment should be designed and taught to future teachers not only as an applied subject but also as an infrastructural component. By comparing the experimental and control groups, the authors empirically confirmed that pedagogical influence using web-based technologies is more effective than previously used ones. Keywords: blended learning; education; conventional teaching; technologies; web resources.

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“…The digital revolution that occurred in schools implied an adjustment to the course curricula offered to the students. Generally, all the curricular units have adapted their contents to prepare the students for digital citizenship, not only by teaching technical subjects regarding the Internet but also by including transversal skills related to digital literacy, cybersecurity, and cyberawareness [9,10].…”

Section: Introductionmentioning

confidence: 99%

An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context

2021

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Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector.

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Education and Digital Transformation: The “Riconnessioni” Project

Abstract: This work was supported and funded by the Compagnia di San Paolo Foundation and the Foundation for the School. Thanks also to the "Riconnessioni" Team, reference actor for all the activities carried out to create and develop the "Riconnessioni" project.

Cited by 38 publications

References 38 publications

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

Preparing future teachers to use digital educational resources in primary school

An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context

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