Selected aspects of media literacy and new technologies in education as a challenge of Polish reality

Frania, Monika

doi:10.15208/pieb.2014.13

Cited by 6 publications

(3 citation statements)

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“…Ability to participate intentionally in new media space requires taking advantage of the positive aspects of digital media, and protection against both, popular and less visible e-threats, such as: cyberbullying, [3]. Internet addiction and various forms of pathologic use of it, [15], sexting [7], self-control and self-evaluation in terms of using electronic media [1], protection of online image [4] or legal consequences of Internet abuse, [21]. These threats are only typical and the most common, negative results of SHS Web of Conferences 48, 01004 (2018) https://doi.org/10.1051/shsconf/20184801004 ERPA 2018 omnipresence of electronic media.…”

Section: Introductionmentioning

confidence: 99%

Digital competences of parents in the matter of electronic threats

Tomczyk

2018

SHS Web Conf.

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Digital competences have become one of basic skills in XXI century. Due to the ability to digitally access data and manage information and use electronic services, the quality of life has improved, and there has been an improvement in many activities connected with communication, shopping, ticket booking and a range of other repetitive activities. However, there is an additional layer overlapping the technical skills, which layer is connected with understanding the threats deriving from common availability of ICT. The aim of this paper is a diagnosis of digital competences level of parents in the matter of safe use of electronic media. To do this, quantitative research have been prepared, which measure six crucial areas of internet threats: ability to evaluate reliability of information on Internet, safety in the matter of contact with other users, image protection on Internet, knowledge concerning copyrights, knowledge concerning cyber-bullying mechanisms, proper performance of financial operations. The weakest areas of digital literacy seem to be: copyright protection and issues concerning contact with other users. The research was realized with the use of a competence test. The analysis was carried out on 260 parents of students attending secondary schools in the second half of 2016.

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Section: Introductionmentioning

confidence: 99%

Digital competences of parents in the matter of electronic threats

Tomczyk

2018

SHS Web Conf.

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“…This means that the effects of education in the field of information technology at earlier stages (secondary and primary school) were not achieved or were erased (e.g., forgotten due to the underuse of individual skills formed in secondary school). The research results presented in the article, therefore, represent a question about the quality of education related to digital competences and the necessary catalogue of digital competences that secondary school graduates should have [47,48]. Due to the complexity of the notion of digital competence, a further series of questions also arise relating to the preparation of a universal set of competences characteristic of particular professional groups, e.g., teachers [49][50][51].…”

Section: Discussionmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

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“…Regardless of the methods used, the analyses reveal these factors to be dominant features of PIU. Modern preventive programs that focus on minimising risky behaviours in the area of behavioural addictions should focus on reinforcing self-control mechanisms, helping young people to understand their own emotions, and creating alternative leisure time activities that are independent of new media [79].…”

Section: Discussionmentioning

confidence: 99%

Problematic Internet Use among Youths

Tomczyk¹,

Szyszka

Stošić

2020

Education Sciences

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Problematic Internet Use (PIU) has of late come to the major attention of researchers of risky behaviours. For parents and teachers in turn, the various pathological forms of Internet use have become more and more noticeable. In recent years, the operationalisation of the term PIU has also been discussed and attempts to measure its various phenomena have been made. In our study, we used the quantitative method—a diagnostic survey designed on the basis of a tool of the Supreme Audit Office and Scientific and Academic Computer Network (Naukowa i Akademicka Sieć Kompureowa NASK), The survey was conducted in the first half of 2017 in Poland, among 3569 adolescents (median 16, SD = 1.28). The purpose of the research was to investigate the scale of PIU among Polish youths. For most young people, PIU is a major social problem. The majority also declare that more than half of their friends have problems with using electronic media (smartphones and the Internet in particular). On the basis of the data collected, it is estimated that 60% of adolescents use media in a functional way, whereas 40% of young electronic media users show visible PIU symptoms, of which 5% do so at a destructive level (all symptoms). Gender does not co-occur with PIU; however, family structure (where both parents are present), the setting of rules for the use of electronic media, and the place of residence are all protective factors. There is a need for constantly improved tools for measuring PIU, as well as preventive programs focused on developing self-control and helping young people understand their own emotions.

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Selected aspects of media literacy and new technologies in education as a challenge of Polish reality

Cited by 6 publications

References 0 publications

Digital competences of parents in the matter of electronic threats

Digital competences of parents in the matter of electronic threats

Declared and Real Level of Digital Skills of Future Teaching Staff

Problematic Internet Use among Youths

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