Digital Literacy of Future Preschool Teachers
The basics of digital literacy begin to form at an early age, and as they grow older, digital literacy must continue to evolve, adapting to the rapidly changing digital world. The first (both in importance and in time) after the family cognitive social institution for most people is the educational...
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2020-03-01
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| Series: | Journal of Social Studies Education Research |
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| Online Access: | https://jsser.org/index.php/jsser/article/view/1530 |
| Summary: | The basics of digital literacy begin to form at an early age, and as they grow older, digital literacy must continue to evolve, adapting to the rapidly changing digital world. The first (both in importance and in time) after the family cognitive social institution for most people is the educational system, or rather, the system of preschool education. The problem of increasing the digital literacy of preschool teachers, their willingness to use information technology in educational activities is clearly relevant. Studies have shown an insufficiently high level of digital literacy of future teachers. The goal of this work is to strengthen the digital literacy component in preparing future preschool educators. The authors of the article conducted an experimental study on the introduction of a new program of study of the discipline "Information Technology" at the Elabuga Institute of Kazan (Volga) Federal University. This program includes the following modules: "Interactive Didactic Games", "Animation Basics", "Programming Basics" and "Network Technologies". Based on an analysis of the design work for each module, as well as a survey of 68 respondents of different age categories who took part in the study, an increase in the level of digital literacy of future teachers in all indicators, an increase in the number of people wishing to use information technology in their professional activities, as well as a positive attitude of future teachers to the proposed program. |
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| ISSN: | 1309-9108 1309-9108 |