(pseudo)Digitization in Education
| Authors | |
|---|---|
| Year of publication | 2018 |
| Type | Article in Proceedings |
| Conference | EDULEARN18 Proceedings; 10th International Conference on Education and New Learning Technologies (EDULEARN) |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.21125/edulearn.2018.2162 |
| Keywords | Digitization; education; curriculum |
| Attached files | |
| Description | 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. |
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