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Developing digital literacy in primary school

dc.contributor.advisorAntonijević, Radovan
dc.contributor.otherBodroški Spariosu, Biljana
dc.contributor.otherTadić, Aleksandar
dc.contributor.otherDubljanin, Saša
dc.creatorSenić Ružić, Mirjana M.
dc.date.accessioned2020-03-13T23:34:22Z
dc.date.available2020-03-13T23:34:22Z
dc.date.issued2019-12-11
dc.identifier.urihttp://eteze.bg.ac.rs/application/showtheses?thesesId=7360
dc.identifier.urihttps://fedorabg.bg.ac.rs/fedora/get/o:21643/bdef:Content/download
dc.identifier.urihttp://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=51944719
dc.identifier.urihttp://nardus.mpn.gov.rs/123456789/12227
dc.description.abstractOsnovna karakteristika novog društveno-kulturnog konteksta jeste to što su digitalne tehnologije postale sastavni deo svih aspekata savremenog života – učenja, komunikacije, obavljanja poslova i slobodnog vremena. U takvim okolnostima ukazuje se na nužnost da se digitalne tehnologije pravilno upotrebljavaju, odnosno da se razvijaju kompetencije koje odgovaraju zahtevima digitalnih, umreženih i na znanjima zasnovanih društava; čime digitalna pismenost dobija status „životne veštine“, koja uz čitalačku i matematičku pismenost, postaje „uslov, ali i pravo“ za sve građane (OECD, 2001). Pomenute okolnosti, u kontekstu obrazovanja, otvaraju niz pitanja i dilema za obrazovnu politiku i nauku, istraživače i praktičare, i vode do novih uvida, saznanja, redefinisanja postojećih i kreiranja novih koncepata i fenomena. U skladu sa tim, u ovom radu, razmatrano je koje su to nove veštine i kompetencije neophodne za potpunu participaciju u digitalnom društvu; šta je uslovilo i na koji način su redefinisane koncepcije pismenosti; i gde i na koji način treba razvijati nove veštine i kompetencije, odnosno digitalnu pismenost. Iz odgovora na pomenuta pitanja proistekli su predmet i cilj ovog istraživanja, kojim se teži ka sagledavanju uloge škole i nastavnika u procesu razvijanja digitalne pismenosti kod učenika, odnosno ispitivanju karakteristika prakse razvijanja digitalne pismenosti u kontekstu postojećih školskih uslova, kao i mogućnosti njenog unapređenja. Istraživanjem je obuhvaćeno 12 osnovnih škola iz gradskih i prigradskih opština na teritoriji Beograda, a uzorak čini 157 nastavnika predmetne nastave i 396 učenika osmog razreda. Korišćena je deskriptivno-analitička metoda sa kombinacijom kvantitativnih i kvalitativnih tehnika: anketiranje, skaliranje i fokus grupno intervjuisanje. Rezultati su pokazali da učenici i nastavnici na različite načine razumeju koncept digitalne pismenosti i da se na osnovu dobijenih podataka ne može izvesti zaključak da je među glavnim akterima obrazovnog procesa prisutan digitalni jaz. Prepoznat je značaj formalnog obrazovanja za razvijanje digitalne pismenosti koja se shvata kao međupredmetna kompetencija. Rezultati su pokazali da praksa razvijanja digitalne pismenosti kao međupredmetne kompetencije u osnovnoj školi nije u dovoljnoj meri uspostavljena, iako postoji praksa korišćenja digitalnih tehnologija u procesima nastave i za potrebe učenja. Utvrđeno je da se praksa razvijanja digitalne pismenosti može predvideti na osnovu nastavničkih veština za upotrebu digitalnih tehnologija u nastavi, broja pohađanih obuka iz domena digitalnih tehnologija, kao i na osnovu školske klime, odnosno kako se procenjuje podrška škole i nastavnika za upotrebu digitalnih tehnologija u nastavisr
dc.description.abstractThe main characteristic of the new socio-cultural context is that digital technologies have become an integral part of all aspects of modern life – learning, communication, work and leisure. In such circumstances, the necessity to properly use digital technologies becomes important, along with developing competences that meet the requirements of digital, network and knowledge-based societies. In this way, digital literacy is seen as a “life skill”, and together with reading and mathematical literacy, thus becoming both a “requirement” and a “right” for all citizens (OECD, 2001). These circumstances, in the context of education, raise a number of questions and dilemmas for educational policy and science, researchers and practitioners, and lead to new insights, redefining the existing ones and creating new concepts and phenomena. Accordingly, this paper discusses what new skills and competences are necessary for full participation in the digital society; what caused and how the conceptions of literacy were redefined; and where and how new skills and competences, i.e. digital literacy, should be developed. Starting from these questions, the subject and the purpose of this research were derived, with the aim to explore what is the role of school and teachers in the process of developing digital literacy in students, i.e. to examine the characteristics of the practice of developing digital literacy in the context of existing school conditions, as well as the possibilities of its improvement. The research included 12 primary schools in Belgrade, with a sample of 157 subject teachers and 396 eighth grade students. The descriptive-analytical method was used combining the quantitative and qualitative techniques: surveying, scaling and focus group interviewing. The results of the research show that there are differences in students’ and teachers’ understanding of the concept of digital literacy, and that it cannot be concluded that a digital divide exists among the main participants in educational process. The importance of formal education for the development of digital literacy has been recognized, and digital literacy is seen as a cross-curricular competence. The results have shown that the practice of developing digital literacy as this cross-curricular competence in primary school is not sufficiently established, although there is a practice of using digital technologies in teaching and learning processes. It has been determined that the practice of developing digital literacy can be predicted based on teachers’ skills for the use of digital technology in teaching, the number of digital technology training courses attended, as well as on the school climate, that is, how the support of schools and teachers in the use of digital technologies in teaching is assesseden
dc.formatapplication/pdf
dc.languagesr
dc.publisherУниверзитет у Београду, Филозофски факултетsr
dc.rightsAutorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
dc.sourceУниверзитет у Београдуsr
dc.subjectpismenost, nove pismenosti, digitalna pismenost, razvijanje digitalne pismenosti, digitalna pismenost kao međupredmetna kompetencija u osnovnoj školi, digitalne tehnologije u obrazovanju, karakteristike prakse razvijanja digitalne pismenosti, prediktori prakse razvijanja digitalne pismenostisr
dc.subjectliteracy, new literacies, digital literacy, developing digital literacy, digital literacy as a cross-curricular competence in primary school, digital technologies in education, characteristics of the practice of developing digital literacy, predictors of the practice of developing digital literacyen
dc.titleRazvijanje digitalne pismenosti u osnovnoj školisr
dc.title.alternativeDeveloping digital literacy in primary schoolen
dc.typePhD thesis


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