(pseudo)Digitization in Education

SLÁDEK, Petr and Jan VÁLEK. (pseudo)Digitization in Education. In EDULEARN18; 10th International Conference on Education and New Learning Technologies (EDULEARN). 2018.

Basic information

• Original name: (pseudo)Digitization in Education
• Authors: SLÁDEK, Petr and Jan VÁLEK.
• Edition: EDULEARN18; 10th International Conference on Education and New Learning Technologies (EDULEARN), 2018.

Other information

• Original language: English
• Type of outcome: Conference abstract
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Spain
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Organization unit: Faculty of Education
• Keywords (in Czech): Digitalizace; vzdělávání; kurikulum
• Keywords in English: Digitization; education; curriculum
• Tags: International impact

Abstract

The not-too-pleasing results of the PISA international survey, and the efforts of politicians to show voters that they work for general well-being, are often brought to the moment when decision makers require changes in education. Often, they come out of meaningful long-term visions, even if only the slogans are finally used. Education, however, is of its nature conservative with great inertia of changes (from the creation of the curriculum, through teacher training - 5 years, to transfer to pupils - 9-12 years). Recently, (not only in the Czech Republic) a lot of EU funding has been devoted to the digitization of education. The question is whether the results always represent real digitization. Often there is only a pseudo-digitization, which consist in transferring the original printed materials into digital form without any further added value. However, the digitization process has to involve pupils and their behaviour patterns, their ways of communication, and their information handling. In the paper we point out the possible causes of this problem in relation to the functioning of students in the digital world and the readiness of their non-digital native’s teachers, including curriculum documents as well. Our research shows that when introducing digitization, great attention needs to be devoted to the conscious and discovery activities of students who otherwise work with digital technology intuitively. For teachers, we need to develop ways to get pupils to pass from passive to intentional use of digital technologies.

Links

• CZ.02.3.68/0.0/0.0/16_036/0005366, interní kód MU: Name: Podpora rozvoje digitální gramotnosti

Investor: Ministry of Education, Youth and Sports of the CR, Support for the development of digital literacy, Priority axis 3: Equal access to high-quality pre-school, primary and secondary education