The diploma thesis deals with the topic of further education of teachers in the field of digital competencies from the perspective of educational management. This subject was chosen not only of its topicality, but also due to the strategic dimension of further education of teachers and their digital skills, which reflect the key documents of MŠMT. The theoretical part of the diploma thesis focuses on theses related to educational management, further education of teachers and ends with a chapter dealing with digital competencies. The research part of the diploma thesis pays attention to the offer and demand of further education of teachers and the reflection of digital competencies of teachers through qualitative research and data analysis. Specifically, the research survey consists of semi- structured interviews conducted with primary school teachers in the capital city of Prague, analysis of data from the Teacher's digital competences framework and analysis of selected websites collecting the offer of further education of teachers. The aim of the diploma thesis is to analyze and critically evaluate the offer and demand for further education of teachers in the field of digital competencies and to reflect the current digital competencies of teachers that they use in practice. KEYWORDS further...

<p>Recently, scholars in rhetoric and composition (e.g., Bruce McComiskey) have argued that their field has a key role to play in schools’ efforts to fight fake news. This field already engages with questions of how communicators build credibility and persuade audiences, and of how first-year writing courses (which many rhetoric and composition scholars teach) already often focus on skills like source evaluation and critical thinking. Thus, scholars like McComiskey have argued that rhetoric and composition can and should exert an influence on universities’ civic education efforts in the 21^st century. However, despite an uptick in scholarly interest in fake news, empirical study of whether first-year writing courses impart civic skills is scarce.</p><p>An exploratory study examined whether students who take first-year composition courses experience any growth in Civic Online Reasoning (COR) when those courses’ learning outcomes invoke the notions of critical thinking, source evaluation, and digital literacy. It also investigated whether students’ COR gains differed between course sections and identified curricular features that might contribute to those differences. COR assessments developed by the Stanford History Education Group (SHEG) were administered to students before and after completing a first-year writing course. Participating instructors’ course documents (syllabi and major assignment sheets) were also analyzed via a qualitative coding procedure.</p><p></p> <p>Students’ scores for the COR component skills of Ad Identification and Lateral Reading increased significantly after one semester of first-year composition instruction. However, students’ scores for the Claim Research and Evidence Analysis skills did not improve. Moreover, no significant differences were observed between sections. These results suggested the possibility that, even absent explicit COR instruction, first-year composition courses can impart some COR skill gains, but that the particular approach the instructor uses does not matter much. However, several methodological problems prevented the study from offering firmer conclusions. In addition to making a case for additional research, this dissertation argues that if scholars in rhetoric and composition wish to have a hand in defining universities’ approaches to civic education in the future, they should strive to generate robust, generalizable evidence of the benefits of their courses. This will require them to embrace empirical and quantitative methodologies and to engage with work in other fields more frequently.</p>

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The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.

This dissertation investigates the question, "How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?" It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves, Color Mixer, and Light and Mirrors, are each intended to teach science concepts to players. These games are similarly structured in that they all invite players to immerse themselves in the game by standing on the "screen" (the games project images on the floor). The WBEGs differ from traditional console video games because they receive input from players via motion-sensing technology, requiring players to make large movements with their bodies to influence elements within the game. This study explains SRL as a complex combination of internal (mental) behavior, external (observable) behavior, and interpersonal (social) behavior, identifying within three WBEGs the presence of elements supporting the SRL behaviors of goal setting, strategy planning, collaboration, progress monitoring, feedback, and reflection. These findings inform the understanding of SRL by revealing that each game includes a different combination of SRL-supporting elements that encourage the use of SRL skills in different ways. SRL scaffolding features are those elements within a WBEG that guide players to use certain SRL strategies, helping and supporting their efforts much like construction scaffolding supports a building as it is being erected. This dissertation also utilizes analyses of procedural rhetoric to investigate the techniques reinforced by the underlying structure of these three WBEGs in an effort to further the understanding of digital literacy in education and sociocultural contexts. All three WBEGs appear to emphasize player agency and collaboration. Waves and Light and Mirrors encourage player strategy, while Color Mixer rewards speed and rote knowledge. These reinforced techniques perpetuate the underlying cultural values of accuracy, collaboration, problem-solving, autonomy, and scaffolding. This study discusses these values in the contexts of education and society.

Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and selfquestioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison iv and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.

The educational system is going through a rapid shift towards digital learning, a phenomenon happening all over the world. This thesis examines the possibilities and conditions for digital learning amongst primary school children living in the township Kayamandi in Stellenbosch, South Africa. The project was carried out as a case study and has used a focused ethnographic approach. The objective was to conduct an explorative study of digital learning in a smaller township and to provide an understanding of the educational system, technology adoption in schools and among children, children's and teachers' digital literacy, and what opportunities for digital learning exist today. Three Kayamandi schools in Stellenbosch have been visited for observation: Kayamandi Primary School, Ikaya Primary School, and A.F. Louw Primary School. In addition, interviews have been conducted with different stakeholders within education, as well as focus groups and a survey with the children. Among the findings this master’s thesis shows that a digitalisation is ongoing but that there is an uneven accessibility to digital technologies and data which could be tackled with a tailored digital strategy. This study also notes on positive effects from using edtech programs and indicates that personalised learning and gamification might be key to success for digital learning in a township. A preliminary conclusion is that there are possibilities for digital learning, but the conditions are complex and various contextual factors need to be addressed in a collective and mindful manner. / Utbildningssystemet går igenom en snabb förändring mot digitalt lärande, ett fenomen som händer över hela världen. Denna avhandling undersöker möjligheterna och förutsättningarna för digitalt lärande bland grundskolebarn som bor i kåkstaden Kayamandi i Stellenbosch, Sydafrika. Projektet utfördes som en fallstudie och har använt ett fokuserat etnografiskt tillvägagångssätt. Målet var att genomföra en explorativ studie av digitalt lärande i en mindre kåkstad och att ge en förståelse för utbildningssystemet, teknikanvändningen i skolorna och bland barnen, barnens och lärarnas digitala kunskaper och, vilka möjligheter till digitalt lärande som finns idag. Tre Kayamandi-grundskolor i Stellenbosch har besökts för observation: Kayamandi Primary School, Ikaya Primary School och A.F. Louw Primary School. Dessutom har intervjuer genomförts med olika intressenter inom utbildning, samt fokusgrupper och en enkät med barnen. Bland resultaten visar denna masteruppsats att en digitalisering pågår men att det finns en ojämn tillgänglighet till digital teknik och internet som skulle kunna hanteras genom en skräddarsydd digital strategi. Denna studie noterar också positiva effekter av att använda edtech-program och indikerar att personligt lärande och spelifiering (gamification) kan vara nyckeln till framgång för digitalt lärande i en kåkstad. En preliminär slutsats är att det finns möjligheter för digitalt lärande, men förutsättningarna är komplexa och olika kontextuella faktorer behöver hanteras på ett kollektivt och medvetet sätt.

<p dir="ltr">Recent developments in computer technology have increased the number of internet stalkers, child pornographers, traffickers and sexual predators. In a world where digital literacy is on the rise and people strive to keep up with the latest technology, this paper explores the relationship between digital literacy and online grooming(computer-mediated sexual grooming) and offline grooming (localized sexual grooming) and the effect of age, gender, marital status and parental status on the way individuals perceive grooming. This data was collected via a survey from 256 respondents who are 18 years and above and classified as parents within the United States. Several analyses such as correlations, Mann-Whitney U test and Kruskal Wallis H test were conducted, and our results suggest that there is a relationship between digital literacy and the perceptions of grooming, which may have implications on cybersecurity awareness training. The results highlight the importance of digital literacy in the perception of computer-mediated sexual grooming and familial sexual grooming, with enough evidence to support its essential role in people’s sense of safety. In conclusion, this study emphasized the need for targeted programs and campaigns to create education and awareness with the aim of improving parental digital literacy skills, understanding of grooming risks, and responsible Internet use education across society.</p>

This study aimed to visualize how and when teachers in civics can use digital techniques and tools. A discussion concerning digital literacy took place to clarify the concept. Questions that were investigated include:  -          How and when can teachers work with digital tools in teaching? -          How can civics teachers prepare students for digital citizenship?  -          How is digital literacy perceived among students?  -          How is digital literacy perceived among teachers?    Through interviews, data was collected. The results show that civic teachers should prepare students to become responsible citizens who can make reasonable decisions in the future, whether online or in real life. To do so, knowledge is needed about the student's digital literacy. The teachers must constantly update themselves with new technology to vary the workload. Society and the school subject of civics are constantly renewed, and digital tools are becoming more common in Swedish schools. A mixture of analogue and digital tools is in favor of learning outcomes.    Further, there is a mixed vision of the perceived digital literacy amongst the students. The study revealed that female teachers estimated digital literacy among the students to be higher than men's perception. The result can be related to the teachers' digital interests, whereas men declare their digital interests as good, while women declare their digital interests as limited and necessary. Digital tools can be used in every teaching phase and in different ways to create a variation of lesson planning. AI tools are a relatively new area and need more research. / <p>Godkänd 2024-01-19</p>

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