Ijciet 10 01_154-2

http://www.iaeme.com/IJCIET/index.asp 1686 editor@iaeme.com
International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 01, January 2019, pp. 1686–1693, Article ID: IJCIET_10_01_154
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=1
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
©IAEME Publication Scopus Indexed
DIGITAL LITERACY OF THE TEACHER AS A
BASIS FOR THE CREATION OF A UNIFIED
INFORMATION EDUCATIONAL SPACE
Irina Ilina
D.Sc. (Economics), Russian Institute for Economics, Policy and Law in Science and
Technology (RIEPL), Moscow, Russia
Zhanna Grigoryeva
Ph. D., Associate Professor, Sochi State University (NPI), Russian Federation, Sochi
Alexander Kokorev
Ph. D., Associate Professor, State University of Land Use Planning, Moscow, Russian
Laura Ibrayeva
Lecturer, al-Farabi Kazakh National University, Almaty, Kazakhstan
Kenzhegul Bizhanova
Researcher, al-Farabi Kazakh National University, Almaty, Kazakhstan
ABSTRACT
The article discusses the concept of "digital literacy", which is the subject of a
significant number of scientific publications. The purpose of this study is to analyze of
digital competence of teachers and develop a theoretical model that would allow
generalization of numerous practices and theoretical approaches regarding digital
literacy. To assess the level of digital competence of teachers in the work was used the
method of "Index of digital competence". The problem of the transformation of the
concept of “literacy” is fixed, caused by sociocultural changes, which are based on
scientific and technical progress, as well as the emergence of a large number of
“partial literacy” closely related to each other.
Key words: digital competence, digital literacy, digital competence index, Internet,
information and communication technologies (ICT), informatization of education.
Cite this Article: Irina Ilina, Zhanna Grigoryeva, Alexander Kokorev, Laura Ibrayeva,
Kenzhegul Bizhanova. Digital Literacy of the Teacher as a Basis for the Creation of a
Unified Information Educational Space, International Journal of Civil Engineering
and Technology (IJCIET) 10(1), 2019, pp. 1686–1693.
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=1

Irina Ilina, Zhanna Grigoryeva, Alexander Kokorev, Laura Ibrayeva, Kenzhegul Bizhanova
1. INTRODUCTION
The rapid increase in the volume of incoming and processed information in the economy has
led to a change not only in the automation of the process of data processing and research, but
also in the intellectualization of informational and organizational processes, building and
implementing effective methods and digital technologies [1]. Today, innovations are
introduced into various spheres of human activity, which, on the one hand, orients people to
continuous development, improvement of their knowledge, skills, competencies, mastering
new activities in related sectors of the economy [2]. On the other hand, according Ziyadin,
Madiyarova, Tlemissov, Akybayeva, Kurmangalieva, and Tastemirova’s [3] research, routine
work is increasingly transferred to machines, and it requires creativity, a willingness to
cooperate with colleagues in the search for new solutions, and – most importantly – the ability
to critically evaluate the information for accuracy, and from the point of view of its logical
integration in the current task.
The President of the Republic of Kazakhstan, N. Nazarbayev, in his traditional annual
Address to the Nation of Kazakhstan on January 10, 2018, "New Development Opportunities
in the Context of the Fourth Industrial Revolution" [4], noted that "the world is entering the
era of the fourth industrial revolution, an era of profound and rapid changes: technological,
economic and social". According to the results of the study of "Boston consulting group"
(BCG), reflected in the article "Kazakhstan on the way to the digital economy" [5], the level
of digitalization of the economy Kazakhstan occupies the 50th place in the ranking of 85
countries and is in the group with emerging digital economy. The digital divide between
leading and lagging countries is widening year by year. The key to maintaining the
competitiveness of our economy is the development of the digital component through joint
efforts of the state and business, including in the following sectors – industrial, transport and
logistics infrastructure, agriculture, subsoil use, energy, health, and especially in education. At
present, the creation of a digital economy requires appropriate orientation of the education
system, training of a person using modern digital technologies in their activities. One of the
competencies that needs to be formed in a new generation of teachers is "digital literacy". It is
already evident that one of the most important components of the teacher's professional
competence is the degree of readiness to use modern information and communication
technologies (ICT) in professional and pedagogical activity.
Do teachers have the knowledge and skills to not only communicate on an equal footing
with the Internet's advanced generation, but also to teach them about digital technologies and
the safe use of the network? The growing importance and relevance of this issue led to the
choice of the research topic. In order to get an answer to this question, a study was conducted
to establish the nature of digital literacy of teachers. In this regard, the paper hypothesized that
teachers should surpass students in terms of digital competence. Also in favor of this
hypothesis is the fact that teachers by the nature of their professional activities should have a
better knowledge of ICT than theirstudents in order to effectively use ICT in their work.
2. LITERATURE REVIEW
In the information society, the concept of "literacy", which has always been associated with
education and involves the unity of the three most important competencies (reading, writing
and counting), has significantly expanded its boundaries. The concepts of "computer literacy",
"information literacy", "media literacy", and "ICT literacy" have appeared and are being
actively developed within the education system [6, 7, 8, 9, 10, 11, 12, and 13]. Recently, the
concept of "digital literacy" has become increasingly popular. In it, on the one hand,
researchers are trying to combine all types of literacy associated with the use of information
and communication technologies, on the other – to identify those types of competencies that

Digital Literacy of the Teacher as a Basis for the Creation of a Unified Information Educational Space
are necessary in the modern world due to the high level of Internet penetration. The
emergence of this concept is associated with the fifth revolution in literacy — the invention of
the Internet. At the beginning of the Millennium, the concept of "new literacy" began to take
shape, including not only academic literacy but also digital literacy. Gilster [14] popularized
the term «digital literacy» in the book of the same name in 1997. He defined digital literacy as
the ability to critically understand and use computer-generated information in a variety of
formats from a wide range of sources. It is clear that this term arose and became popular in
connection with the "digitization" of reality and the rapid spread of the Internet. More
broadly, this definition was concretized by Martin, & Madigan [15], whose understood digital
literacy as the awareness, attitudes and ability of individuals to properly use digital tools and
tools for identification, access, management, integration, evaluation, analysis and synthesis of
digital resources, to build new knowledge, and to communicate with others for constructive
social action in the context of specific life situations. Today, when we see how easy the three-
year-old kids handle IPad, the question of what comes first, digital literacy or academic, is no
longer shocking. It is becoming increasingly obvious that the necessary condition for the
creation of a new school is teachers who have digital literacy or digital competence and
skillfully use these competencies to develop both academic and digital literacy among their
students. What is digital competence? Analysis of existing definitions shows that this is an
actively developing concept, which is constantly being amended in accordance with the
improvement of information and communication technologies. Most authors include in the
concept of digital competence the ability and skills to effectively use digital technologies in
everyday life, skills of critical evaluation of technologies, motivation to participate in digital
culture, as well as technical skills associated most often with computer literacy [16, 17]. The
concept of digital competence is further developed in the concepts of digital culture and
digital citizenship. Today, digital culture is part of the everyday culture of the citizen of the
information society, and the laws and ethical rules of behavior, safety rules, jointly created by
the citizens of this society [19], should regulate it.
There are a number of definitions of the concept of digital competence, we here give a
definition from the study of Soldatova, & Shlyapnikov [19], in which ICT competence is
understood as "based on the continuous mastery of competencies (knowledge, skills,
motivation, responsibility) the ability of an individual to confidently, effectively, critically
and safely choose and apply information and communication technologies in different spheres
of life (information environment, communication, consumption, technosphere), as well as its
readiness for such activities". Considering digital competence as a complex phenomenon, that
defines the human activity in the information society, Soldatova, & Shlyapnikov includes four
types of competence (Figure 1):
Figure 1 Types of digital competence.
Information and media
competence
These are knowledge,
skills, motivation and
responsibility related to the
search, understanding,
organization, archiving of
digital information and its
critical thinking, as well as
the creation of information
objects using digital
resources (text, graphic,
audio and video).
Communicative competence
responsibility necessary for
various forms of
communication (email,
chat rooms, blogs, forums,
social networks, etc.),
performed with different
goals.
Technical competence
responsibility, which make
it possible to use hardware
and software efficiently
and safely for solving
various tasks, including the
use of computer networks,
cloud services, etc.
Consumer competence
responsibility, which allow
solving various everyday
tasks related to specific life
situations involving the
satisfaction of various
needs using digital devices
and the Internet.

UNESCO standards for a teacher’s digital competence [20] affect all aspects of education,
including the teacher’s understanding of the role of information technologies in teaching and
developing their students, knowledge of fixed assets and developing strategies for using them
to solve didactic tasks, implement curricula, evaluate results, and manage educational process
and monitoring, professional development (Figure 2).
Figure 2 Model of ICT competencies from the pedagogical dimension. [20]
Today, nature of innovation at each stage has its own specific features, which are very
important for the manager, as the current stage determines tasks and activities of the manager,
and affects his methods and tools [21]. According to the above listed, we can say than the
system of education is in the middle of unprecedented change, and the rate of change is
expediting. The role of policymakers, school administrators, principals and educators will be
different in the future from previous and current times in terms of beliefs, values and views at
things. The rapid changing world is making present knowledge and methods of teaching out
of date much faster. If current teaching is not out of date, it will be so in the expected future.
In order to conform to this change, the constant professional development of teachers is
necessary [22].
3. METHODOLOGICAL FRAMEWORK
To assess the digital competence of teachers, the Digital Index of Competence Index was used
[19], which allows assessing both the integral indicator of digital competence and its 4

components by subscales: knowledge, skills, motivation and responsibility (the latter includes
safety). The methodology also makes it possible to assess digital competence in four areas of
activity on the Internet by subscales: communication (communication), content (search,
selection, creation, distribution of content), technical aspects of using the Internet and
consumption (using services, payments, online purchases). The main advantage of methodical
approach is that the model appears to be a system of complex componential construction,
where functions of factual and expert information accounting, analysis, planning and control
represent unite inseparable, interdependent process [23].
The Index structure is a three-level model, formed based on 20 key parameters:
3.1. Digital consumption subindex
 Fixed Internet coverage
 Mobile Internet coverage
 The level of availability in the personal use of digital devices
 Number of online media registered in the region per capita
 The level of consumption of social networks
 Level of consumption of digital public services
 The level of consumption of news on the Internet.
3.2. Digital competency subindex
 Competence in the search for information on the Internet
 Competence in the use of mobile communications
 Competence in the use of social networks
 Competence in the field of financial transactions through the Internet
 Competences in the field of consumption of goods and services via the Internet
 Competence in the field of critical information perception and validation checks
 Competence in the production of multimedia content for the Internet
3.3. Digital safety subindex
 The ability to protect personal data
 Having the skills to combat threats to the integrity of information and computer viruses
 Attitude towards pirated software
 Attitude towards pirated media content
 Level of culture of interaction in social networks
 Complying with ethical standards when placing digital content
The following formula was used to calculate the integral Digital Literacy Index, as well as
the sub-indices:
(1)
where, – regulatory indicators;
– weights.

Normalization of indicators was performed on a scale from 0 to 10.
4. RESULTS
A competent approach of the teacher to the use of ICT capabilities allows to:
 provide the necessary information for a particular event in a colorful, interesting way on a
smart board or computer screen;
 to arouse children's interest in the object or subject under study, to cause an emotional
response to the information obtained;
 create models in the framework of the educational process, which allow to consider in detail
the features of the objects and phenomena being studied;
 develop speech, memory, attention, imagination of the child, his creative abilities, etc.
Based on the identified in this article the possibility of using ICT in the activities of
teachers, as well as the role of the teacher in the situation of introduction of modern
technologies, regulations and the need for their implementation, we can conclude that modern
education goes to a whole new level of development. Confirmation of the point of view of the
authors of the theory of generations is the trend of human development in the situation of
introduction of new technologies and Informatization of society.
5. CONCLUSIONS
Informatization of society involves radical social changes therefore high-quality expansion of
the informatization demands comprehensive accounting of a human factor, relevant there is a
problem of adaption of the person to life in the conditions of new information environment
[24].
In modern conditions, information technologies and digital transformation are the main
factor of technological changes and a condition for ensuring competitiveness both at the level
of individual enterprises and at the level of countries and supranational associations, leading
to the restructuring of all economic and production processes, a radical increase in
productivity, improving the quality and reducing the cost of goods and services. In accordance
with the considered theory of generations and the revealed special role of knowledge, skills
and abilities of a teacher in the field of modern technologies, we can conclude about the
relevance of the problem of developing ICT competencies of a DOW teacher and DOE, about
the need to develop modern programs aimed at improving computer literacy and
professionalism the teacher. Not only external motives (wages, career growth, etc.), but also
internal ones should influence the computer literacy increase: the need for self-development,
self-education and the desire not only to teach a child how to work with a computer, but to
nurture his information culture, technological literacy, attitude to the computer as a tool for
finding informative information. Only in this case can we say that the result of the work of
such a teacher will be a harmoniously developed personality capable of his own discoveries,
which are based on solving complex problems, based on life experience and solved using ICT
technologies.
REFERENCES
[1] Mutanov, G., Milosz, M., Saxenbayeva, Z., & Kozhanova, A. (2018). Investments
Decision Making on the Basis of System Dynamics. Studies in Computational
Intelligence, (769), 293-303.

[2] Ziyadin, S., Shash, N., Kenzhebekova, D., Yessenova, G., & Tlemissov, U. (2018). Data
on the role of leadership in developing expertise in teaching in developing country. Data
in brief, 18, 1127-1133.
[3] Sayabek, Z., Ainur, M., Ulan, T., Gulvira, A., Aizhan, K., & Zhanar, T. (2018). Role of
Leaders in Developing Expertise in Teaching and Their Influence on Teachers in
Kazakhstan. Academy of Strategic Management Journal, 17(3), 1-13.
[4] State of the Nation Address by the President of the Republic of Kazakhstan Nursultan
Nazarbayev (2018). New opportunities under the fourth industrial revolution // [Electronic
resource]. Retrieved from:
http://www.akorda.kz/en/addresses/addresses_of_president/state-of-the-nation-address-by-
the-president-of-the-republic-of-kazakhstan-nursultan-nazarbayev-january-10-2018.
Accessed on 19.01.2019.
[5] The Boston Consulting Group (2016). BCG Review. Special issue: Kazakhstan. The
Boston Consulting Group, Inc., (38), 66.
[6] Poynton, T. A. (2005). Computer literacy across the lifespan: a review with implications
for educators. Computers in human behavior, 21(6), 861-872.
[7] McNeil, B. J., Elfrink, V., Beyea, S. C., Pierce, S. T., & Bickford, C. J. (2006). Computer
literacy study: report of qualitative findings. Journal of Professional Nursing, 22(1), 52-
59.
[8] Iannuzzi, P. (2000). Information literacy competency standards for higher education.
Community & Junior College Libraries, 9(4), 63-67.
[9] Elmborg, J. (2006). Critical information literacy: Implications for instructional practice.
The journal of academic librarianship, 32(2), 192-199.
[10] Potter, W. J., & Christ, W. G. (2007). Media literacy. The Blackwell Encyclopedia of
Sociology.
[11] Livingstone, S., & Van der Graaf, S. (2008). Media literacy. The International
Encyclopedia of Communication.
[12] Kim, J. H., Jung, S. Y., & Lee, W. G. (2008). Design of contents for ICT literacy in-
service training of teachers in Korea. Computers & Education, 51(4), 1683-1706.
[13] Lau, W. W., & Yuen, A. H. (2014). Developing and validating of a perceived ICT literacy
scale for junior secondary school students: Pedagogical and educational contributions.
Computers & Education, 78, 1-9.
[14] Gilster, P., & Glister, P. (1997). Digital literacy. New York: Wiley.
[15] Martin, A., & Madigan, D. (Eds.). (2006). Digital literacies for learning. Facet Publishing.
[16] Semenov, A. L. (2005). Kachestvo informatizacii shkol'nogo obrazovaniya. Voprosy
obrazovaniya, (3).
[17] Lakkala, M., Ilomäki, L., & Kantosalo, A. (2011). Which areas of digital competences are
important for a teacher?. Linked portal.
[18] Mossberger, K., Tolbert, C. J., & Franko, W. W. (2012). Digital cities: The Internet and
the geography of opportunity. Oxford University Press.
[19] Soldatova, G. U., & Shlyapnikov, V. N. (2015). Digital Сompetence of Russian School
Teachers. Psihologičeskaâ Nauka i Obrazovanie, 20(4), 5-18.
[20] UNESCO (2016). ICT standards and competencies from the pedagogical dimension: A
perspective from levels of ICT adoption in teachers’ education practice. Pontificia
Universidad Javeriana – Cali (Colombia), 80.

[21] Mutanov, G., Sagiyeva, R., & Zhuparova, A. (2015). Measurement and management of
knowledge intensity innovation project. In 26th International Business Information
Management Association Conference-Innovation Management and Sustainable Economic
Competitive Advantage: From Regional Development to Global Growth, IBIMA 2015.
International Business Information Management Association, IBIMA, 3109-3112.
[22] Sayabek, Z., Arzayеva, М., Gulbazar, M., Mustafina, А., Ulan, T. (2017). Key issues in
relation to leading and managing educational change: Professional development in
secondary school. Proceedings of the 30th International Business Information
Management Association Conference, IBIMA 2017 - Vision 2020: Sustainable Economic
development, Innovation Management, and Global Growth. Madrid, Spain, (2017), 4152-
4160.
[23] Mutanov, G., Milosz, M., Kozhanova, A. (2018). Systematically dynamic model-building
approach of oil company. Journal of Engineering and Applied Sciences, 13 (10), 3396-
3401.
[24] Abdrakhmanova, M., Mutanov, G., Mamykova, Z., & Tukeyev, U. (2018, September).
Agents Interaction and Queueing System Model of Real Time Control of Students Service
Center Load Balancing. Lecture Notes in Computer Science (including subseries Lecture
Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11055 LNAI, 349-
359 (pp. 349-359).

Ijciet 10 01_154-2

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Ijciet 10 01_154-2

Similar to Ijciet 10 01_154-2 (20)

More from IAEME Publication

More from IAEME Publication (20)

Recently uploaded

Recently uploaded (20)

Ijciet 10 01_154-2