DIGITAL LITERACY OF TEACHERS
DOI: 10.23951/2307-6127-2022-5-39-47
It is noted that the transition to a distance learning format during the pandemic revealed a low level of digital literacy of teachers, which hinders the effective organization of the educational process with online tools. Attention is focused on the lack of development of criteria and indicators of digital literacy among teachers, the lack of its monitoring in general education organizations. The approaches of foreign and Russian researchers to the definition of the content of the concept of digital literacy as a benchmark for the digital transformation of the education system are analyzed. The authors adhered to an expanded interpretation of digital literacy as an element of mastering the culture of the digital age, which implies the presence of broad competencies in the field of search, production, communication and distribution of digital content and information, as well as the conversion of digital skills into pedagogical technologies. In order to identify the understanding of the structure of digital literacy by teachers in the context of limited remote interaction using digital means, the authors used the focus group method in an online format to conduct the study. Based on self-assessment of teachers, deficits in digital pedagogical training of teachers are determined in the context of organizing distance learning in the system of general education based on an analysis of the situation in the Siberian Federal District. A preliminary comparative assessment of the structure and level of digital literacy with students, obtained on the basis of self-analysis of the adaptive educational practices of teachers during the pandemic crisis, is proposed.
Keywords: digital literacy, professional digital competencies of a teacher, digital transformation of education, digital educational environment
References:
1. Strekalova N. B. Riski vnedreniya tsifrovykh tekhnologiy v obrazovaniye [Risks of introducing digital technologies into education]. Vestnik Samarskogo universiteta. Istoriya, pedagogika, filologiya – Bulletin of Samara University. History, pedagogy, philology, 2019, vol. 25, no. 2, pp. 84–88. DOI: 10.18287/2542-0445-2019-25-2-84-88 (in Russian).
2. Osipovskaya E. A. Trendy obrazovatel’nykh tekhnologiy v Rossii i mire v 2020 g.: analiz poiskovykh zaprosov v Google Trends [Trends of educational technologies in Russia and the world in 2020: analysis of search queries in Google Trends]. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Informatizatsiya obrazovaniya – Bulletin of the Peoples’ Friendship University of Russia. Series: Informatization of education, 2021, vol. 18, no. 4, pp. 291–304. DOI: 10.22363/2312-8631-2021-18-4-291-304 (in Russian).
3. Guarini P. Improve ICT teaching in Italian teachers’ education: A proposal. CEUR Workshop Proceedings: 1, Foggia, 21–22 January 2021.
4. Employee Skills Management: Competitiveness in the Digital Economy / T. E. Lebedeva, E. E. Egorov, M. P. Prokhorova et al. Сooperation and Sustainable Development: Conference proceedings, Моscow, 15–16 December, 2020. Cham: Springer Nature Switzerland, 2022. P. 105–112. DOI: 10.1007/978-3-030-77000-6_13
5. Netesova O. S. Proekt “Tekhnovolontery prosveshcheniya” Tomskogo gosudarstvennogo pedagogicheskogo universiteta kak resheniye problem tsifrovoy transformatsii obrazovaniya [The project “Technovolonters of enlightenment” of Tomsk State Pedagogical University as a solution to the problems of digital transformation of education]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2021, vol. 2 (36), pp. 75–80. DOI: 10.23951/2307-6127-2021-2-75-80 (in Russian).
6. Evstigneyev M. N. Genezis i variativnost’ ponyatiynogo soderzhaniya terminov v oblasti informatizatsii obrazovaniya [Genesis and variability of the conceptual content of terms in the field of informatization of education]. Yazyk i kul’tura – Language and Culture, 2013, no. 1 (21), pp. 63–73 (in Russian).
7. Goodfellow R. Literacy, literacies and the digital in higher education. Teaching in Higher Education, 2011, vol. 16, no. 1, pp. 131–144.
8. Gourlay L., Hamilton M., Lea M. R. Textual practices in the new media digital landscape: Messing with digital literacies. Research in Learning Technology, 2013, no. 23, pp. 1–13.
9. Hall M., Nix I., Baker K. Student experiences and perceptions of digital literacy skills development: Engaging learners by design? Electronic Journal of e-Learning, 2013, vol. 11, no. 3, pp. 207–225.
10. Joosten T., Pasquini L., Harness L. Guiding social media at our institutions. Planning for Higher Education, 2012, vol. 41, no. 1, pp. 125–135.
11. Chan B. S., Churchill D., Chiu T. K. Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 2017, vol. 13, no. 1, pp. 1–16.
12. Machin-Mastromatteo J. D. Participatory action research in the age of social media: Literacies, affinity spaces and learning. New Library World, vol. 113, no. 11, pp. 571–585.
13. Soldatova G. U., Rasskazova E. I. Psikhologicheskiye modeli tsifrovoy kompetentnosti rossiyskikh podrostkov i roditeley [Psychological models of digital competence of Russian adolescents and parents]. Natsional’nyy psikhologicheskiy zhurnal – National Psychological Journal, 2014, no. 2 (14), pp. 25–31 (in Russian).
14. Sharikov A. V. Kontseptsii tsifrovoy gramotnosti: rossiyskiy opyt [Concepts of digital literacy: Russian experience]. Kommunikatsii. Media. Dizayn – Communications. Media. Design, 2018, vol. 3, no. 3, pp. 96–112 (in Russian).
15. Boronenko T. A., Kaysina A. V., Pal’chikova I. N. et al. Teoreticheskiye osnovy postroyeniya kontseptual’noy modeli ponyatiya “tsifrovaya gramotnost’” [Theoretical foundations for constructing a conceptual model of the concept of “digital literacy”]. St. Petersburg, Leningrad State University. A. S. Pushkin Publ., 2021. 230 p. (in Russian).
16. Sharikov A. O chetyrekhkomponentnoy modeli tsifrovoy gramotnosti [About the four-component model of digital literacy]. Zhurnal issledovaniy sotsial’noy politiki – The Journal of Social Policy Studies, 2016, vol. 14, no. 1, pp. 87–98 (in Russian).
17. Aymaletdinov T. A., Baymuratova L. R., Zaytseva O. A., Imayeva G. R., Spiridonova L. V. Tsifrovaya gramotnost’ rossiyskikh pedagogov. Gotovnost’ k ispol’zovaniyu tsifrovykh tekhnologiy v uchebnom protsesse [Digital literacy of Russian teachers. Readiness to use digital technologies in the educational process]. Moscow, NAFI Publ., 2019. 84 p. (in Russian).
18. Pasport federal’nogo proyekta “Kadry dlya tsifrovoy ekonomiki” [Passport of the federal project “Personnel for the Digital Economy”]. Elektronnoye razmeshcheniye – Electronic placement (in Russian). URL: http://www.consultant.ru/document/cons_doc_LAW_328933/9e733b9ece0472e8f17a73cd753a75784f9e1fab/ (accessed 24 February 2022).
19. Proyekt prikaza Ministerstva truda i sotsial’noy zashchity RF “Ob utverzhdenii professional’nogo standarta “Pedagog (pedagogicheskaya deyatel’nost’ v sfere nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (uchitel’)” (podgotovlen Mintrudom Rossii 31.01.2022) [Draft order of the Ministry of Labor and Social Protection of the Russian Federation “On approval of the professional standard ‘Teacher (pedagogical activity in the field of primary general, basic general, secondary general education) (teacher)’” (prepared by the Ministry of Labor of Russia on January 31, 2022)]. Portal sistemy informatsionno-pravovogo obespecheniya “Garant” – Portal of the information and legal support “Garant” (in Russian). URL: https://base.garant.ru/56909182/ (accessed 2 August 2022).
( 382.8 kB ) 
( 374.91 kB )
Issue: 5, 2022
Series of issue: Issue 5
Rubric: PROBLEMS OF MODERN EDUCATION
Pages: 39 — 47
Downloads: 619