With the increasing use of information and communication technologies in all sectors of society, increasing the demand for professionals to support users. It is necessary, therefore, that these professionals are encouraged from the beginning of their training to improve their skills in the area, both for a greater use of course as to monitor the evolution of industry will act. The present work it is the dissertation for completion of Mestrado Profissional em Tecnologias Educacionais em Rede, held at the Centro de Educação the Universidade Federal de Santa Maria. The work has been built on the line of research focused on the Desenvolvimento de Tecnologias Educacionais em Rede and has as a prototype product educational object named Fluent TI. The product is designed to test knowledge and skills in computers, based on theories related to digital literacy, and to support the learning of students in a course Computer Technician distance education mode, in a Federal institution of Education in the State of Rio Grande do Sul. The work presents the stages of development of the educational object that was constructed from quantitative and qualitative research considered, developed through readings related to Digital literacy and skills to students of distance education in the current information society, as well as related work to research topics involving educational objects. There was also the application of questionnaires to survey data for categorization of the questions of the testing and evaluation of the prototype created. The study has contributed to a better understanding of the course investigated and for creating a significant tool for the same, focused on the skills essential to the future professional technician in data processing and can even subsidizing teachers in diagnosis of students who join in the course in question. / Com a crescente utilização de Tecnologias de Informação e Comunicação em todos os setores da sociedade, é cada vez maior a demanda por profissionais para dar suporte aos usuários. É necessário, portanto, que estes profissionais de TI sejam estimulados desde o início de sua formação a aperfeiçoarem suas habilidades na área, tanto para um maior aproveitamento do curso como para acompanharem a evolução do setor em que atuarão. O presente trabalho trata-se da dissertação para conclusão do Mestrado Profissional em Tecnologias Educacionais em Rede, realizado no Centro de Educação da Universidade Federal de Santa Maria. O trabalho foi construído na linha de pesquisa voltada para o Desenvolvimento de Tecnologias Educacionais em Rede e tem como produto o protótipo de um objeto educacional denominado Fluent TI. O produto é destinado ao teste de conhecimentos e habilidades em informática, com base em teorias relacionadas à alfabetização digital, e ao apoio à aprendizagem de estudantes de um curso Técnico em Informática na modalidade de ensino a distância, em uma Instituição Federal de Educação no estado do Rio grande do Sul. O trabalho apresenta as etapas de desenvolvimento do objeto educacional que foi construído a partir de pesquisa considerada quanti-qualitativa, desenvolvida através de leituras relacionadas à Alfabetização Digital e competências necessárias aos estudantes da educação a distância na atual sociedade informacional, bem como, pesquisa de trabalhos correlatos às temáticas que envolvem objetos educacionais. Houve também a aplicação de questionários de levantamento de dados para categorização das perguntas do teste e avaliação do protótipo criado. O estudo contribuiu para um melhor conhecimento do curso investigado e para a criação de uma ferramenta significativa para o mesmo, focada nas habilidades essenciais ao futuro profissional técnico em informática e que pode, inclusive, subsidiar os docentes no diagnóstico de estudantes que ingressam no curso em questão.

The purpose of this survey is, among other things, to examine how teachers work with and how they relate to the use of digital tools as an aid for students with reading difficulties, what teachers think of their own digital skills and the advantages and disadvantages of using digital tools as a teaching aid. The National Agency for Education (2018) states that digital tools are today a large part of our society and thus have a great impact on our lives as well as the school. The revised curriculum of 2018 requires teachers to integrate digital tools into their teaching to a greater extent than before. This puts pressure on both teachers and pupil’s digital skills. The data collection method for this study consists of five qualitative interviews with professional teachers who are competent in the Swedish subject in grades 4-6. My results were analyzed with the help of the socio-cultural perspective and the pragmatism’s approach to learning. The results of the survey show that the teachers believe that digital tools can have a positive impact on learning, provided that they are used with the right approach and that the technology works properly. The survey also shows that the teachers who experience a lot of struggle with the technology are the teacher who seem to have a more negative approach to digital tools in teaching and also that the range and quality vary among the schools. In addition to the above, the results also indicates that all teachers want more education and support in the work with digital tools and also that the education provided in digital competence was not sufficient to provide the teachers with the knowledge they need to be able to use these tools in teaching situations. / Denna undersökning syftar bland annat till att undersöka hur lärare arbetar med och hur de förhåller sig till användandet av digitala verktyg som hjälpmedel för elever med lässvårigheter, vad lärarna anser om sin egen digitala kompetens samt vilka för- och nackdelar som finns vid användandet av digitala verktyg. Skolverket (2018) fastslår att digitala verktyg är idag en stor del av vårt samhälle och har därmed en stor påverkan på våra liv såväl som skolan. Den reviderade läroplanen 2018 kräver att lärare integrerar digitala verktyg i sin undervisning i större utsträckning än tidigare. Detta sätter press på såväl lärare som elevers digitala kompetens. Datainsamlingsmetoden för denna undersökning består av fem stycken kvalitativa intervjuer med yrkesverksamma lärare som är behöriga i svenskämnet i årskurs 4-6. Mitt resultat analyserades med hjälp av det sociokulturella synsättet samt pragmatismens synsätt. Undersökningens resultat visar att lärarna menar att digitala verktyg kan ha positiv effekt på lärandet förutsatt att de används med rätt ansats och att tekniken fungerar som den ska. Undersökningen visar även att de lärare som upplever mycket teknikstrul är de lärare som tycks ha ett mer negativt förhållningssätt till digitala verktyg i undervisningen samt även att utbudet och kvalitén varierar bland skolorna. Utöver ovanstående indikerar även resultatet att samtliga lärare önskar mer utbildning och stöttning i arbetet med digitala verktyg och att de utbildningar som getts i digital kompetens inte varit tillräckliga för att tillgodose lärarna med den kunskap de behöver för att kunna använda dessa verktyg i undervisningen.

Background: In the past few decades, organizations has shifted towards digitalization. Making it necessary for employees within an organization to acquire the necessary digital skills to cope with digitalization. These skills are necessary for employees to carry out their daily activities without setback. It is therefore important for an organization to provide a channel or an avenue for employees to acquire these skills without stress or difficulty.     Purpose: The purpose of the thesis is to explore an innovative strategy for digital skills development for employees, which can foster communication and collaboration and improve employees work performance within the organization.   Method: A qualitative study was used to conduct the research. The authors used semi-structured interviews to collect data from employees of the municipalities being studied. The interviewees were employees from Nässjö, Jönköping and Habo municipalities. From the interview findings an analysis was performed comparing the findings between the three municipalities.   Conclusion: The results outline some of the benefits of using innovative learning systems for digital skills development of employees and how these leaning systems can improve employees’ performance. Organizations should make it a priority to continually reinvest in developing employees’ digital skills in the public sector and need to be aware about the barriers to adopt innovative learning methods. Some of these barriers are lack of training programs, lack of managerial support among others. A coherent strategy is needed to address these barriers and facilitate skills development process. Further research regarding other alternative methods to improve employees’ digital skills that were not discussed in this research can be explored by other researchers using larger samples, different theories and data collection methods.

In our increasingly digital age, the pace of digital transformation requires continuous learning. Microsoft CEO Satya Nadella put it simply when wanting Microsoft to transition from a culture of "know-it-all" to a culture of "learn-it-all". The most valuable commodity for leaders to do is to set an example for lifelong learning and to find opportunities to encourage others to do the same, allowing each employee to take responsibility for skilling up [18]. This study identifies prioritized skills and assesses what skills gaps exist from these. A maturity framework is developed to measure the level of skills within three dimensions “Technical and Digital skills”, “People and organization skills” and “Strategy skills” and is composed of 30 attributes (Table 1). This study uses Sandvik Coromant as a use case for assessing skill gaps and Microsoft as a use case for how to fulfil the gaps. This study contributes to the manufacturing sector by identifying prioritized skills, empirically establishing a maturity framework and providing an evaluation of Sandvik Cormorant’s current skills gap including how to fulfil these skills gaps by programs, tools or initiatives. / I vår alltmer digitala värld kräver takten i digital transformation kontinuerligt lärande. Microsofts vd Satya Nadella uttrycker att Microsoft ska övergå från en kultur av "veta allt" till en kultur av "lära sig allt". Den mest värdefulla tillgången för ledare är att föregå med gott exempel för livslångt lärande och hitta möjligheter att uppmuntra andra att göra detsamma, så att varje anställd kan ta ansvar för kompetensutveckling [18]. Denna studie identifierar prioriterade kompetenser och bedömer vilka kompetensgap som existerar i dessa. Ett mognadsramverk utvecklas för att mäta kompetensnivån inom tre dimensioner ”Tekniska och digitala färdigheter”, ”Människor och organisationsfärdigheter” och “Strategifärdigheter” och består av 30 attribut (tabell 1). Denna studie använder Sandvik Coromant som ett användningsfall för att bedöma kompetensgap och Microsoft som ett användningsfall för hur man ska kunna uppfylla gapen. Denna studie bidrar till tillverkningssektorn genom att identifiera prioriterade färdigheter, empiriskt upprätta ett mognadsramverk och ge en utvärdering av Sandvik Cormorants nuvarande kompetensgap inklusive hur man kan uppfylla dessa kompetensgap genom program, verktyg eller initiativ.

The theoretical part of the diploma thesis Digital competences of teachers and their specifics in the period of distance education, based on the analysis of relevant literature, deals with the specifics of distance learning and conducts a survey of existing national and international frameworks dealing with the level and development of digital competencies of teachers. It also works with the European Framework for the Digital Competence of Educators (DigCompEdu), which was created especially for educators and educational institutions as a certain standard for setting the level of digital technology skills. The aim of this work is to propose the addition of the European Framework for the Digital Competence of Educators with specific skills needed to lead distance learning. As part of a qualitative research survey, carried out in the empirical part of the work, nine teachers from different types of schools underwent observations in classes and then post-observation interviews. They focused not only on the course of teaching during distance learning but also tried to identify the necessary teaching equipment in the field of digital competencies. The research was conducted in an unexpected situation because of the sudden closure of schools due to a pandemic situation caused by Covid-19. Based on the...

According to UNESCO (2021) 43% of museums faced closure in the first quarter of 2021 due to an ongoing pandemic. Those that could, offered digital experiences to maintain links with their visitors, and for those institutions without the skills or resources to reach out to their visitors, their very existence remained in a state of flux. The situation in Sweden was no different and, prior to UNESCO’s published figures of 2021, the Swedish Government (2020) instigated an inquiry to establish the necessary interventions required to reignite the heritage sector post pandemic. The inquiry found a history of challenging problems for the sector. One problem recognised was the need for a digitalised sector to sustain heritage, and secondly, the motivation for this research, the lack of skills and resources in the sector. The aims of this research therefore were twofold. Firstly, to identify what digital skills andeducation are needed in galleries, libraries, archives, and museums, (GLAM) and secondly, to test the hypothesis that Higher Education curricula in Sweden requires a programme of analysis and restructure. Notwithstanding a review of past literature review to reflect on previous research of skills and education in the sector, an in-depth analysis of the Governmental inquiry also took place. As a secondary research activity, a sample of respondents were selected to represent small and large institutions across the sector. Comments, experiences, and opinions regarding lack of resources and skills, were extrapolated from recorded interviews, surveys and responses to the Governmental Inquiry which were noted and logged. Secondly, an analysis of skills required in current job vacancies in the sector took place. Additionally, perspectives from sector unions were sought, and finally, a limited survey of employee thoughts on current skills and what skills they believed they needed for the future was completed. The results indicated that discourse of skills and the digital vision in the sector have been ongoing for many years and that a global pandemic had to be the instigator for governmental intervention. There is also a traditional approach to the education of graduates in galleries, archives, and museums, unlike those educated to work inlibraries. archives and researchers via digital humanities programs. For those entering the profession in museums and galleries, there is little, if any exposure to digital practices. Barriers to change included financing, infrastructures, and a lack of leadership development in the sector. Digital transformations it was felt, requires a top-down approach and leadership is currently not in situ.

Submitted by KETILIN MAYRA PEDRO null (ketilinp@yahoo.com.br) on 2016-08-26T18:08:42Z No. of bitstreams: 1 Tese_Versão Final_Ketilin M. Pedro.pdf: 4417420 bytes, checksum: f544bad652be9b418cb87bcaed21a92c (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-30T14:08:51Z (GMT) No. of bitstreams: 1 pedro_km_dr_mar.pdf: 4417420 bytes, checksum: f544bad652be9b418cb87bcaed21a92c (MD5) / Made available in DSpace on 2016-08-30T14:08:51Z (GMT). No. of bitstreams: 1 pedro_km_dr_mar.pdf: 4417420 bytes, checksum: f544bad652be9b418cb87bcaed21a92c (MD5) Previous issue date: 2016-07-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Estudantes precoces e/ou com comportamento dotado (PCD) fazem parte do público-alvo da Educação Especial. Estes, assim como os demais estudantes considerados nativos digitais, passam a maior parte do tempo conectados à internet, por meio das Tecnologias Digitais da Informação e Comunicação (TDIC). Frente ao progresso das TDIC não podemos ignorar que os estudantes do século XXI apresentam características e comportamentos diferenciados. Nessa perspectiva, surgiu a necessidade de comparar estudantes nativos digitais PCD (G1) com estudantes nativos digitais não identificados como tais (G2), no uso das TDIC. Os objetivos específicos consistiam em: caracterizar a ação dos estudantes em relação às TDIC; caracterizar os grupos G1 e G2 quanto ao uso das TDIC, competências digitais e à existência de possíveis discrepâncias entre os grupos, na utilização das mesmas; identificar, em momentos de atividades livres propostas pela pesquisadora, como os estudantes usam as TDIC, se como entretenimento ou ferramenta de aprimoramento intelectual; identificar as preferências e possíveis discrepâncias entre G1 e G2, em momentos de atividades livres. Participaram da pesquisa 36 estudantes do Ensino Fundamental, sendo 18 PCD, pareados a 18 com desenvolvimento típico. Todos realizaram atividades livres e um programa de atividades dirigidas. Os dados foram organizados, cruzados, analisados qualitativa e quantitativamente. Nossos achados revelaram que a maioria dos estudantes, de ambos os grupos, apresentaram ações Conscientes, no que tange à utilização de ferramentas comunicacionais e ações de Desconhecimento, Tentativa e Erro, no uso de ferramentas operativas e de produção; os estudantes do G1 executaram mais ações Conscientes, com maior diferença entre os estudantes dos anos iniciais do Ensino Fundamental; ambos os grupos podem ampliar as competências digitais, no que diz respeito ao tratamento da informação, produção de conteúdos e comunicação; os fenômenos da precocidade e da superdotação não determinaram maior ou menor número de esclarecimento e/ou ajuda e atividades (não)realizadas, no entanto, verificamos que alguns estudantes PCD adotavam as TDIC como uma ferramenta de aprimoramento intelectual, sendo que, se estes receberem orientações sobre o desenvolvimento das competências digitais, essa utilização será ainda mais efetiva. Sobre as preferências dos estudantes, ambos os grupos interessaram-se jogos e sites semelhantes, de modo que, dentre os estudantes do G1, alguns, que se destacavam pela presença marcante dos Três Anéis da teoria de Joseph S. Renzulli, realizaram atividades relacionadas diretamente às sua área de interesse ou optaram por conteúdos educativos. Acreditamos que só alcançaremos a tão almejada inovação educativa, quando estudantes e professores forem capazes de usar as TDIC de maneira intencional, consciente, criativa e digitalmente competente, tornando-os artefatos pedagógicos de uso diário, no contexto escolar. Ao término da pesquisa, foi elaborado um informativo, em formato digital, com orientações sobre competências digitais e segurança ma internet para estudantes, pais e/ou responsáveis e professores. / Early students and/or with gifted behavior (PCD) are part of the target audience of Special Education. These, as well as other students considered digital natives, spend most of the time connected to the internet, through Digital Information and Comunication Technologies (TDIC). Front of the progress of TDIC we can not ignore that the students of the XXI century have characteristics and different behaviors. In this perspective, the need to compare digital native students PCD (G1) with digital native students that were not identified as such (G2), in the use of TDIC. The specific objectives consisted in: characterize the action of the students in relation to TDIC; characterize the G1 and G2 on the use of TDIC, digital skills and the existence of possible discrepancies between groups, in use; identifiy, in times of free activities proposed by the researcher, how the students use the TDIC, whether as entertainment or intellectual improvment tool; identify the preferences and possible discrepancies between G1 and G2, in times of free activities. The participants were 36 students of elementar school, 18 PCD, matched to 18 with typical development. All conducted free activities and a program of directed activities. The data were organized, cross-analyzed qualitatively and quantitatively. Our findings revealed that the majority of students in both groups showed Conscious actions regarding the use of communication tools and actions of Unknowing, Trial and Error, the use of operational tools and production; G1 students performed more aware actions, with greater difference between the students of the early years of elementary school; both groups can widen the digital skills, regarding the processing of the information, content production and communication; the phenomena of precocity and giftedness have not determined a greater or lesser number of clarification and / or assitance and activities done or not, however, we found that some PCD students had adopted the TDIC as an intellectual enhancement tool, and if they receive guidance on the development of digital skills, such use will be even more effective. About the preferences of students, both became interested in games and similar sites groups, so that among the students of G1, some, who stood by a Strong presence of the Three Rings of Joseph S. Renzulli’s theory, conducted related activities directly to their area of interest or opted of educational content. We believe that achieving the coveted educational innovation, when students and teachers become able to use the TDIC intentionally, knowingly, creative and digitally competent, making the pedagogical artifacts of daily use in the school context. At the end of the survey, an informative was prepared, in eletronic format, with guidance on e-skills and digital security for students, parentes and/or guardians and teachers.

Dagens globaliserade samhälle är sammankopplat bl.a. via den digitala tekniken, vilket bidrar till utvecklingen av individens språk och kommunikationsförmåga. Dagens barn utvecklar sitt engelska språk och digitala kompetenser i skolan men även utanför genom interaktion via sociala medier och spelifiering. Detta faktum stärks såväl av tidigare forskning som presenteras i denna studie, som av de intervjuade lärarna som också presenteras här. Den sociokulturella teorin och multiliteracitet-teorin (multiliteracies) anses vara relevanta i denna studie eftersom båda anses bidra till elevers utveckling av språket, kommunikationsförmågan samt digitala kompetenser.   Syftet med denna studie är att undersöka hur engelsklärare som undervisar i årskurs 4–6 ser på implementering av digitala verktyg i engelskundervisningen, vilka fördelar och nackdelar kan det finnas enligt lärare samt vilka konkreta digitala verktyg som används. Denna studie vilar på den kvalitativa ansatsen. Den är viktig eftersom fokuset ligger på individens personliga tankar, idéer samt resonemang kopplad till språkinlärning och digitala verktyg. För att få svar på studiens frågeställningar användes semistrukturerade intervjuer.   Resultatet visar att engelsklärarna är positivt inställda till digitaliseringen och de använder olika digitala verktyg i sin engelskundervisning men även i andra ämnen dagligen. Dock visar studien att lärarna efterfrågar fortbildningar inom engelskan kopplade till digitala verktyg, bl.a. hur vissa andra program, hemsidor samt appar som lärarna inte har använt kan implementeras i engelskan för att stärka elevernas språkinlärning. De digitala verktygen som används är oftast filmer, musik, kunskapsspel, där Youtube, SLI, British Council Kids/Teens, Elevspel, Bingel och Kahoot används som mest. Dock anser de flesta engelsklärarna i studien att papper och penna inte bör bytas ut mot digitala verktyg, utan digitala verktyg är och bör vara ett komplement i språkundervisningen.

Industry 4.0 is a new generation of manufacturing based on robotics, automation and new trends in ICT. It was for the first time introduced at the Hannover Fair in 2011 and has been part of the European, German and Czech discourse since then. This Master thesis deals with the topic of Industry 4.0 in the Czech Republic and assesses to what extent the concept is coming to the Czech Republic as a result of a top-down (EU) or horizontal (Germany) Europeanization. The thesis came to the conclusion that there are two perceptions of Industry 4.0. One is narrow and deals with the industrial policy and the other is broad and deals with society wide implications of the fourth industrial revolution. The debate about Industry 4.0 in the Czech Republic is mainly a result of a horizontal Europeanization based on bilateral agreements and close cooperation between Germany and the Czech Republic in the area of R&D, innovations and business. However, the top-down Europeanization cannot be neglected as the EU provides much broader context where Industry 4.0 is taking place. Moreover, Industry 4.0 gave a new impetus to the digital economy and society in the Czech Republic. It turned into agenda 4.0 and moved forward the debate about digital skills.

The diploma thesis deals with the phenomenon of the digital divide and its influence on the quality of life of seniors. The digital divide - a product of the modern information society - is one of the major factors influencing the social exclusion of elderly people. The theoretical part of theses introduces the concept of active aging as a way of successful solving problems associated with the population ageing, as well as a prevention of the exclusion of seniors from both society and participation in public affairs. The author mainly focuses on the issue of how are seniors in the Czech Republic at risk of exclusion as a result of digital exclusion. In the practical part, the present level of digital literacy of Czech seniors is explored. Following qualitative research - semi-structured interviews with experts - aims to find out whether the digital divide represents a social problem for the elderly people in the Czech Republic that contributes to their inequal position among the society, or even causes their exclusion from the participation in governance, and consequently, reduces the quality of their lives.