Human Capital for Digital Education
Keywords:
Digital economy, information technology, human capital, ICT use, implementation of ICT, educational policies.
Abstract
This article is devoted to the role of information and communication technologies (ICT) in forming the human capital that meets the needs of modern world economies. The quality of employees’ education and the ability to use digital and information technologies are closely related to the digital competencies in the qualification requirements of educational employees. The creation of a “smart society” depends on the skills related to using digital ICT in the educational process. The study of the human capital development in education has been based on the indicators suggested by UNESCO in Guide to Measuring Information and Communication Technologies in Education. In order to compare countries with high, medium and low levels of using and mastering ICT, the Final Report Survey of Schools: ICT in Education and the OECD Statistical database have been used.
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References
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Fredriksson, U., Jedeskog, G. and Tjeerd, P. (2008) Innovative use of ICT in schools based on the findings in ELFE project. Education & Information Technologies, 13(2), 83-101.
Grigoriev S.G., Lukin V.V., Lukin D.V. (2018). Razvitie chelovecheskogo kapitala v usloviyah tsifrovizatsii [Development of the human capital under digitalization]. E-Management, 1(2), 13 – 18. Available: https://cyberleninka.ru/article/n/razvitie-chelovecheskogo-kapitala-v-usloviyah-tsifrovizatsii
Guide to measuring information and communication technologies (ICT) in education. Technical paper no. 2. Unesco Institute for Statistics. (2009) Available: http://uis.unesco.org/sites/default/files/documents/guide-to-measuring-information-and-communication-technologies-ict-in-education-en_0.pdf
Haddad, W.D., Draxler A. (eds.) (2002). Technologies for Education: Potentials, Parameters and Prospects. Paris: UNESCO and the Academy for Educational Development (AED).
Law N., Pelgrum W. J., Plomp T. (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer.
Lukin V.V. (2002). Informatizatsiya metodicheskoy sistemy obucheniya kak sredstvo obespecheniya yedinstva obrazovatelnoy i kadrovoy politiki: na primere uchrezhdeniy sluzhby zanyatosti naseleniya [Informatization of the methodological training system as a means of ensuring the unity of educational and personnel policy: through the example of employment service institutions]. Moscow, Institute of General Education of the Russian Academy of Education, 332.
OECD. Stat. TALIS Indicators. Data Views 27.06.2018. Available: https://stats.oecd.org/viewhtml.aspx?datasetcode=TALIS_EDUGPS&lang=en#
Owston, R. (2007) ‘Teachers can make a difference: Professional development as a policy option for improving student learning with ICT, Paper prepared for the CEIRIS-Keris international Expert meeting on ICT and Educational Performance), South Korea, October 16-17.
Pelgrum, W. J., Voogt, J. (2009). School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons. Education and information technologies, 14(4), 293-308.
Survey of Schools: ICT in Education. Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools. (2013). Luxembourg: Publications Office of the European Union. Available: http://ec.europa.eu/information_society/newsroom/image/document/2016-20/surveyofschoolsictineducation_15585.pdf
Valiente, O. (2010). 1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications. OECD Education Working Papers, No. 44, OECD Publishing.
Published
2019-11-21
How to Cite
Klochkova, E., Ledneva, O., Sadovnikova, N., Darda, E., & Oveshnikova, L. (2019). Human Capital for Digital Education. Amazonia Investiga, 8(24), 28-37. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/947
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