Article
Pogozhina I.N., Sergeeva M.V., Egorova V.A. (2019). Digital Competence and Childhood: A Unique Challenge of the 21st Century (Analysis of Modern Research). Moscow University Psychology Bulletin, 4, 80-106
Abstract
Background. The transition from the analog economy to the digital one has been accompanied by the digitalization of all spheres of life, in particular the sphere of education, and according to the decree of the government of the Russian Federation, it requires a revision of goals, educational content, and the development of new tools that provide for lifelong learning, as well as the construction of new competency models.
Objective. To carry out a comparative logical-categorical analysis of various models describing digital competencies based on a review of domestic and foreign studies, and determine the content and place of digital competencies in modern competency models.
Design. Critical analysis and synthesis of the literature on the problems of digital competence.
Results. The vector of economic development in the Russian Federation will shift to the development of the knowledge economy over the next 10 years. This transition creates a number of problems: 1) The students are much more savvy than their teachers in the use of digital technologies, as they were immersed in the digital environment from early childhood; and 2) There is no single approach to the definition of the term "digital competence." The first part of this paper presents an analysis of the existing definitions, content, and types of digital competency. The second is a comparison of different models of digital competencies. The third part is about the inconsistency of the results of empirical research on the benefits and harms of digital technology for the mental development of children.
Conclusions. 1. Ubiquitous digitalization creates the need to develop a new competency model for the knowledge economy. 2. The concept of "digital literacy" is included in the concept of "digital competence" on the principle of "part-whole." 3. Science provides more and more evidence of the positive impact of the digital environment on the development of the psyche and human behavior. 4. A systematic approach to the formation of digital competence is needed in the form of specialized educational programs based on generalized instructions (indicative principles of action), taking into account the age characteristics of students.
Sections: Empirical studies;
Theoretical studies;
Received: 07/20/2019
Accepted: 09/08/2019
Pages: 80-106
DOI: 10.11621/vsp.2019.04.80
Keywords: competence; knowledge economy; digital economy; digitalization; digital literacy;
Available Online 31.08.2019
References
Bolotov V.A., Serikov V.V. (2003). Kompetentnostnaya model': ot idei k obrazovatel'noi programme[Competency Model: From Idea to Educational Program]. Pedagogika [Pedagogy],10, 8-14.
Butenko V., Polunin K., Kotov I. et al (2017).Rossiya 2025: ot kadrov k talantam. The Boston Consulting Group (BCG) [Russia 2025: from talent to talent]. URL: https://www.bcg.com/Images/Russia-2025-report-RUS_tcm27-188275.pdf (data obrashcheniya: 27.06.2019).
Il'yasov I.I. (1986). Struktura protsessa ucheniya[The structure of the learning process]. Moscow, Izd-vo Mosk. un-ta.
Leont'ev A.N. (1983). Izbrannye psikhologicheskie proizvedeniya [Selected Psychological Works]: T. II. Moscow: Pedagogika.
Natsional'nyi reiting detei i molodezhi «Strana molodykh» [National rating of children and youth “Country of the young”]URL: http://setevichok.rf/index.php/chto-takoe-tsifrovaya-gramotnost. (data obrashcheniya: 18.11.2018).
Nechaev V.D., Durneva E.E. (2016). «Tsifrovoe pokolenie»: psikhologo-pedagogicheskoe issledovanie problem ["Digital Generation": a psychological and pedagogical study of the problem]. Pedagogika [Pedagogy], 1, 36 - 45.
Osnovy obucheniya v techenie vsei zhizni – predposylki vozniknoveniya i istoriya razvitiya v stranakh ES. Svyaz' s Lissabonskoi strategiei. [The basics of lifelong learning - the prerequisites for the emergence and history of development in the EU countries] URL: http://fgosvo.ru/uploadfiles/mo/20121206212045.pdf (data obrashcheniya: 17.06.2019).
Podol'skii A.I. (2002) Psikhologicheskaya sistema P.Ya. Gal'perina[Psychological system P.Ya. Halperin]. Voprosy psikhologii [Psychology Issues],5, 15 - 27.
Proekt «Tsifrovaya gramotnost' RF» [RF. Digital Literacy Project]. URL: http://tsifrovayagramotnost'.rf/ (data obrashcheniya: 18.11.2018).
Rasporyazhenie pravitel'stva RF ot 28 iyulya 2017 g. № 1632-r. ob utverzhdenii programmy «Tsifrovaya ekonomika Rossiiskoi Federatsii» [Decree of the Government of the Russian Federation of July 28, 2017 No. 1632-r. on approval of the program “Digital Economy of the Russian Federation”]. URL: http://static.government.ru/media/files/9gFM4FHj4PsB79I5v7yLVuPgu4bvR7M0.pdf (data obrashcheniya: 17.06.2019).
Soldatova G.U., Rasskazova E.I. (2014). Psikhologicheskie modeli tsifrovoi kompetentnosti rossiiskikh podrostkov i roditelei[Psychological models of digital competence of Russian teenagers and parents]. Natsional'nyi psikhologicheskii zhurnal [National Psychological Journal], 14, 27 – 35.
Sharikov A. O chetyrekhkomponentnoi modeli tsifrovoi gramotnosti[About the four-component digital literacy model]. Zhurnal issledovanii sotsial'noi politiki [Journal of Social Policy Studies], 14(1), 87- 98.
Calvani A., Cartelli A., Fini A., Ranieri A. (2008). Models and Instruments for assessing Digital Competence at School. Journal of e-Learning and Knowledge Society,4(3), 183 - 193. DOI: doi.org/10.28945/1274 .
Cartelli A. (2010). Frameworks for Digital Competence Assessment: Proposals, Instruments, and Evaluation. Proceedings of Informing Science & IT Education Conference (InSITE),561 - 574. DOI: doi.org/10.1542/peds.113.4.708 .
Christakis D. et al. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics, 113(4), 708 - 713.
Digital Literacy, Libraries, and Public Policy. (2013). Ed by American Library Association (Ball P., Cordell L., Ford E. et al.): Report of the Office for Information Technology Policy's Digital Literacy Task Force. Washington DC: Office for Information Technology Policy.
Engen T.K, Giæver T.H., Gurmundsdóttir G.B., Hatlevik O.E., Mifsud L.M., Tømte K. (2014). Digital natives: digitally competent? Conference paper Proceedings of society for information technology & teacher education international conference/ Dans M. Searson et M. Ochoa (dir.).: Chesapeake, VA: AACE, 2110 - 2116.
Eshet-Alkalai Y. (2004). Digital Literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93 - 106.
Evans Schmidt M. and Anderson D. (2009). The impact of television on cognitive development and educational achievement. Children and Television: Fifty years of research. Ed by Pecora N., Murray J. and Wartella E. Mahwah NJ.: Erlbaum.
Ferrari A. (2012). Digital competence in practice: An analysis of frameworks. Technical Report by the Joint Research Centre of the European Commission. Luxembourg: Publications Office of the European Union.
Forsknings- og kompetansenettverk for IT i utdanning (ITU) [Network for IT Research and Competence in Education]. Digital Skole Hver Dag [Digital school every day; in Norwegian], 2005.
Foster E. and Watkins S. (2010). The Value of Reanalysis: TV Viewing and Attention Problems. Child Development, 81(1), 368 - 375. DOI: doi.org/10.1111/j.1467-8624.2009.01400.x .
Fraillon J., Ainley J., Schulz W., Friedman T., Gebhardt E. (2014). Preparing for Life in a Digital Age. The IEA International Computer and Information Literacy Study International Report. Cham: Springer. DOI: doi.org/10.1007/978-3-319-14222-7 .
Gottschalk F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition and well-being. OECD Education Working Papers, 195, 2 - 45.
Haier R. et al. (2009). MRI assessment of cortical thickness and functional activity changes in adolescent girls following three months of practice on a visual-spatial task. BMC Research Notes, 2(1), 174. DOI: doi.org/10.1186/1756-0500-2-174 .
Howe N., Strauss W. (1991) Generations: The History of America’s Future, 1584 to 2069. N.Y.: William Morrow & Company.
ICD-11 for Mortality and Morbidity Statistics (ICD-11 MMS) (Version: 04/2019). [Elektronnyi resurs]. URL: https://icd.who.int/browse11/l-m/en (date of retrieval: 14.08.2019).
Krathwohl D.R., Bloom B.S., Masia B.B. (1973).Taxonomy of educational objectives, the Classification of Educational Goals.Handbook II: Affective Domain. N.Y.: David McKay Co. Inc.
Krumsvik R.J. (2011). Digital competence in Norwegian teacher education and schools. Högre utbildning, 1(1), 39 - 51.
Lee E., Spence J., Carson V. (2017). Television viewing, reading, physical activity and brain development among young South Korean children. Journal of Science and Medicine in Sport, 2(7), 672 - 677. DOI: doi.org/10.1016/j.jsams.2016.11.014 .
Obel C. et al. (2004). Does Children's Watching of Television Cause Attention Problems? Retesting the Hypothesis in a Danish Cohort. Pediatrics, 114(5), 1372 - 1373. DOI: doi.org/10.1542/peds.2004-0954 .
Prensky M. (2001). Digital natives, digital immigrants part 1.On the Horizon, 9(5), 1- 6. DOI: doi.org/10.1108/10748120110424816 .
Pujol J. et al. (2016). Video gaming in school children: How much is enough? Annals of Neurology, 80(3), 424 - 433. DOI: doi.org/10.1002/ana.24745 .
Rambouseka V., Štípeka J., Wildováa R. (2015). ICT competencies and their development in primary and lower-secondary schools in the Czech Republic. Procedia - Social and Behavioral Sciences.171, 535 - 542. DOI: doi.org/10.1016/j.sbspro.2015.01.158 .
Rasmussen J. Skills (1983). Rules and knowledge; signals, signs and symbols and other distinctions in human performance models. IEEE Transactions on Systems, Man, and Cybernetics.13(3), 257 - 266. DOI: doi.org/10.1109/TSMC.1983.6313160 .
Takeuchi H. et al. (2015). The impact of television viewing on brain structures: Cross-sectional and longitudinal analyses. Cerebral Cortex, 25(5), 1188 - 1197. DOI: doi.org/10.1093/cercor/bht315 .
The Digital Competency Wheel.[Electronic resource]. URL: https://digital-competence.eu (date of retrieval: 17.06.2019).
UNESCO Thesaurus [Electronic resource].URL: http://vocabularies.unesco.org/browser/thesaurus/en/page/concept6018 (date of retrieval: 17.11.2018).
van Laar E., van Deursen A.J.A.M., van Dijk J.A.G.M., de Haan J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577 - 588. DOI: doi.org/10.1016/j.chb.2017.03.010 .
Yuhyun Park Y. (2016). 8 digital skills we must teach our children// World economic forum. URL: https://www.weforum.org/agenda/2016/06/8-digital-skills-we-must-teach-our-children (date of retrieval: 24.12.2018).
For citing this article:
Pogozhina I.N., Sergeeva M.V., Egorova V.A. (2019). Digital Competence and Childhood: A Unique Challenge of the 21st Century (Analysis of Modern Research). Moscow University Psychology Bulletin, 4, 80-106
