Towards an inclusive digital literacy: An experimental intervention study in a rural area of Brazil.

Autor: Nogueira VB; Health Sciences Center, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., Teixeira DG; Department of Biochemistry, Biosciences Center, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., de Lima IACN; Information Technology Department, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., Moreira MVC; Information Technology Department, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., de Oliveira BSC; Ecology Department, Biosciences Center, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., Pedrosa IMB; Nursing Department, Health Sciences Center, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., de Queiroz JW; Institute of Tropical Medicine of Rio Grande Do Norte, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil., Jeronimo SMB; Institute of Tropical Medicine of Rio Grande Do Norte, Federal University of Rio Grande Do Norte, Natal, Rio Grande do Norte Brazil.
Jazyk: angličtina
Zdroj: Education and information technologies [Educ Inf Technol (Dordr)] 2022; Vol. 27 (2), pp. 2807-2834. Date of Electronic Publication: 2021 Sep 03.
DOI: 10.1007/s10639-021-10711-z
Abstrakt: 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.
Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-021-10711-z.
Competing Interests: Conflicts of interestWe wish to confirm that there are no conflicts of interest associated with this publication and no influence from the funders of the study.
(© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.)
Databáze: MEDLINE
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