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.
More than 40 percent of the world’s population has access to the internet, with new users coming online every day. Among the poorest 20 percent of households, nearly 7 out of 10 have a mobile phone. ...This report finds that traditional development challenges are preventing the digital revolution from fulfilling its transformative potential. For many people, today’s increase in access to digital technologies brings more choice and greater convenience. While this is great progress, many are still left out because they do not have access to digital technologies. To deliver universal digital access, one must invest in infrastructure and pursue reforms that bring greater competition to telecommunications markets, promote public-private partnerships, and yield effective regulation. The report concludes that the full benefits of the information and communications transformation will not be realized unless countries continue to improve their business climate, invest in people’s education and health, and promote good governance. The World Bank Group are already working with clients to promote competitive business environments, increase accountability, and upgrade education and skills-development systems to prepare people for the jobs of the future.
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.
Literacy for Digital Futures Mills, Kathy A; Unsworth, Len; Scholes, Laura
2023, 20220930, 2022, 2022-09-30, Letnik:
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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.
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.
It has now been over a decade since the concept of creative industries was first put into the public domain by the Blair Labour government's Creative Industries Mapping Documents in Britain. The ...concept has gained traction globally, but it has also been understood and developed in different ways in Europe, Asia, Australia, New Zealand, and North America, as well as through international bodies such as UNCTAD and UNESCO. A review of the policy literature reveals that although questions and issues remain around definitional coherence, there is some degree of consensus emerging about the size, scope, and significance of the sectors in question in both advanced and developing economies. At the same time, debate about the concept remains highly animated in media, communication, and cultural studies, with its critics dismissing the concept outright as a harbinger of neoliberal ideology in the cultural sphere. This article couches such critiques in light of recent debates surrounding the intellectual coherence of the concept of neoliberalism, arguing that this term itself possesses problems when taken outside of the Anglo-American context in which it originated. It is argued that issues surrounding the nature of participatory media culture, the relationship between cultural production and economic innovation, and the future role of public cultural institutions can be developed from within a creative industries framework and that writing off such arguments as a priori ideological and flawed does little to advance debates about twentieth-century information and media culture.
Disinformation on the Internet has become a major threat to our society. Especially false and inaccurate information in the form of news might have detrimental consequences for the democratic process ...when biasing individuals' political views. To combat disinformation, a necessary first step is to investigate the factors relevant for individuals to detected false information online. Hence, we conducted an experiment (N = 294) to investigate effects of message factors and individual differences on individuals' credibility and accuracy perceptions of disinformation as well as on their likelihood of sharing them. Results suggest that message factors, such as the source, inconsistencies, subjectivity, sensationalism, or manipulated images, seem less important for users' evaluations of disinformation articles than individual differences. While need for cognition seems most relevant for accuracy perceptions, the opinion toward the news topic seems most crucial for whether people believe in the news and share it online.
This study was designed to investigate the revised and short version of the smartphone addiction scale and the proof of its validity in adolescents. In addition, it suggested cutting off the values ...by gender in order to determine smartphone addiction and elaborate the characteristics of smartphone usage in adolescents.
A set of questionnaires were provided to a total of 540 selected participants from April to May of 2013. The participants consisted of 343 boys and 197 girls, and their average age was 14.5 years old. The content validity was performed on a selection of shortened items, while an internal-consistency test was conducted for the verification of its reliability. The concurrent validity was confirmed using SAS, SAPS and KS-scale. Receiver operating characteristics analysis was conducted to suggest cut-off.
The 10 final questions were selected using content validity. The internal consistency and concurrent validity of SAS were verified with a Cronbach's alpha of 0.911. The SAS-SV was significantly correlated with the SAS, SAPS and KS-scale. The SAS-SV scores of gender (p<.001) and self-evaluation of smartphone addiction (p<.001) showed significant difference. The ROC analysis results showed an area under a curve (AUC) value of 0.963(0.888-1.000), a cut-off value of 31, sensitivity value of 0.867 and specificity value of 0.893 in boys while an AUC value of 0.947(0.887-1.000), a cut-off value of 33, sensitivity value of 0.875, and a specificity value of 0.886 in girls.
The SAS-SV showed good reliability and validity for the assessment of smartphone addiction. The smartphone addiction scale short version, which was developed and validated in this study, could be used efficiently for the evaluation of smartphone addiction in community and research areas.
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