Towards an Inclusive Digital Literacy: An Experimental Intervention Study in a Rural Area of Brazil

Autor/inn/en	Nogueira, Viviane Brito; Teixeira, Diego Gomes; de Lima, Ivan Alisson Cavalcante Nunes; Moreira, Marcus Vinícius Chaves; de Oliveira, Bárbara Sthéphane Caixeta; Pedrosa, Iago Matheus Bezerra; de Queiroz, Jose Wilton; Jeronimo, Selma Maria Bezerra
Titel	Towards an Inclusive Digital Literacy: An Experimental Intervention Study in a Rural Area of Brazil
Quelle	In: Education and Information Technologies, 27 (2022) 2, S.2807-2834 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nogueira, Viviane Brito) ORCID (Teixeira, Diego Gomes) ORCID (de Lima, Ivan Alisson Cavalcante Nunes) ORCID (de Oliveira, Bárbara Sthéphane Caixeta) ORCID (Pedrosa, Iago Matheus Bezerra) ORCID (Jeronimo, Selma Maria Bezerra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10711-z
Schlagwörter	Foreign Countries; Rural Areas; Internet; Educational Technology; Technological Literacy; Mathematics Instruction; Mathematical Logic; Elementary School Students; Grade 5; Intervention; Computation; Thinking Skills; Socioeconomic Status; Ownership; Self Esteem; Brazil + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Unterrichtsmedien; Technisches Wissen; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; School year 05; 5. Schuljahr; Schuljahr 05; Denkfähigkeit; Socio-economic status; Sozioökonomischer Status; Eigentum; Self-esteem; Selbstaufmerksamkeit; Brasilien
Abstract	About half of the world's population remains without access to internet in an era of digital transformation. In this study, we aimed to investigate the impact of implementing the use of logic and mathematics through digital literacy on a population of elementary school students in a town in Northeast Brazil. In a non-randomized experimental longitudinal intervention study, 5th-grade students were followed during one semester. They underwent observational testing during class with the use of scales to evaluate their activities in a digital environment, and they were evaluated with respect to their ability to use digital devices. A logic/math assessment was applied prior to and at the end of the course for intervention group and compared to a control group. Questionnaires were used to assess the educators', legal guardians' and students' perceptions on digital habits and their respective sociodemographic features. The intervention consisted of a 16-h long course developed consisting of 8 2-h long classes which focused on digital technology, digital culture, and computational thinking. The students had a strong interest in the classes. Although some students did not have prior contact with computers, their development was outstanding. Digital literacy competencies and technology-use behavior increased throughout the semester independent of family income and use of digital devices at home. Students progressively improved their interaction with the computer (e.g. touchpad and typing skills) and their confidence in the digital environment. Students' scores on the logic/math assessment showed significant improvement. This was not observed in the control group, demonstrating the importance of this type of intervention even with one provided by a 16-h course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01