אוריינות דיגיטלית של תלמידים - דיווח-עצמי לעומת ביצוע בפועל

The growing presence of information and communication technologies and
the constant emergence of new technologies, result in a need to equip people
with a growing and developing set of cognitive and social-emotional skills
termed "digital literacy". The belief that the younger generation being "digital
natives" due to their online experiences and for being ubiquitously connected,
could lead to the conclusion that they naturally develop digital competencies.
This study investigated the relationship between the measure of digital
literacy of school students as perceived by self-report compared to the
measure of their digital literacy in actual performance of digital tasks. The
findings showed that only few of the participants' self-report measures were
related to their actual literacy functioning: Users display high digital
confidence of their skills and compare to actual performance, over-estimate
their competences. This gap was the most evident in social-emotional skill,
that were perceived by students as the strongest skill, while their actual
performance was almost zero. In self-report, a strong correlation was found
between the different digital skills, while actual performance tests revealed
low or medium correlations between the different digital skills. In light of
these findings, it appears that decision-makers in the educational system
should design training program for students in order to develop digital
literacy skills, with a special emphasis on social-emotional skill. Such student
training will provide tools for learning and functioning effectively in online
environments.