DIGITAL SKILLS FOR EDUCATORS AND PARENTS IN THE CONTEXT OF HIGH - QUALITY EDUCATION

Authors

  • Ilga Prudnikova Rezekne Academy of Technologies

DOI:

https://doi.org/10.17770/sie2021vol3.6400

Keywords:

digital age, digital competence, educators, quality of education

Abstract

The purpose of the research is to identify commonalities and possible differences in the assessment of educators’ and parents’ attitudes towards digital technologies, reasons for their usage, and identify motivation to improve their digital skills. The study is built on research activities and there are used both theoretical and empirical methods. Quantitative methods in the form of questionnaires are used during the study. The researcher is more important to identify precedents and learn about the character of educators’ and parents’ attitudes. Dinamic environment for teaching should be supported by positive attitude to tehnologies. The statistical programme used for the analyses and presentation of data in this research is the Statistical Package for the Social Sciences (SPSS). In conclusion: the results from this study will be used to support interesting directions for future research in the context of higt –quility education.

 

Downloads

Download data is not yet available.

References

Bulman, G., & Fairlie, R. W. (2016). Chapter 5 Technology and Education: Computers, Software, and the Internet. In E. A. Hanushek, S. Machinand, and L. Woessmann, eds., Handbook of the Economics of Education, Vol. 5. Amsterdam: Elsevier, pp. 239.–280.

DocTDLL (2019). Anketa "DIGITĀLĀ KOMPETENCE". Latvijas Zinātnes padomes fundamentālo un lietišķo pētījumu projekts “Transformatīvas digitālās mācīšanās ieviešana pedagoģijas zinātnes doktora programmā Latvijā”. Retrieved from: https://tdl.rta.lv/pluginfile.php/144/mod_page/content/2/Anketa-digit%C4%81l%C4%81%20kompetence.pdf

Eiropas Komisija (2020). Digitālās ekonomikas un sabiedrības indekss (DESI) 2020.gadā Retrieved from: https://ec.europa.eu/digital-single-market/en/scoreboard/latvia

European Commission. (2014). Scoreboard 2014 - Digital inclusion and skills in the EU 2014. Digital Inclusion and SkillsDigital Agenda Scoreboard. Retrieved from: https://ec.europa.eu/digital-single-market/en/news/scoreboard-2014-digital-inclusion-and-skills-eu-2014

European Commission. (2017). Big data for monitoring educational systems. Luxembourg: Publications Office of the European Union. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/94cb5fc8-473e-11e7-aea8-01aa75ed71a1/language-en/format-PDF/source-31396079

European Commission. (2020). Achieving the European Education Area by 2025 – Communication. Retrieved from: https://ec.europa.eu/education/sites/default/files/document-library-docs/eea-communication-sept2020_en.pdf

Ferrari A., Punie Y., & Bresko B.(2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Publications Office of the European Union. Retrieved from: https://ec.europa.eu/jrc/en/publication/digcomp-framework-developing-and-understanding-digital-competence-europe

Harman J. (2021). The Future Is Learning with Heather McGowan. Retrieved from: https://www.leadinglearning.com/episode-130-future-of-learning-and-work-heather-mcgowan/

Izglītības un zinātnes ministrija (2020). Pedagogu profesionālās kompetences pilnveide. Retrieved from: https://www.izm.gov.lv/lv/pedagogu-profesionalas-kompetences-pilnveide

Mykhailenko, O., Blayone, T.J.B., Usca, S., Kvasovskii, O., & Desyatnik, O. (2020). Optimism, interest and opportunity: Comparing attitudes of university students in Latvia and Ukraine toward IT learning and work. Compare: A Journal of Comparative and International Education. DOI: https://doi.org/10.1080/03057925.2020.1843999

OECD (2014). A Teachers' Guide to TALIS 2013: Teaching and Learning International Survey. TALIS. OECD Publishing. Retrieved from: https://read.oecd-ilibrary.org/education/a-teachers-guide-to-talis-2013_9789264216075-en#page1

OECD (2019). Skills Strategy 2019: Skills to Shape a Better Future. DOI: https://dx.doi.org/10.1787/9789264313835-en

Scheerens, J. (2014). Evidence Based Educational Policy and Practice: The Case of Applying the Educational Effectiveness Knowledge Base.

Süss, D., Lampert, C., & Wijnen, C., (2013). Mediensozialisation: Aufwachsen in mediatisierten Lebenswelten. In: D. Süss, C. Lampert & C. Wijnen, eds., Medienpädagogik. Studienbücher zur Kommunikations- und Medienwissenschaft. Wiesbaden: Springer VS.

Vossensteyn H., Kaiser F., Jovaišas K., Bolinskis G., Kovaļevskis K., Jongbloaed B., Gumuliauskas R., & Redko A. (2020). Izglītības kvalitātes novērtēšanas monitoringa sistēmas un monitoringa rīku apraksta izstrāde. UAB “Civitta”.

Vossensteyn H., Kaiser F., Jovaišas K., Bolinskis G., Kovaļevskis K., Jongbloaed B., Gumuliauskas R., & Redko A. (2019). Starpziņojums par jēdziena “izglītības kvalitāte” definīciju un to raksturojošiem kvalitatīvajiem un kvantitatīvajiem rādītājiem. UAB “Civitta”.

Downloads

Published

2021-05-28

How to Cite

Prudnikova, I. (2021). DIGITAL SKILLS FOR EDUCATORS AND PARENTS IN THE CONTEXT OF HIGH - QUALITY EDUCATION. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 185-194. https://doi.org/10.17770/sie2021vol3.6400