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The article presents a fragment of diagnostic research of a mixed nature, establishing the media reality of preschool children. It seeks answer to the question defining the media reality of preschoolers in the opinions of children, teachers, and parents. The diagnostic survey method (survey, interview, document analysis) and statistical methods (chi-square independence test, ANOVA Phi coefficient, Cramer's V) were used. The study examined  -year-old children,  parents and  pre-school teachers. It was established that: ) pre-school children: have unlimited access to the mobile applications; use media tools at home in an uncontrolled manner; in kindergarten they learn the rational and correct use of new technologies while playing and learning; ) parents and teachers assess children's media competences at an average level; parents see in the use of media by children both advantages and disadvantages; ) children learn through play, experimenting with tools, they can independently install games on their tablets or smartphone, often their parents install them themselves (most often these are games inappropriate for children's age); ) there are significant differences between children's opinions and parents' perception on the media tools usage; preschoolers claimed using tablets more often and parents most often indicated that children mainly watch TV; ) calculations of differentiating factors showed significant statistical differences in only one case - between teachers' opinion on the children's level of media competency and the teacher's degree of professional advancement; the higher the degree of advancement, the lower the assessment of the level of competences represented by six-year-olds. [ABSTRACT FROM AUTHOR]

For decades, critics of higher education have been asserting that competencies students can demonstrate upon course completion are much better predictors of what students know and can do than time spent in courses or grades. However, assessment of student learning has not been adopted by faculty and their leaders, and the effort is normally addressed as a bureaucratic demand. The objective was to identify topics that could help shape the discourse regarding the assessment of student learning. The study revealed that the universities in Poland are ready to ensure graduating students competencies demanded by the contemporary world. [ABSTRACT FROM AUTHOR]

The article presents a fragment of diagnostic-correlational studies of a quantitative-qualitative nature, establishing pupils' information competence in the use of ICT in the context of technological trends and accompanying civilisational changes. The research seeks answers to the question why children and teenagers use ICT tools in everyday practice. A diagnostic survey method (questionnaire and interview) and statistical methods were used. 2510 pupils were surveyed, and it was established that: 1) pupils' numerous indications, obtained through open-ended questions, allowed for distinguishing eight important categories - reasons for using new technologies; 2) main reasons for using ICT lie in activities oriented at handling information (18.5%) and activities involving communication, also through social media (16.7%); 3) calculations of differentiating factors revealed statistical differences in three cases, namely between the opinion on reasons for using ICT by children and teenagers and: gender, stage of education, place of education. The treatment of children and teenagers as important stakeholders of the educational process helps improve it through selection of methods and tools adequate to pupils' needs, expectations and cognitive preferences. [ABSTRACT FROM AUTHOR]

Copyright of Social Pedagogy / Pedagogika Społeczna is the property of PEDAGOGIUM Wyzsza Szkola Nauk Spolecznych w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a part of diagnostic and correlative research of quantitative and qualitative character, locating pupils' information skills in the use of ICT in the context of new technology trends and the accompanying civilizational changes. The considered issues seek answers to the question on the sources of knowledge and skills acquired by pupils in the field of using new technologies. A diagnostic survey (questionnaire and interview) and statistical methods were used. 2,510 pupils were examined and it was established that: 1) numerous pupils' indications, obtained through an open question, allowed for distinguishing as many as 14 categories of sources of information; 2) The pupils mainly locate the sources of ICT knowledge and skills in informal education (61.9%), by the same token diminishing the weight of organised, formal education and the influence of didactic institutions (38.1%); 3) the calculation of differentiating factors revealed statistically significant differences between the sources of ICT knowledge and skills in relation to gender, stage of learning, and place of learning. [ABSTRACT FROM AUTHOR]

The article presents a multi-dimensional model of a continuum in educational environment as far as teachers' activity in the postmodern world, inundated with rapidly developing Information and Communication Technology (ICT), is concerned. The conception is designed by means of literature analysis, complemented with the findings of empirical/diagnostic/correlative research of quantitative/ qualitative character, meant to pinpoint the levels of 1160 teachers' information literacy within the area of the use of ICT tools and methods. The boundary values of the model were determined (i.e., the concept-constructs of "cloud" and "silo") together with their referents to six layers, including: technology, society, economy, knowledge, culture and philosophy (epistemology, axiology). Also, an attempt was ade to calibrate teachers' performance in their educational environment at the time of technological and cultural change. [ABSTRACT FROM AUTHOR]

The article presents the results of diagnostic-correlative research of quantitative/ qualitative character, related to information competence in teachers in the scope of the application of ICT methods and tools in the context of new trends in technology and the accompanying civilizational transformations. The methods of a diagnostic survey and statistical methods were applied (poll and narrative interview). A sample of 1160 teachers was examined and it was determined that: 1) the level of competence represented by the majority of the respondents can be described as satisfactory (in the light of standards - sufficient) to undertake activities for the implementation of ICT in professional practice; 2) there is a distinct connection (correlation: high, positive) between the level of information competence (findings in the cognitive sphere of teaching achievements) and the level of application of modern ICT tools (appropriate incentives in practice). [ABSTRACT FROM AUTHOR]

The paper presents the results of the diagnostic research establishing the level and manifestation of the information and communication technology competences of creative design and technology teachers and information technology teachers in designing and applying multimedia teaching materials (MTM).The discussed issues seek the answers to the questions aiming to define the factors differentiating the information and communication technology competences and teachers' practical measures concerning the design and application of multimedia teaching materials. [ABSTRACT FROM AUTHOR]