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The aim of the research is to measure the extent of piracy among young adults and to relate this phenomenon to variables, such as values and time orientation. The research fits into the risk paradigm of cyber research. The research was carried out in Northern Cyprus, a country with a persistently high rate of digital piracy. The research involved 318 young adults (Mean Age: 20.9, SD: 2.47). The research process was conducted through the triangulation of three questionnaires: Piracy Risk Scale, Time Perspective Inventory, and the Values Scale. Based on the data collected, it was noted that piracy is not a rare phenomenon among young people (similar to other e-risks), and it is most common for files related to entertainment to be systematically downloaded. Digital piracy is linked to the level of digital competence, as well as hedonistic and fatalistic attitudes to time and values such as materialism and sense of honour. Despite technological developments maximising the legal circulation of cultural and other digital content, piracy has still not been completely eliminated.
Fatih Bayraktar; Łukasz Tomczyk. Digital Piracy among Young Adults: The Role of Values and Time Perspectives. Sustainability 2021, 13, 9140 .
AMA StyleFatih Bayraktar, Łukasz Tomczyk. Digital Piracy among Young Adults: The Role of Values and Time Perspectives. Sustainability. 2021; 13 (16):9140.
Chicago/Turabian StyleFatih Bayraktar; Łukasz Tomczyk. 2021. "Digital Piracy among Young Adults: The Role of Values and Time Perspectives." Sustainability 13, no. 16: 9140.
The study explores the school transformation process as evidenced by the opinions of head teachers. The main goal of the research was to present a content analysis study of the Polish educational environment on the basis of primary and secondary head teachers’ views on the risks and perspectives brought by the global Covid-2019 lockdown. The conceptual framework was based on the theoretical perspective (the cognitive and affective processes in multimedia learning, the theory of motivation, and goal setting) as well as the model of the school as a learning organization and the assumptions of Emergency Remote Teaching. The categorized interviews with the head teachers were conducted using a categorized interview questionnaire and the respondents considered various categories problems within educational practice related to the functioning of schools during the pandemic. The selection of study participants was deliberate using the snowball sampling method, 18 head teachers participated in this study. The research conducted allowed the specification of the different areas of influence of Emergency Remote Teaching on the transformation of the school as a learning organization (e.g. the functioning of the school in mutual internal and external network cooperation, the dissemination and extending of communication areas using information technologies, the strengthening of the network interaction through information technologies, and other areas). The paper contains numerous recommendations that can improve the school's functioning in the future, based on the experience gained during Emergency Remote Teaching. These experiences can accelerate the organizational and didactic development of the school as a learning organization.
Katarzyna Potyrała; Nataliia Demeshkant; Karolina Czerwiec; Beata Jancarz-Łanczkowska; Łukasz Tomczyk. Head teachers’ opinions on the future of school education conditioned by emergency remote teaching. Education and Information Technologies 2021, 1 -25.
AMA StyleKatarzyna Potyrała, Nataliia Demeshkant, Karolina Czerwiec, Beata Jancarz-Łanczkowska, Łukasz Tomczyk. Head teachers’ opinions on the future of school education conditioned by emergency remote teaching. Education and Information Technologies. 2021; ():1-25.
Chicago/Turabian StyleKatarzyna Potyrała; Nataliia Demeshkant; Karolina Czerwiec; Beata Jancarz-Łanczkowska; Łukasz Tomczyk. 2021. "Head teachers’ opinions on the future of school education conditioned by emergency remote teaching." Education and Information Technologies , no. : 1-25.
Fear Of Missing Out (FOMO) continues to be an under-researched phenomenon and is a form of problematic use of the Internet (commonly mistaken for Internet addiction). FOMO is a behaviour connected with the avalanche of information and the development of new digital technologies. Young people in particular are exposed to FOMO. Age is a predictive factor for different types of problematic Internet use. Therefore, coverage by specific diagnostic and preventive activities is a special task for experts in media pedagogy. The aim of the research was to show the scale of the FOMO phenomenon among Polish adolescents. The research covered 979 adolescents aged 13–18 years. The research was conducted with the use of the questionnaire “Social Media Use and the Fear of Missing Out (FoMO)” throughout Poland in the school year 2018–2019. On the basis of the collected data it was noted that: 1) the most frequent symptom of FOMO is the use of social networking sites just before bedtime (about 70% of respondents) and just after waking up (about 50% of respondents); 2) About 30% of respondents are classified as possessing strong FOMO characteristics, about 43.5% have an average FOMO level, 26.5% have a problem-free use of SNS; 3) All FOMO factors coexist at medium or high levels; 4) Girls have a slightly higher FOMO level than boys; 5) Variables related to place of residence, type of school, grade average, and subjective sense of wealth are related to FOMO intensity. FOMO is an important challenge for education, the prevention of risky behaviour in cyberspace, and the development of the information society.
Łukasz Tomczyk. FOMO Among Polish Adolescents. Fear Of Missing Out as a Diagnostic and Educational Challenge. Advances in Intelligent Systems and Computing 2021, 565 -574.
AMA StyleŁukasz Tomczyk. FOMO Among Polish Adolescents. Fear Of Missing Out as a Diagnostic and Educational Challenge. Advances in Intelligent Systems and Computing. 2021; ():565-574.
Chicago/Turabian StyleŁukasz Tomczyk. 2021. "FOMO Among Polish Adolescents. Fear Of Missing Out as a Diagnostic and Educational Challenge." Advances in Intelligent Systems and Computing , no. : 565-574.
The article was written as a consequence of the COVID-19 pandemic in Poland, which had an impact not only on public health, but also on the functioning of the educational sector. The text is an attempt to summarize the challenges of crisis e-learning from the perspective of the challenges faced by teachers in Poland in the period of March-December 2020. The article reveals a number of new phenomena not present in the literature in the context of e-learning implemented in an intuitive, non-linear way, without methodological support, and thus referred to as crisis e-learning. The aim of the research was to explore the characteristics of crisis e-learning in Poland from the perspective of teachers' experiences. Due to epidemiological limitations, the research area was narrowed down to cyberspace. This text presents the results of research relating to statements made by teachers posting in the largest Polish discussion group on education. The group currently consists of over four thousand people. The study uses an analysis of several thousand posts and then identifies and categorizes statements related to crisis e-learning along with a phenomenological interpretation. The analyses made it possible to identify seven categories of challenges attributed to crisis e-learning, such as: technical problems, use of non-standard solutions, the search for solutions to increase the effectiveness of e-learning, the transfer of proven applications and programmes, problems with students, problems with parents, and the modernisation of workstations. The data presented show teacher micro-worlds in the time of the pandemic in Poland. The article is a response to the need to understand the processes occurring in the Polish educational system under the influence of crisis events related to the pandemic. The text may prove valuable for educating future generations of teachers in the field of e-learning and increasing the effectiveness of training activities aimed at strengthening the digital competence of current teachers.
Łukasz Tomczyk; Christopher Walker. The emergency (crisis) e-learning as a challenge for teachers in Poland. Education and Information Technologies 2021, 1 -31.
AMA StyleŁukasz Tomczyk, Christopher Walker. The emergency (crisis) e-learning as a challenge for teachers in Poland. Education and Information Technologies. 2021; ():1-31.
Chicago/Turabian StyleŁukasz Tomczyk; Christopher Walker. 2021. "The emergency (crisis) e-learning as a challenge for teachers in Poland." Education and Information Technologies , no. : 1-31.
The text presents the ways in which the phenomenon of the digital inclusion of seniors in Poland is interpreted. Six specialists dealing with the subject of the digital education of older people participated in the research. The research was carried out among experts working in various institutions, providing educational, caring and leisure activities to seniors. The data was collected through digitally mediated interviews (e-mail, telephone, instant messenger). The data were categorised and interpreted. On the basis of the analysis of the qualitative data it was noticed that the trainers: 1) have different levels of knowledge about digital inclusion; 2) have digital competences but lack specialized methodological knowledge; 3) need new knowledge about motivating seniors to learn how to use new media; 4) note that the constant changes resulting from the development of the information society also necessitate the improvement of digital competences in the group of trainers; 5) digital inclusion significantly increases the quality of life of seniors in the domains of meeting needs, communication, safety, development of interests, health, and social and cultural life; 6) there is currently no return to a society that functions without new media.
Łukasz Tomczyk; Anna Mróz; Katarzyna Potyrała; Joanna Wnęk-Gozdek. Inclusion and the Digital Divide from the Perspective of Digital Competence Trainers. Lecture Notes in Bioengineering 2021, 380 -390.
AMA StyleŁukasz Tomczyk, Anna Mróz, Katarzyna Potyrała, Joanna Wnęk-Gozdek. Inclusion and the Digital Divide from the Perspective of Digital Competence Trainers. Lecture Notes in Bioengineering. 2021; ():380-390.
Chicago/Turabian StyleŁukasz Tomczyk; Anna Mróz; Katarzyna Potyrała; Joanna Wnęk-Gozdek. 2021. "Inclusion and the Digital Divide from the Perspective of Digital Competence Trainers." Lecture Notes in Bioengineering , no. : 380-390.
This study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.
Solomon Sunday Oyelere; Sunday Adewale Olaleye; Oluwafemi Samson Balogun; Łukasz Tomczyk. Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course? Education and Information Technologies 2021, 1 -25.
AMA StyleSolomon Sunday Oyelere, Sunday Adewale Olaleye, Oluwafemi Samson Balogun, Łukasz Tomczyk. Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course? Education and Information Technologies. 2021; ():1-25.
Chicago/Turabian StyleSolomon Sunday Oyelere; Sunday Adewale Olaleye; Oluwafemi Samson Balogun; Łukasz Tomczyk. 2021. "Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?" Education and Information Technologies , no. : 1-25.
Among the various strands of discussion on Inclusive Education, a recurring topic deals precisely with the perception of the main educational actors involved in this process, namely, teachers and students. In this sense, the present article brings an analysis carried out based on two samples: one from undergraduate students in Pedagogy and the other from teachers working in the classroom. The results obtained through this research show that there is still a lack of knowledge about the use of ICTs for Inclusive Education (technology and methodologies) by students and teachers of Pedagogy in Brazil.
Łukasz Tomczyk; Valéria Farinazzo Martins; Cibelle Albuquerque De La Higuera Amato; Maria Amelia Eliseo; Ismar Frango Silveira. The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views. Advances in Intelligent Systems and Computing 2021, 105 -115.
AMA StyleŁukasz Tomczyk, Valéria Farinazzo Martins, Cibelle Albuquerque De La Higuera Amato, Maria Amelia Eliseo, Ismar Frango Silveira. The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views. Advances in Intelligent Systems and Computing. 2021; ():105-115.
Chicago/Turabian StyleŁukasz Tomczyk; Valéria Farinazzo Martins; Cibelle Albuquerque De La Higuera Amato; Maria Amelia Eliseo; Ismar Frango Silveira. 2021. "The Use of Technology on Inclusive Education in Brazil - A Discussion on the Teacher and Student Views." Advances in Intelligent Systems and Computing , no. : 105-115.
In this article we present the level of knowledge and literacy held by the parents of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (e-threats) which are defined as problematic situations and behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers’ choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure logging-in. The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation).
Łukasz Tomczyk; Katarzyna Potyrała. Parents’ knowledge and skills about the risks of the digital world. South African Journal of Education 2021, 41, 1 -19.
AMA StyleŁukasz Tomczyk, Katarzyna Potyrała. Parents’ knowledge and skills about the risks of the digital world. South African Journal of Education. 2021; 41 (1):1-19.
Chicago/Turabian StyleŁukasz Tomczyk; Katarzyna Potyrała. 2021. "Parents’ knowledge and skills about the risks of the digital world." South African Journal of Education 41, no. 1: 1-19.
The text aims at measuring digital literacy among teachers of the third stage of education in Poland (lower secondary schools). The study was commissioned by the Ministry of National Education and was conducted in 2018 in Poland, and involved a group of 484 teachers. The goal of the research was to present the teachers’ knowledge and skills related to digital threats in the areas of the assessment of the reliability of information, sexting, cyberbullying, intellectual property rights, the protection of online images, and protection against malware. Digital literacy (DL) was measured using a knowledge and competence test and a diagnostic survey. The ability to enter the LLL process thanks to the ongoing advancement of ICT increases the online safety of all of the school-related stakeholders. A detailed analysis of the results also revealed that the teachers obtained good results in the test in terms of their knowledge about sexting and image protection but scored poorly regarding copyright and the assessment of the reliability of online information; male teachers know more about the technical aspects of digital safety than female teachers; trainees need particular support in the form of informal and non-formal education.
Katarzyna Potyrała; Łukasz Tomczyk. Teachers in the lifelong learning process – examples of digital literacy. Journal of Education for Teaching 2021, 1 -19.
AMA StyleKatarzyna Potyrała, Łukasz Tomczyk. Teachers in the lifelong learning process – examples of digital literacy. Journal of Education for Teaching. 2021; ():1-19.
Chicago/Turabian StyleKatarzyna Potyrała; Łukasz Tomczyk. 2021. "Teachers in the lifelong learning process – examples of digital literacy." Journal of Education for Teaching , no. : 1-19.
This paper sets out to explain how adolescents interpret piracy. Digital piracy is one of the most important risk behaviours mediated by new media to be found among adolescents. It is global, and changes dynamically due to the continued development of the information society. To explore the phenomena related to piracy among adolescent Internet users we need to apply qualitative research methods. The sample contained 1320 Polish respondents. The research used the technique of qualitative research. Data was collected using a form containing an open question. Adolescents will answer in the form how they interpret digital piracy. The categories characterize how piracy is perceived, and includes downloading various files—whether video or music files or even software (also games) —from unauthorized sources (P2P—Peer-to-peer ‘warez’ servers—websites which serve as repositories of illegal files). The qualitative data analysis allowed the identification of the following constructs in the perception of digital piracy by adolescents: ethical (giving value to the phenomenon), economical (showing profits and losses), legal (connected with punitive consequences and criminal liability), praxeological (facilitating daily life), technical (referring to the hardware necessary), social (the scale of the phenomenon and interpersonal relations), and personal benefits. The results fit into the discussion on the standard and hidden factors connected with piracy. The presented seven categories of the perception of piracy help us better understand the phenomenon of the infringement of intellectual property law and will help to develop appropriate preventive measures. Qualitative research makes it possible to understand the phenomenon of piracy from a deeper perspective, which can be translated into the design of effective educational measures. Preventive guidance on minimising risky behaviour is part of the development of one of the key competences, namely digital knowledge and skills. The research allowed us to enrich the theoretical knowledge on risky behaviours in cyberspace among adolescents (theoretical aim), to understand how to interpret risky behaviours in cyberspace (understanding of micro-worlds—cognitive aim), and to gather new knowledge that will be useful for prevention (practical aim).
Łukasz Tomczyk. Evaluation of Digital Piracy by Youths. Future Internet 2021, 13, 11 .
AMA StyleŁukasz Tomczyk. Evaluation of Digital Piracy by Youths. Future Internet. 2021; 13 (1):11.
Chicago/Turabian StyleŁukasz Tomczyk. 2021. "Evaluation of Digital Piracy by Youths." Future Internet 13, no. 1: 11.
Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.
Łukasz Tomczyk; Katarzyna Potyrała; Anna Włoch; Joanna Wnęk-Gozdek; Nataliia Demeshkant. Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy. Sustainability 2020, 12, 10219 .
AMA StyleŁukasz Tomczyk, Katarzyna Potyrała, Anna Włoch, Joanna Wnęk-Gozdek, Nataliia Demeshkant. Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy. Sustainability. 2020; 12 (23):10219.
Chicago/Turabian StyleŁukasz Tomczyk; Katarzyna Potyrała; Anna Włoch; Joanna Wnęk-Gozdek; Nataliia Demeshkant. 2020. "Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy." Sustainability 12, no. 23: 10219.
The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.
Łukasz Tomczyk; Vladimir Costas Jáuregui; Cibelle Albuquerque De La Higuera Amato; Darwin Muñoz; Magali Arteaga; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Mariana Porta. Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. Education and Information Technologies 2020, 26, 2715 -2741.
AMA StyleŁukasz Tomczyk, Vladimir Costas Jáuregui, Cibelle Albuquerque De La Higuera Amato, Darwin Muñoz, Magali Arteaga, Solomon Sunday Oyelere, Özgür Yaşar Akyar, Mariana Porta. Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. Education and Information Technologies. 2020; 26 (3):2715-2741.
Chicago/Turabian StyleŁukasz Tomczyk; Vladimir Costas Jáuregui; Cibelle Albuquerque De La Higuera Amato; Darwin Muñoz; Magali Arteaga; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Mariana Porta. 2020. "Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay." Education and Information Technologies 26, no. 3: 2715-2741.
The paper aims to present the conditions surrounding the use of ICTs in Brazilian schools. The goal of the study was to offer a wide perspective that included the opportunities, barriers, transfer of knowledge, and challenges related to introducing information technology into education. The technique used was qualitative - an expert interview with four experienced respondents. The individuals interviewed represented different areas of professional activity: the academic sector, the implementation of practical activities in schools, pedagogical supervision, and the development of commercial software. The study was conducted in 2019, as part of the expert conference CBIE (Congresso Brasileiro de Informática da Educação – Brazilian Conference on Computers in Education). The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools. Keywords: ICT; Brazil; school; computers; Internet; information society; experts; interview; SELI;
Łukasz Tomczyk; Valéria Farinazzo Martins; Maria Amelia Eliseo; Ismar Frango Silveira; Cibelle De La Higuera Amato; Lazar Stošić. ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective. World Journal on Educational Technology: Current Issues 2020, 12, 401 -424.
AMA StyleŁukasz Tomczyk, Valéria Farinazzo Martins, Maria Amelia Eliseo, Ismar Frango Silveira, Cibelle De La Higuera Amato, Lazar Stošić. ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective. World Journal on Educational Technology: Current Issues. 2020; 12 (4):401-424.
Chicago/Turabian StyleŁukasz Tomczyk; Valéria Farinazzo Martins; Maria Amelia Eliseo; Ismar Frango Silveira; Cibelle De La Higuera Amato; Lazar Stošić. 2020. "ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective." World Journal on Educational Technology: Current Issues 12, no. 4: 401-424.
The objective of the research was to obtain data on the attitudes of the future generation of teachers towards using new media in their didactic and educational activities. Additionally, the text presents the level of their self-evaluation regarding the use of new ICT-based devices. Indicators of both variables are compared. The research was conducted in the biggest Polish pedagogical university, in the sample of 450 students. The technique used was the diagnostic survey. The data were collected in the first half of 2019 as part of the international project SELI. Based on the data obtained, it was noticed that pre-service teachers do not form a homogeneous group, which means there are individuals presenting a very positive attitudes towards introduction of new media as well as people who are careful when it comes to using ICT in teaching. Most respondents emphasize that using ICT in education is necessary and this trend is irreversible. There is a minor group of the future teachers who do not know websites and software to support learning and teaching (about 10%). Almost half of the respondents present divided views regarding the role of ICT in stimulating engagement, motivation and interest among the students. However, it should also be noted that almost half of the interviewees states that using smartphones at school should be banned. Positive attitude to new technologies in one area coincides with high opinion about ICT in other areas. Self-evaluation of own competencies is also internally coherent. It means that students who declared that they have no problems with using, for example, new devices, have no problems with using new websites or software.
Łukasz Tomczyk. Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers. International Journal of Emerging Technologies in Learning (iJET) 2020, 15, 200 -212.
AMA StyleŁukasz Tomczyk. Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers. International Journal of Emerging Technologies in Learning (iJET). 2020; 15 (19):200-212.
Chicago/Turabian StyleŁukasz Tomczyk. 2020. "Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19: 200-212.
In recent years, open educational resources have been offered in initiatives that aim to reach a wider audience, contributing to the democratization of knowledge. However, there is still a gap with regard to the accessibility of these educational resources. In this sense, this paper presents a digital ecosystem architecture, called SELI (Smart Ecosystem for Learning and Inclusion), which is being developed by a group of ten countries in Europe and Latin America. This ecosystem can be viewed in four different views (philosophical foundations, supporting infrastructure, concept and service bus). It aims to provide an accessible learning environment, involving recent technologies such as Blockchain, microsites and the use of universal accessibility guidelines.
Valéria Farinazzo Martins; Łukasz Tomczykv; Cibelle Amato; Maria Amelia Eliseo; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Regina Motz; Gabriel Barros; Sonia Magali Arteaga Sarmiento; Ismar Frango Silveira. A Smart Ecosystem for Learning and Inclusion: An Architectural Overview. Progress in Artificial Intelligence 2020, 12249, 601 -616.
AMA StyleValéria Farinazzo Martins, Łukasz Tomczykv, Cibelle Amato, Maria Amelia Eliseo, Solomon Sunday Oyelere, Özgür Yaşar Akyar, Regina Motz, Gabriel Barros, Sonia Magali Arteaga Sarmiento, Ismar Frango Silveira. A Smart Ecosystem for Learning and Inclusion: An Architectural Overview. Progress in Artificial Intelligence. 2020; 12249 ():601-616.
Chicago/Turabian StyleValéria Farinazzo Martins; Łukasz Tomczykv; Cibelle Amato; Maria Amelia Eliseo; Solomon Sunday Oyelere; Özgür Yaşar Akyar; Regina Motz; Gabriel Barros; Sonia Magali Arteaga Sarmiento; Ismar Frango Silveira. 2020. "A Smart Ecosystem for Learning and Inclusion: An Architectural Overview." Progress in Artificial Intelligence 12249, no. : 601-616.
Łukasz Tomczyk; Anna Mróz; Katarzyna Potyrała; Joanna Wnęk-Gozdek. Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures. Gerontology & Geriatrics Education 2020, 1 -16.
AMA StyleŁukasz Tomczyk, Anna Mróz, Katarzyna Potyrała, Joanna Wnęk-Gozdek. Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures. Gerontology & Geriatrics Education. 2020; ():1-16.
Chicago/Turabian StyleŁukasz Tomczyk; Anna Mróz; Katarzyna Potyrała; Joanna Wnęk-Gozdek. 2020. "Digital inclusion from the perspective of teachers of older adults - expectations, experiences, challenges and supporting measures." Gerontology & Geriatrics Education , no. : 1-16.
This study advances our understanding of the current use of social media and mobile devices by first year university students. This research sought to explore the influence of the use of social networks and new mobile devices by students for learning purposes. Data were collected using a self-report questionnaire at four universities in three countries in Central Europe. The research was completed by a sample of 961 full-time first year undergraduate students. The data were analysed using descriptive statistic and confirmatory factor analysis. The findings show that students who intensively use ICT for leisure-related tasks are also experienced in ICT for learning purposes. Furthermore, the results showed differences in the use of ICTs according to four selected areas: ICT for leisure-time activities, social networking, ICT on mobile phones, and ICT for study purposes by students. Five well-differentiated clusters were identified by through cluster analysis, which we term the ‘mobile subgroup’, ‘educational subgroup’, ‘social subgroup’, ‘network subgroup’, and ‘entertaining subgroup’. Educators can benefit from the results through a more complete understanding of how first year university students use social networks and mobile devices and how intensity in these areas influences ICT use for learning purposes.
Ludvík Eger; Łukasz Tomczyk; Milan Klement; Mária Pisoňová; Gabriela Petrová. How do first year university students use ICT in their leisure time and for learning purposes? International Journal of Cognitive Research in Science Engineering and Education 2020, 8, 35 -52.
AMA StyleLudvík Eger, Łukasz Tomczyk, Milan Klement, Mária Pisoňová, Gabriela Petrová. How do first year university students use ICT in their leisure time and for learning purposes? International Journal of Cognitive Research in Science Engineering and Education. 2020; 8 (2):35-52.
Chicago/Turabian StyleLudvík Eger; Łukasz Tomczyk; Milan Klement; Mária Pisoňová; Gabriela Petrová. 2020. "How do first year university students use ICT in their leisure time and for learning purposes?" International Journal of Cognitive Research in Science Engineering and Education 8, no. 2: 35-52.
The data show different issues connected with the digital literacy of pre-service teachers. The data were collected in 2019 among 450 teachers of pedagogical studies in Poland. The research was conducted in the biggest Polish university that trains educational staff, the Pedagogical University of Cracow. The data describe issues related to the self-evaluation of digital literacy in using text editors, spreadsheets, and presentation and graphic software. They also describe experiences with e-learning: participation in obligatory online classes, searching for information on the Internet, participation in paid and free e-learning courses, and participation in informal study groups.
Łukasz Tomczyk. Digital literacy and e-learning experiences among the pre-service teachers data. Data in Brief 2020, 32, 106052 -106052.
AMA StyleŁukasz Tomczyk. Digital literacy and e-learning experiences among the pre-service teachers data. Data in Brief. 2020; 32 ():106052-106052.
Chicago/Turabian StyleŁukasz Tomczyk. 2020. "Digital literacy and e-learning experiences among the pre-service teachers data." Data in Brief 32, no. : 106052-106052.
Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for le arning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media educat ion and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.
Łukasz Tomczyk; Ludvík Eger. Online Safety as a New Component of Digital Literacy for Young People. Integration of Education 2020, 24, 1 .
AMA StyleŁukasz Tomczyk, Ludvík Eger. Online Safety as a New Component of Digital Literacy for Young People. Integration of Education. 2020; 24 (2):1.
Chicago/Turabian StyleŁukasz Tomczyk; Ludvík Eger. 2020. "Online Safety as a New Component of Digital Literacy for Young People." Integration of Education 24, no. 2: 1.
In recent years, social media has provided higher education institutions with new means of communication with their target groups. In this study, research was conducted on top public universities from four countries in Central Europe, with a focus on their Public Relations activities on Facebook. The purpose of this research is to explore the use of Facebook by selected universities and to provide a set of practical benchmarks on successful communication with the public. The quantitative data analysis was conducted using the data mining tool Netvizz. Data from 2017 and 2018 obtained from 31 Facebook profiles of selected universities were used. The findings provide evidence on the use of Facebook by universities for Public Relations. Furthermore, they reveal that different post features generate different customer behaviour. The study contributes to a better understanding of marketing-related activities on social media in higher education field.
Ludvík Eger; Dana Egerová; Lukasz Tomczyk; Miroslav Krystoň; Csilla Czeglédi. Facebook for Public Relations in the higher education field: a study from four countries Czechia, Slovakia, Poland and Hungary. Journal of Marketing for Higher Education 2020, 1 -21.
AMA StyleLudvík Eger, Dana Egerová, Lukasz Tomczyk, Miroslav Krystoň, Csilla Czeglédi. Facebook for Public Relations in the higher education field: a study from four countries Czechia, Slovakia, Poland and Hungary. Journal of Marketing for Higher Education. 2020; ():1-21.
Chicago/Turabian StyleLudvík Eger; Dana Egerová; Lukasz Tomczyk; Miroslav Krystoň; Csilla Czeglédi. 2020. "Facebook for Public Relations in the higher education field: a study from four countries Czechia, Slovakia, Poland and Hungary." Journal of Marketing for Higher Education , no. : 1-21.