Wyniki wyszukiwania - Biblioteka Nauki

1

Advantages and disadvantages of digital education

100%

Mąkosa P.

Biuletyn Edukacji Medialnej

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2013

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nr 2

21-31

EN

The digitization of education in Poland is spreading into more and more areas. Therefore, it becomes necessary to analyse all its aspects, both advantages and disadvantages. In the performed reflection, an attempt to present the current state of the access to computers, the Internet and e-course books in Polish schools has been made. On the basis of the secondary analysis of various recent studies as well as own research performed, it has been determined that the level of digitization of education in Poland is still not satisfactorily high. At the same time the author points to the announcement of its dynamic development within the next several years. Advantages and disadvantages of the use of Information and Communication Technology, in particular e-course books, in the education of children and young people were the axis for the reflection undertaken. Many arguments in favour of teaching based on modern methods and techniques have been presented; however, at the same time, a number of risks which this technology carries have been identified. It is hard to clearly be ‘in favour’ or ‘against’ this type of proposals. However, it seems that digital education will become a common reality in the next several years. Therefore, it is necessary to develop it so that it could bring the most benefits with the minimum of side effects. Only practice will probably show whether such a solution is possible.

2

TEACHER DEVELOPMENT IN THE DIGITAL AGE

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Labbas R. , Shaban A. E.

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tom 13

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nr 3

53-64

EN

Within the rapid changes in communication techniques, culture, pedagogy, and developments in knowledge, it is vital that educators are familiar with new educational changes, mainly those changes which are connected to technology. Change can be accompanied by fear, and thus some teachers might resist changing (Fullan, 2006). In the digital age, some teachers might be reluctant to change because they feel they are immigrants in the digital world (Prensky, 2001). In developing countries, such as Algeria and Libya, teachers might feel more frustrated because of the digital gap in their countries and because of the digital gap with the students (Warschauer, 2003). This conceptual paper aims at exploring the main factors that inhibit teachers from change. This paper focuses on teachers from k- to college teachers in general. The rationale behind dealing with teachers in general, and not teachers of a specific discipline is to explore the way teachers in low technology areas could see their development from a digital perspective. It is also assumed that digital education is needed in all fields of education as there are already policies about the integration of technology in education (Hamdy, 2007). In the context of this paper, change is defined as switch from Mindset 1 to Mindset 2. Educators with Mindset 1 consider the digital age as an extension of the industrial world; whereas educators with Mindset 2 believe the digital age is a post-industrial era, and the changes that are happening should be approached as new.

3

Edukacja cyfrowa w zdalnym nauczaniu

100%

Majewicz B.

Język. Religia. Tożsamość

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2021

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nr 2(24) B

49-58

EN

The state of education in Poland and its functioning was exposed by the coronavirus pandemic which contributed to school closures and enforced a transition to distance learning. There was a need to look for alternative ways of distance education in which teachers played a special role. Some of them had to learn new skills related to distance education at all levels of education in a short time. In the period when schools are closed or their functioning is limited, the competences they possess play an important role in the educational activity of teachers, among which IT and media competences become particularly important. The considerations presented in the article relate to online education, with particular attention to its necessary aspects occurring both on the side of school and students’ homes. A review of studies on remote education during the pandemic has been made.

4

Teaching Education Process and Citizenship in the Contemporary Digital Environment. Pre and Post-Covid Perspectives

88%

Karakatsani D. , Kinal J.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2023

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tom 13

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nr 2

53-69

EN

The rapidly changing reality, which has been influenced by the development of technology and the industrial revolution since the nineteenth century, has largely weakened the teaching profession and the form and type of professional certification. This weakening also devaluates the idea of citizenship, which is largely conveyed during the education process. Contemporary education (4.0) is focused on practical education, where the space for shaping attitudes and creating behaviour patterns is marginalised. The relationship between education and industry related to socialisation and culture-forming processes is part of the development of individuals in societies and part of a broader formal development plan for different types of state and national organisations. The processes of systemic changes in education do not always keep up with the changing social, political and economic situation. The authors of this article indicate how the teacher education process looked in the past, through a sociohistorical approach based on the understanding of what teachers think about the meaning of digital learning in everyday school life and work. In order to do this, it was necessary to undertake an investigation from the perspective of the teachers themselves. This was helpful for the analysis of the semantic and ideological imperfection of education 4.0, based on the role of teaching staff in digital citizenship education.

5

Katedra czy bazar? Podręcznik jako projekt open source

88%

Jabłońska-Stefanowicz E.

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2013

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nr 2(95)

107-127

EN

For over twenty years school books have been accompanied by digital resources – once stored on attached CD-ROMs, lately also in the Internet services of publishers. But only since the launch of the program „Cyfrowa szkoła” („Digital School”) conducted by the ministry of education has widespread access to free educational materials become possible. Changing the carrier makes the current model of preparation and sharing the content, which lets the publisher control every step, go out of date. It will most likely be replaced by the model typical for the digital world, where the information wants to be free, accessible instantly, ready for modification and further distribution. In the article the relationship between Ministry of National Education and educational publishers after 1989 has been presented. The stages of the development of the publishing market, as well as their technological and social aspects, enhancing the intensity and the speed of changes, were taken into account. To describe the situation on this market the metaphor of the „cathedral” and the „bazaar”, drawn from Eric Raymond’s text on the open source phenomenon, was used. Acknowledging the „bazaar model” of working on textbooks as the natural consequence of withdrawing from the traditional model makes it necessary to ask questions about the effects of these decisions and especially – the future of textbooks. The significance of the issues analyzed in this paper is proven by the discussions ongoing lately in many countries.

6

Cyfryzacja edukacji w opiniach i doświadczeniach środowiska szkolnego. Wyniki badań jakościowych, maj 2017

75%

Plebańska M.

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2018

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nr 2(56)

217-231

PL

Wraz z upływem czasu, pojęcie ”cyfrowa szkoła” wydaje się coraz bliższe zarówno w wymiarze mentalnym, jak i systemowym. Za raportami podsumowującymi projekty, programy i dyskusje nieustanie pojawiają się pytania: Po co cyfryzować szkoły? Jak nauczyciele postrzegają proces cyfryzacji? Co na temat cyfryzacji sądzi środowisko szkolne, dyrektorzy, nauczyciele, uczniowie, rodzice? Jaki sens ma wdrożenie technologii cyfrowych w szkołach? Jak wdrażać nowe technologie edukacyjne? Aby odpowiedzieć na te pytania, nie wystarczy podsumować projekty. Potrzebne jest prowadzanie badań jakościowych koncentrujących się zarówno na warstwie narzędziowej, jak i na warstwie metodycznej cyfryzacji. W niniejszym artykule opisano wyniki badań jakościowych prowadzonych przez autorkę w 12 polskich szkołach na terenie całej Polski, prezentujących efekty cyfryzacji, opinie oraz doświadczenia wynikające z wdrożenia technologii cyfrowych w tych placówkach. Do badania wybrano szkoły, w których już wdrożono technologie cyfrowe i funkcjonują one w badanej placówce minimum 5 lat, co daje możliwość wyciągnięcia pierwszych wniosków oraz obserwacji dydaktycznych.

EN

Along with lapse of time, the term ‘digital school’ seems to be closer and closer both in mental and systems terms. Following the reports summarising projects, programmes, and discussions, there constantly emerge the questions: Why schools should be digitised? How teachers perceive the process of digitisation? What is the opinion on digitisation of the school milieu: headmasters, teachers, pupils, and parents? What is the sense of implementation of digital technologies at schools? How to implement new educational technologies? To answer these questions it is not enough to sum up projects. There is the need to carry out qualitative research focused both on the instrumental layer and on the methodological layer of digitisation. In her article, the author described findings of the qualitative research conducted by her at 12 Polish schools across Poland, presenting effects of digitisation, opinions, and experience issuing from the implementation of digital technologies at those establishments. She selected for the survey the schools where there had already been implemented digital technologies and they had been in operation at the school surveyed for at least 5 years, what provides an opportunity to draw first conclusions and didactic observations.

7

The Research on Visual Literacy in Transliteracy as the Main Ability to Understand and Communicate in the 21st Century

75%

Wieczorek-Tomaszewska M.

International Journal of Research in E-learning IJREL

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2016

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tom 2

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nr 2

31-50

EN

In this paper, the author describes the cultural and technological context of visual literacy, resulting from the specificity of the evolutionarily expanding culture of image and the development of the information society, in the context of the concept of transliteracy. It presents the results of pilot studies of Polish university students for specific visual skills. Comparative material for research tasks of the prepared project “The legitimacy of visual literacy in the process of education” is a set of visual literacy (Visual Literacy Competency Standards for Higher Education, 2011) developed in academic and scientific environments in the USA (The Association of College and Research Libraries, ACRL).

8

Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse

75%

Macgilchrist F.

Kultura-Społeczeństwo-Edukacja

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2017

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tom 12

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nr 2

83-103

PL

As digital technologies become more prominent in schools, and a host of new media products appear in classrooms, critical questions are being asked about the erasure of power and politics in contemporary education. To explore the discourse on digital education, this paper draws on discourse analysis of ethnographic interviews with for-profit and non-profit organizations in the field. It asks (i) what industry insiders describe as driving change in contemporary educational technology (edtech), and (ii) whether new actors/technologies shaping a novel educational hegemony, and if so, what this hegemony looks like. Initial findings suggest that while the teacher was seen as key to driving change in printed educational materials, three different discourses appear when describing change in today’s educational technology. In the first, learners drive change; the focus lies on the individual dimension. In the second, schools drive change; the systemic dimension. In the third, data drive change; the analytics dimension. Linking these three discourses is a shift from “education” to “learning”. The accounts of educational technology simultaneously advocate for improving opportunities for all students, especially weaker or disadvantaged learners, and also strengthen the hegemonic shift across policy and practice towards an instrumental understanding of education. Overall, the paper suggests that power and politics are by no means erased from the edtech industry’s accounts of digital technologies and datafication. The socio-material affordances engineered into the technologies invite particular teaching practices and thus affect power relations in education.

9

Polish philology education in the digital age. Is it still present at Polish schools and universities?

51%

Wierzbicka A.

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2020

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tom 56

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nr 1

127-141

PL

Niniejszy artykuł jest próbą analizy udziału dydaktyki cyfrowej w kształceniu polonistycznym, zarówno w szkołach (oświacie), jak i na uczelniach publicznych. Autorka prezentuje, w jaki sposób realizuje się zajęcia polonistyczne z użyciem technologii, jakie zasoby elektroniczne warto wykorzystywać do kształcenia, jakie są potrzeby nauczycieli uczących w szkołach i na uczelniach wyższych. Odpowiada także na pytanie, czy polskojęzyczna przestrzeń wirtualna jest naturalnym przedłużeniem środowiska społeczno-komunikacyjnego, do którego przyzwyczajone jest młode pokolenie oraz czy platformy edukacyjne są chętnie wykorzystywane do kształcenia polonistycznego.

EN

This article is an analysis of the use of digital education in Polish philological education, both at schools and at public universities. The author presents how Polish lessons and classes are fulfilled using technology, which electronic resources are worth using in education, and identifies the needs of schoolteachers and lecturers. She also answers the question whether the Polish-language virtual landscape is a natural extension of the social-communication environment to which the young generation is accustomed, and whether education platforms are eagerly used in Polish education.

10

Sharing and connecting information in the context of the Covid-19 pandemic and training skills for employees to meet the needs of businesses in digital transformation

51%

Hang N. T. , Tran T. Q.

Management

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2022

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tom Vol. 26, no. 1

93--117

EN

In the context of the strong outbreak of the Covid-19 pandemic leading to increasing social distancing, it is difficult for businesses to access the labor market. Therefore, it is necessary to create a connection channel between the employer and the labor supplier. That helps to adapt to the context of the Covid-19 pandemic, while also taking advantage of the achievements from the Industrial Revolution 4.0. The development of a training model that connects human resource trainers with human resource users who are businesses is considered an important requirement in the context of the Covid-19 pandemic. The university-enterprise model demonstrates active cooperation and has a profound impact on teaching and scientific research activities in universities. Since then, constantly improving the quality of training to create labor products that meet the rigorous needs of enterprises. This study uses exploratory factor analysis methods to screen observations to analyze, evaluate and draw conclusions about the formation of a university-enterprise linkage model. Thereby helping to create a bridge in cooperation between universities and businesses. On that basis, propose solutions to promote cooperation between universities and businesses in the current Vietnamese conditions, contributing to creating high-quality labor for society, meeting the needs of digital businesses.