Pupils' Digital Literacy Reflected in Teachers' Attitudes Towards ICT: Case Study of the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F21%3A43896496" target="_blank" >RIV/44555601:13430/21:43896496 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s42979-021-00567-y" target="_blank" >https://link.springer.com/article/10.1007/s42979-021-00567-y</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s42979-021-00567-y" target="_blank" >10.1007/s42979-021-00567-y</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pupils' Digital Literacy Reflected in Teachers' Attitudes Towards ICT: Case Study of the Czech Republic

Popis výsledku v původním jazyce

The article deals with the development of digital literacy in primary school learners. Particularly, it focuses on reflection of teacher&apos;s type in reaching digital literacy of the primary school pupils. The contribution is considered from the view how (fast) teachers&apos; adopt innovations in this field. Rogers&apos; Diffusion of Innovation Theory is applied on an intentionally selected sample of Czech primary school teachers (N=167). Applying the tool designed by Kankaanrinta and based on the Rogers&apos; theory, teachers were structured into five groups (Innovators, Early adopters, Early majority, Late majority, Laggards) and the null hypothesis was tested stating that the level of digital literacy with the primary school learners does not depend on the teacher&apos;s type (according to the Rogers&apos; typology of diffusion of innovation). Consequently, the increase in knowledge of learners (N=173) was considered for each type of teachers through didactic pretest and posttest, each consisting of 18 tasks. For the purpose of testing, a special environment was designed to avoid any impact of learners&apos; previous knowledge on the results, and a Dell Latitude notebook was set as a hardware platform. The software part was based on the open-source software exploiting Xubuntu 15.10 operational system developed on Ubuntu/Linux basis. The findings proved learners &apos; results depended on the type of adopter of innovations in their teachers.

Název v anglickém jazyce

Pupils' Digital Literacy Reflected in Teachers' Attitudes Towards ICT: Case Study of the Czech Republic

Popis výsledku anglicky

The article deals with the development of digital literacy in primary school learners. Particularly, it focuses on reflection of teacher&apos;s type in reaching digital literacy of the primary school pupils. The contribution is considered from the view how (fast) teachers&apos; adopt innovations in this field. Rogers&apos; Diffusion of Innovation Theory is applied on an intentionally selected sample of Czech primary school teachers (N=167). Applying the tool designed by Kankaanrinta and based on the Rogers&apos; theory, teachers were structured into five groups (Innovators, Early adopters, Early majority, Late majority, Laggards) and the null hypothesis was tested stating that the level of digital literacy with the primary school learners does not depend on the teacher&apos;s type (according to the Rogers&apos; typology of diffusion of innovation). Consequently, the increase in knowledge of learners (N=173) was considered for each type of teachers through didactic pretest and posttest, each consisting of 18 tasks. For the purpose of testing, a special environment was designed to avoid any impact of learners&apos; previous knowledge on the results, and a Dell Latitude notebook was set as a hardware platform. The software part was based on the open-source software exploiting Xubuntu 15.10 operational system developed on Ubuntu/Linux basis. The findings proved learners &apos; results depended on the type of adopter of innovations in their teachers.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

SN Computer Science

ISSN

2662-995X

e-ISSN

—

Svazek periodika

2021

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

11

Strana od-do

231-242

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—