Pedagogical Senses of Digital Learning ion the Context of the Covid‑19 Pandemic: Case Studies of Several Eastern European Countries

Zoellner, Julia Koinova-; Kalimullin, Aydar M.; Gospodinov, Boncho; Procházka, Miroslav; Vasilieva, Liudmila

doi:10.17516/1997-1370-0825

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Earlier findings showed that absolute control over children's internet use or extremely strong restrictions do not foster children's digital skills, which, in turn, lowers their potential for professional development [13]. We believe that the COVID−19 pandemic from 2020-2022, which caused a shift to distance learning, accelerated the digitalization of modern life [58][59][60], so this is probably why a certain number of parents have decreased the level of their digital control and increased their support.…”

Section: Groups Of Children Whose Parents Demonstrate Different Media...mentioning

confidence: 91%

Characteristics of Parental Digital Mediation: Predictors, Strategies, and Differences among Children Experiencing Various Parental Mediation Strategies

et al. 2023

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The process of digitalization has become an integral part of the social situation of a child’s growth in the modern world. Child development in the digital environment demands the involvement of adults as mediators. This practice is called parental digital mediation. Previous studies have identified the significant parental and environmental aspects of parental mediation, but there has been little information about the relationships between the children’s characteristics and parental digital mediation. The current study aims to fill this gap by identifying the behavioral (social network and screen time) and emotional (social network addiction and happiness) predictors of the two dimensions of digital mediation: parental support and parental control. The study also examines the differences among children influenced by various parental mediation strategies. A total of 4011 students (42% male and 58% female) ranging in age from 13 to 15 years (M = 14.07; SD = 0.76) took part in the study. The parental mediation of their children’s internet use, social media addiction, social network time, screen time, and happiness were measured. According to the results, both the behavioral and emotional characteristics of the children served as predictors of parental mediation. A small amount of time spent on social networks or screens and low social media addiction and happiness were identified as the predictors of parental support, whereas a large amount of time spent on social networks and screens and low social media addiction were identified as the predictors of parental control. Three groups of children experiencing different parental mediation strategies were determined. The children with parents who enabled mediation were happier than the others. Children under instructive mediation demonstrated the highest tendency to social media addiction. Children under selective mediation spent the most time (of all groups) on gadgets, but they showed a low tendency towards social media addiction.

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Section: Groups Of Children Whose Parents Demonstrate Different Media...mentioning

confidence: 91%

Characteristics of Parental Digital Mediation: Predictors, Strategies, and Differences among Children Experiencing Various Parental Mediation Strategies

et al. 2023

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“…Недавний беспрецедентный случай длительной социальной изоляции в связи с пандемией COVID-19 повлиял практически на все сферы жизни современных семей с детьми (Koinova-Zoellner et al, 2021;Первичко и др., 2022). С целью снижения кривой новых случаев заболевания коронавирусом во всем мире были введены строгие ограничения на перемещение граждан и посещение общественных мест.…”

Section: социальная изоляция как фактор риска для развития рабочей па...unclassified

Work memory development dynamics in children aged 5 to 7 in a period of social isolation: The role of screen time and the number of children in the family

Gavrilova,

Chichinina

2023

Vestnik SPbSU. Psychology

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Reduced growth rates of working memory in pre-school children during periods of social isolation have previously been documented. However, the question of whether and how long it takes children to compensate for these deficits has remained open. The present study examined the longitudinal dynamics of verbal and visual working memory development in children between the age of 5 and 7 inclusive, taking into account home environment factors such as the duration of screen time during the pandemic and the number of children in the family. Screen time during social isolation was reported to range from 2 to 44 hours per week. The general pattern of development of verbal and visual working memory during this period was a natural increase, independent of screen time and number of children in the family. However, as the screen time increased, both the actual level of development of verbal working memory at each diagnostic cut-off and the rate of its development as the child grew older decreased. The most pronounced negative impact on verbal working memory development from extended screen time was reported among only children in the family. Continued use of digital devices led not just to a slower rate of development of verbal working memory, but to a temporary regression of it. Children in this part of the sample were able to compensate for the regression in verbal working memory development and catch up with their peers only after returning to a systematic educational process in resumed kindergartens.

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“…The researchers argue that the greatest barriers to the integration of digital technologies in the educational process include low digital competence of teachers, their unpreparedness to work in the digital format with the use of distance or mixed learning technologies [11], "absence of technical and pedagogical skills on their part, necessary to integrate digital facilities into learning" [3, p. 9], haphazard application of digital technologies in class, related unconscious estranged perception of modern digital transformations in the educational policy [12]. It can be considered that developed digital skills represent a prerequisite for appropriate and practicable use of digital technologies in pedagogical activities.…”

Section: Review Of Sourcesmentioning

confidence: 99%

Characteristics of professional competencies of computer science teacher in digital learning environment: digital competence

Boronenko¹,

Kaisina²,

Fedotova³

2022

P Sci Edu

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Relevance. Digital technologies are presently widely used in general education. Formation of learners’ digital literacy is becoming an important issue. A special role is given to computer science teacher. There is a need for additional research into professional competencies of computer science teacher in the digital education environment, formation of digital competency, his/her readiness to become a tutor for schoolchildren in mastering digital skills. The means for formation of digital competence are practice-oriented assignments on the use of digital technologies in the pedagogical practice. The purpose of the paper is systematisation of tasks handled by the teacher in the digital education environment and development of recommendations for the formation of digital competence of the computer science teacher. Methodology and methods of research. The methodological basis of the research is represented by the ideas of systemic and competency-based approaches in defining the substance of digital competence and characterising the teacher’s success in digital education environment based on the formed digital competence, teacher’s readiness to become a tutor of schoolchildren in learning the digital world and formation of digital literacy. The research results are presented by the description of practice-oriented creative tasks aimed at the formation of digital competence of computer science teacher and systematised by digital proficiency areas according to the digital competencies groups. The scientific novelty, when developing the characteristics of digital competence of a computer science teacher, stems from the use of the notion of structure and content of learners’ digital literacy, the need for formation of digital competencies that would allow a computer science teacher to become a tutor for learners in mastering digital skills, in development of digital competence characteristics of a computer science instructor. The practical significance of the presented research results lies in the possibility of their use in developing the content of the communicative/digital module of pedagogical baccalaureate programmes, in the development of complementary professional education programmes ensuring the formation of teachers’ digital competence and development of their professional readiness for practical use of innovative educational models and digital technologies with a view to form the learners’ digital literacy, create a comfortable and safe learning environment.

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Pedagogical Senses of Digital Learning ion the Context of the Covid‑19 Pandemic: Case Studies of Several Eastern European Countries

Cited by 5 publications

References 2 publications

Characteristics of Parental Digital Mediation: Predictors, Strategies, and Differences among Children Experiencing Various Parental Mediation Strategies

Characteristics of Parental Digital Mediation: Predictors, Strategies, and Differences among Children Experiencing Various Parental Mediation Strategies

Work memory development dynamics in children aged 5 to 7 in a period of social isolation: The role of screen time and the number of children in the family

Characteristics of professional competencies of computer science teacher in digital learning environment: digital competence

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