Digital and reading competency of secondary school pupils and their comprehension of everyday and educational texts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F24%3AA25039KW" target="_blank" >RIV/61988987:17450/24:A25039KW - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007/978-3-031-81261-3_20" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-031-81261-3_20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-81261-3_20" target="_blank" >10.1007/978-3-031-81261-3_20</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Digital and reading competency of secondary school pupils and their comprehension of everyday and educational texts

Popis výsledku v původním jazyce

Understanding information in printed, electronic, and hybrid texts is crucial for everyday application in the labour market in the 21st-century evolving society. The ongoing development of digital technologies underscores the need to incorporate modern technological elements and technologies into teaching gradually. This aims to foster information thinking and digital competency among pupils and teachers, enabling them to work with various types of information in digital and traditional educational and everyday settings. The current curriculum reform in the Czech Republic emphasises the importance of enhancing functional literacy and digital competencies of teachers and pupils across all levels of education. In 2024, a survey was conducted at the Faculty of Education of the University of Ostrava, involving 594 pupils from secondary vocational schools in three regions of the Czech Republic. The research sought to understand the impact of different types of texts on secondary school pupils' reading comprehension, reading, and digital literacy. The research findings revealed that 70% of respondents read simple texts most frequently daily, and 60% cited the immediate availability of information as their motivation for reading electronic texts. Additionally, 55% of respondents viewed the use of modern technologies for reading as a standard routine, though not an everyday necessity. Interestingly, only 63% of respondents considered themselves literate, while 70% considered themselves digitally literate. Furthermore, the research indicated a correlation between a secondary school pupil's perception of their reading literacy level and the time spent reading electronic and printed texts daily. The PISA research 2022 highlighted that the reading proficiency of the current Czech generation of fifteen-year-old pupils is stagnating, emphasising the need for systematic digital and reading competencies education.

Název v anglickém jazyce

Digital and reading competency of secondary school pupils and their comprehension of everyday and educational texts

Popis výsledku anglicky

Understanding information in printed, electronic, and hybrid texts is crucial for everyday application in the labour market in the 21st-century evolving society. The ongoing development of digital technologies underscores the need to incorporate modern technological elements and technologies into teaching gradually. This aims to foster information thinking and digital competency among pupils and teachers, enabling them to work with various types of information in digital and traditional educational and everyday settings. The current curriculum reform in the Czech Republic emphasises the importance of enhancing functional literacy and digital competencies of teachers and pupils across all levels of education. In 2024, a survey was conducted at the Faculty of Education of the University of Ostrava, involving 594 pupils from secondary vocational schools in three regions of the Czech Republic. The research sought to understand the impact of different types of texts on secondary school pupils' reading comprehension, reading, and digital literacy. The research findings revealed that 70% of respondents read simple texts most frequently daily, and 60% cited the immediate availability of information as their motivation for reading electronic texts. Additionally, 55% of respondents viewed the use of modern technologies for reading as a standard routine, though not an everyday necessity. Interestingly, only 63% of respondents considered themselves literate, while 70% considered themselves digitally literate. Furthermore, the research indicated a correlation between a secondary school pupil's perception of their reading literacy level and the time spent reading electronic and printed texts daily. The PISA research 2022 highlighted that the reading proficiency of the current Czech generation of fifteen-year-old pupils is stagnating, emphasising the need for systematic digital and reading competencies education.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název statě ve sborníku

15th International Scientific Conference on Distance Learning in Applied Informatics: DiVAI 2024

ISBN

978-3-031-81261-3

ISSN

2522-8595

e-ISSN

2522-8609

Počet stran výsledku

12

Strana od-do

259-270

Název nakladatele

Springer Cham

Místo vydání

—

Místo konání akce

Štúrovo

Datum konání akce

30. 9. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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