Cetățeanul și provocările societății informaționale PETRE, Ionuț; CRISTESCU, Irina
Revista română de informatică și automatică = Romanian journal of information technology and automatic control,
12/2023, Letnik:
29, Številka:
1
Journal Article
Recenzirano
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From a digital perspective, the challenge of the 2018-2020 society possesses a digital skill background that allows not only to fit into a particular job, but also to engage in the long-life ...education and training system for individuals. Digital skills include: 1) the ability to search, collect, process information and use it in a critical and systematic way; 2) The use of tools to produce, present and understand complex information; 3) The ability to access, search and use Internet-based services and 4) using the information society technology to support critical thinking, creativity and innovation. To be digitally competent implies the possession of knowledge, abilities and skills appropriate for information and communication technology. The digital skill is one of eight key competences, implying a reliable and critical use of the entire ICT range in all areas. Key competences are considered all equally important, because each of them can contribute to a successful life in the knowledge society. This study aimed at highlighting the challenges of the information society and presenting a model of competences that enables citizens to cope with the digital challenges.
The significance of the research is determined by the evolution of social structure of the society as a response to the challenges of our time, to the IT development process and the transition to a ...new formation ‒ information society. The information society provides particular individuals with a wide range of opportunities for personal development and inclusion into the socio-communicative environment. People with disabilities get a chance to be included into general process of knowledge acquiring. The innovation of the approach consists in the comprehension of inclusive education in a social and philosophical vein. The goal of the article is the estimation of the opportunities and the relevance of such approach for the society and the youth. The global scale of isolation of people as a way of defense against the virus makes our research more relevant, since now many are forced to receive educational services only via the Internet, using remote methods, when the inclusion of people with developmental disabilities in this process becomes even more natural and organic.
With the radical changes in information production that the Internet has introduced, we stand at an important moment of transition, says Yochai Benkler in this thought-provoking book. The phenomenon ...he describes as social production is reshaping markets, while at the same time offering new opportunities to enhance individual freedom, cultural diversity, political discourse, and justice. But these results are by no means inevitable: a systematic campaign to protect the entrenched industrial information economy of the last century threatens the promise of today's emerging networked information environment.
In this comprehensive social theory of the Internet and the networked information economy, Benkler describes how patterns of information, knowledge, and cultural production are changing-and shows that the way information and knowledge are made available can either limit or enlarge the ways people can create and express themselves. He describes the range of legal and policy choices that confront us and maintains that there is much to be gained-or lost-by the decisions we make today.
Editors' Message Lampinen, Airi; Gergle, Darren; Shamma, David A.
Proceedings of the ACM on human-computer interaction,
11/2019, Letnik:
3, Številka:
CSCW
Journal Article
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It is our great pleasure to welcome you to this issue of the Proceedings of the ACM on Human- Computer Interaction, on the contributions of the research community Computer-Supported Cooperative Work ...and Social Computing (CSCW). This issue contains a carefully selected set of papers, accepted through our review process from among the 658 world-wide articles submitted by the Spring 2019 deadline. After the first round of peer review, 325 (49.4%) papers were invited to the Revise and Resubmit phase. After receiving the revised submissions, the external reviewers and the program committee reviewed all second round contributions. Finally, the program committee came together for a three-day online editorial committee meeting, held to allow for collective deliberation. Ultimately, 205 papers (31.2%) were accepted.
In the era of accelerating digitization and advanced big data analytics, harnessing quality data for designing and delivering state-of-the-art services will enable innovative business models and ...management approaches (Boyd and Crawford, 2012; Brynjolfsson and McAfee, 2014) and yield an array of consequences. Among other consequences, digitization and big data analytics reshape business models and impact employment amongst knowledge workers – just as automation did for manufacturing workers. This Viewpoint paper considers the mechanisms underlying how digitization and big data analytics drive the transformation of business and society and outlines the potential effects of digitization and big data analytics on employment – especially in the context of cognitive tasks. Its aim is to outline a critical research agenda to explore and conceptualize evident changes in business models and society arising from these technological advances.
Students need to engage in order to learn. As digitalisation changes the conditions for learning, it is essential to consider how student engagement might be affected. This study explores the ...relationship between student engagement (and disengagement) in technology-enhanced learning (TEL) and academic outcomes. More specifically, we developed and distributed an instrument to second and third year upper secondary school students (n=410), and matched the student responses with their school grades. The instrument was further validated using principal component analysis and confirmatory factor analysis. Using a bivariate correlation test, a one-way ANOVA test, and a post hoc test, we then analysed the associations between low-, average-, and high-performance students and their reported engagement and disengagement when learning with technologies. Results show that high-performance students find it easier to concentrate when working with learning technologies than do average and low performers. We also found significant correlations between low grades and reported time spent on social media and streaming media for other purposes than learning (e.g., YouTube) and significant correlations between a decrease in students' performance and the occurrence of unauthorised multi-tasking via learning technologies while in class: the lower the grades, the more frequently students reported using digital technologies to escape when lessons were boring. Conclusively: high-performance students seem to have developed strategies to use digital technologies in supportive and productive ways. Thus, in order for schools to use digital technologies to ensure that disadvantaged students do not remain disadvantaged when learning with technologies and to not replicate problems in analogue classroom interactions, insights how different performance groups engage and disengage in TEL is critical for learning.
•We developed and validated an instrument to measure student engagement and disengagement in technology-mediated learning.•The instrument was used to identify early indicators of engagement and disengagement when students learn with technologies.•We found that high-performance students have the competencies needed to use technologies to engage in their learning.•However, using digital technologies for learning can be problematic for low-and average-performance students.
This article describes an emergent logic of accumulation in the networked sphere, ‘surveillance capitalism,’ and considers its implications for ‘information civilization.’ The institutionalizing ...practices and operational assumptions of Google Inc. are the primary lens for this analysis as they are rendered in two recent articles authored by Google Chief Economist Hal Varian. Varian asserts four uses that follow from computer-mediated transactions: data extraction and analysis,’ ‘new contractual forms due to better monitoring,’ ‘personalization and customization, ’ and continuous experiments. ’ An examination of the nature and consequences of these uses sheds light on the implicit logic of surveillance capitalism and the global architecture of computer mediation upon which it depends. This architecture produces a distributed and largely uncontested new expression of power that I christen: Big Other. ’ It is constituted by unexpected and often illegible mechanisms of extraction, commodification, and control that effectively exile persons from their own behavior while producing new markets of behavioral prediction and modification. Surveillance capitalism challenges democratic norms and departs in key ways from the centuries-long evolution of market capitalism.
Literacy for Digital Futures Mills, Kathy A; Unsworth, Len; Scholes, Laura
2023, 20220930, 2022, 2022-09-30, Letnik:
1
eBook
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The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by ...addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice.
The aim of this study was to develop a self-diagnostic scale that could distinguish smartphone addicts based on the Korean self-diagnostic program for Internet addiction (K-scale) and the ...smartphone's own features. In addition, the reliability and validity of the smartphone addiction scale (SAS) was demonstrated.
A total of 197 participants were selected from Nov. 2011 to Jan. 2012 to accomplish a set of questionnaires, including SAS, K-scale, modified Kimberly Young Internet addiction test (Y-scale), visual analogue scale (VAS), and substance dependence and abuse diagnosis of DSM-IV. There were 64 males and 133 females, with ages ranging from 18 to 53 years (M = 26.06; SD = 5.96). Factor analysis, internal-consistency test, t-test, ANOVA, and correlation analysis were conducted to verify the reliability and validity of SAS.
Based on the factor analysis results, the subscale "disturbance of reality testing" was removed, and six factors were left. The internal consistency and concurrent validity of SAS were verified (Cronbach's alpha = 0.967). SAS and its subscales were significantly correlated with K-scale and Y-scale. The VAS of each factor also showed a significant correlation with each subscale. In addition, differences were found in the job (p<0.05), education (p<0.05), and self-reported smartphone addiction scores (p<0.001) in SAS.
This study developed the first scale of the smartphone addiction aspect of the diagnostic manual. This scale was proven to be relatively reliable and valid.
A quantitative empirical online study examined a set of 16 security hazards on the Internet and two comparisons in 436 UK- and US students, measuring perceptions of risk and other risk dimensions. ...First, perceived risk was highest for identity theft, keylogger, cyber-bullying and social engineering. Second, consistent with existing theory, significant predictors of perceived risk were voluntariness, immediacy, catastrophic potential, dread, severity of consequences and control, as well as Internet experience and frequency of Internet use. Moreover, control was a significant predictor of precautionary behaviour. Methodological implications emphasise the need for non-aggregated analysis and practical implications emphasise risk communication to Internet users.
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•We studied students' responses to security hazards on the Internet.•Students perceived identity theft as the riskiest hazard.•Perceived risk was predicted by specific risk dimensions and use habits.•Precautionary behaviour was predicted by students' perceived control.•This work has implications for data analysis and risk communication to students.
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