Rizikové formy chování českých a slovenských dětí v prostředí internetu

Kopecký, Kamil; Szotkowski, René; Krejčí, Veronika

doi:10.5507/pdf.15.24448619

Cited by 31 publications

(29 citation statements)

References 80 publications

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“…The assessment tool was inspired by the Literacy Panel (2002), OECD (2003), ECDL Foundation (2015) and by tools developed before to measure DL [11; 16; 22]. In the area of area of digital safety follows research by Tomczyk, Srokowski, and Wąsiński [21] and Kopecký, Szotkowski, and Krejčí [23]. The instrument design meets recommendations by Gray [24].…”

Section: Methodsmentioning

confidence: 99%

Online Safety as a New Component of Digital Literacy for Young People

Tomczyk

Eger

2020

IntegrEdu

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Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for le arning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media educat ion and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.

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Section: Methodsmentioning

confidence: 99%

Online Safety as a New Component of Digital Literacy for Young People

Tomczyk

Eger

2020

IntegrEdu

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“…Závislost na virtuálních drogách (tedy i internetu) v jakékoliv formě se často označuje jako tzv. netolismus (Kopecký et al, 2015). Vacek (2010) uvádí, že odborníci se shodli na skutečnosti, že v podstatě každá závislost se skládá ze šesti základních symptomů (symptomy jsou definovány ve vztahu se závislostí konkrétně na internetu).…”

Section: úVod a Vymezení Problematikyunclassified

Gender-Based Differences in Internet Use Among Grammar School Students in the Czech Republic

Basler¹,

Mrázek²

2020

Journal of Technology and Information Education

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The present paper describes the partial results of a research study focusing on an analysis of gender-based differences in internet use among students in grade three in grammar schools in Olomouc region, Pardubice region, Moravian-Silesian region, and Zlín region in the Czech Republic. In terms of methodology, the research strategy was of a quantitative design. The research method to obtain data was a questionnaire with a mixed typology of questionnaire items. The study comprised 529 respondents, who received a printed version of the questionnaire in cooperation with the schools involved in the study. The data were recorded electronically; for this reason the printed questionnaires were converted into a digital format. The electronic data were processed and analysed using a spreadsheet application and specialized statistical software. The evaluation of the research data was based on the hypotheses, which were tested using an analysis of basic as well as advanced data processing.

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“…According to the results of one Czech research project (Kopecký, Szotkowski, Krejčí, 2014), 92.29% of Czech children aged 11-17 have an account with Facebook. Other researchers (Nosek, Trusinová, 2015), place the number of Facebook child users as approaching 76%.…”

Section: Problem Statementmentioning

confidence: 99%

Experience of Children and Young Adults with Social Networks

Květenská¹,

Jechova²

2017

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Social networks connect the world. Human communication takes on another dimension through social networks, with the current generation often referred to as one growing up in a virtual context. This paper focuses on the experience of children and young adults with social networks. The authors evaluate the accessibility of internet access from the point of view of children and young adults, as well as which social networks are the most popular among children and young adults in the Czech Republic. Further sub-questions focus on assessing vulnerability in social networking environments frequented by children and young adults. The authors used a questionnaire survey which was instituted at basic, secondary and higher educational institutions in the Hradec Králové region of the Czech Republic.

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Rizikové formy chování českých a slovenských dětí v prostředí internetu

Cited by 31 publications

References 80 publications

Online Safety as a New Component of Digital Literacy for Young People

Online Safety as a New Component of Digital Literacy for Young People

Gender-Based Differences in Internet Use Among Grammar School Students in the Czech Republic

Experience of Children and Young Adults with Social Networks

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