Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion
International Journal of Cognitive Research in Science Engineering and Education,
Год журнала:
2024,
Номер
12(3), С. 507 - 520
Опубликована: Дек. 30, 2024
The
article
explores
the
redefinition
of
learning
objectives
within
context
digital
education
for
older
adults,
addressing
critical
need
to
enhance
inclusion.
It
emphasizes
centrality
as
foundational
elements
in
design,
implementation,
and
evaluation
educational
programs.
study
underscores
necessity
revising
these
promote
development
competences
among
adults.
As
society
becomes
increasingly
digitalized,
traditional
models
must
evolve
accommodate
dynamic
landscape.
REMEDIS
research
initiative
seeks
modernize
frameworks
establish
a
more
effective
approach
cultivating
skills
populations.
By
employing
SMART
criteria
leveraging
expertise
senior
future
trainers,
identifies
12
key
categories
contemporary
objectives,
including:
basic
computer
mobile
device
use,
terminology,
email
communication,
cybersecurity,
online
information
retrieval,
social
media
usage,
instant
messaging,
culture
entertainment
access,
financial
management,
e-commerce,
smartphone
software
applications,
time
management.
qualitative
analysis
adults
reveals
spectrum
ranging
from
literacy
advanced
e-service
utilization,
while
also
highlighting
importance
aligning
with
practical
needs
Язык: Английский
Digital security and WhatsApp usage at school according to school administrators: A qualitative research
SHS Web of Conferences,
Год журнала:
2024,
Номер
206, С. 01022 - 01022
Опубликована: Янв. 1, 2024
This
research
aims
to
identify
the
potential
risks
posed
by
WhatsApp
instant
messaging
tool
used
as
a
communication
in
schools
terms
of
digital
security
according
opinions
school
administrators
and
develop
effective
strategies
against
these
risks.
For
this
purpose,
was
conducted
with
phenomenological
design.
In
context,
face-to-face
interviews
were
12
at
primary,
secondary,
high
levels
Antakya
district
Hatay
(Turkey).
Data
collected
through
semi-structured
interview
form.
The
data
subjected
content
analysis.
According
findings;
emphasized
that
tools
such
provide
many
advantages
education,
but
also
carry
certain
privacy
research,
addition
application
for
schools,
its
shortcomings
“digital
security”;
revealed
it
suggested
more
secure
should
be
schools.
Язык: Английский
How often are Polish teachers attacked online?
International Review of Victimology,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 25, 2024
Cyberbullying
and
cyberaggression
are
phenomena
that
have
been
analysed
for
more
than
two
decades.
However,
there
is
an
empirical
gap
in
the
literature
to
characterise
scale
of
phenomenon
certain
countries
professional
groups
(e.g.
teachers).
In
order
fill
this
gap,
733
teachers
from
Poland
responded
questions
identifying
mechanisms
Internet
attacks
resulting
their
profession.
Based
on
data
collected,
it
was
noted
(1)
each
type
information
communications
technology
(ICT)-mediated
attack
characterised
by
varying
frequency
occurrence;
(2)
at
least
once
careers,
17.5%
experienced
a
situation
dissemination
negative
comments
about
them,
10.8%
received
digital
messages
intended
trigger
emotions,
8.3%
faced
hacking
(taking
over)
private
online
account;
(3)
systematic
(at
month)
comprise
group
no
1%
respondents;
(4)
apparent
correlation
between
both
lack
experience
cyberattacks
profession
co-occurrence
different
forms
cyber
aggression
cyberbullying;
(5)
based
cluster
analysis
using
k-means
method,
were
identified,
where
first
(91%)
cyberbullying,
while
second
(9%)
rarely
or
very
due
profession;
(6)
teaching
vocational
school,
working
medium
large
city,
being
male
results
slightly
higher
exposure
cyberbullying
attacks.
Язык: Английский