Digital Divide and Operational Digital Literacy in Deaf and Hard-of-Hearing Students

Yulia Krasavina; Ekaterina  Ponomarenko; Anastasia  Shishkina; Andrey  Gareyev

doi:10.5937/specedreh24-51366

Yulia Krasavina Kalashnikov Izhevsk Statet Technical University
Ekaterina Ponomarenko Kalashnikov Izhevsk State Technical University https://orcid.org/0000-0002-8764-8998
Anastasia Shishkina Kalašnjikov Iževski državni tehnički univerzitet https://orcid.org/0000-0002-0651-9079
Andrey Gareyev Kalašnjikov Iževski državni tehnički univerzitet http://orcid.org/0000-0002-4969-1012

DOI: https://doi.org/10.5937/specedreh24-51366

Ključne reči: gluvi i nagluvi učenici, digitalna pismenost, digitalna barijera, onlajn učenje

Sažetak

Uvod: Digitalna barijera je pojam koji je objašnjen kao nedostatak pristupa i ovladavanja novim tehnologijama, koji je uzrokovan brojnim razlozima: ekonomskim, društvenim ili ličnim. Prevazilaženje digitalne barijere je ključno društveno pitanje koje podrazumeva fokusirano istraživanje digitalne pismenosti u najugroženijim grupama. Cilj: Ova studija ima za cilj procenu operativne digitalne pismenosti kod gluvih i nagluvih (DHH) studenata univerziteta i otkrivanje potencijalnih osnova za digitalnu barijeru kod oštećenja sluha. Metode: Odabir pojedinaca za studiju uključio je ciljane učesnike. Kvalitativni podaci o iskustvu učenja u digitalnim medijima prikupljeni su kroz verbalne protokolarne sesije, beleške u dnevniku i polustrukturirane intervjue sa DHH univerzitetskim studentima. Utemeljena teorija (otvoreno i aksijalno kodiranje) korišćena je za analizu podataka prikupljenih tokom intervjua i sesija verbalnih protokola. Podaci prikupljeni iz zapisa u dnevnicima analizirani su pomoću Voiant Toolsa. Rezultati: Glavni nalazi podeljeni su u sledeće kategorije: korišćenje interneta i mobilnih aplikacija, digitalna barijera, korišćenje uređivača teksta, programa za tabelarne proračune, za kreiranje i uređivanje dokumenata i pretraživanje interneta. Fenomen digitalne podele kod DHH studenata opisan je kroz model povremene paradigme. Zaključak: Studija pojašnjava poteškoće sa kojima su se DHH učesnici suočavali u svakoj fazi izvršavanja eksperimentalnog zadatka u digitalnom okruženju i pruža argumente za dokazivanje da osnove za digitalnu podelu sa oštećenjem sluha proizilaze iz nedostatka veština čitanja, pisanja i pismene komunikacije, a ne tehničkih veština. Studija je takođe otkrila strategije „preživljavanja” koje su učenici koristili da bi prevazišli teškoće sa lošim veštinom čitanja i percepcijom audio-informacija.

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