The article deals with the importance of digital literacy, as well as with the role of school and teachers in developing digital literacy among primary school children. While the differences in student knowledge of this field are very big, there are also discrepancies between teachers’ qualifications and motivation. The study focuses on digital literacy with the example of Slovenian primary schools (first three years, children age 6 to 9). Qualitative study methods were used in the survey to ensure that the participants understood the meaning of digital literacy integration in classes. Three primary schools were invited to participate in the survey and three interviews were conducted at each of the three (teachers, parents and students were interviewed).
Impact / Outcome The study showed that students of the first three-year cycle have different experiences in using computers. Teachers attribute the differences in digital literacy of the first three-year cycle students to the use of ICT, as well as to the students’ knowledge and skills for ICT use. Parents warn about the differences in digital literacy of students in the first three-year cycle. They attribute this to the varying use of ICT due to unequal opportunities to use modern technology at home. The students included in the study use computers for playing games, watching video content or photographs and also for learning. Students want to learn typing skills. The participants included in the study (teachers, parents and students) see the use of ICT in the first three-year cycle classes as a means of acquiring computer and Internet knowledge and skills. This is made possible by the use of various ICT, safe Internet and e-content. All three schools integrate safe Internet use into classes. Parents also stress that teachers need to give a lot of attention to safe Internet use when using ICT, while students are aware of the dangers of the Internet.
Key Metrics Develop digital literacy among primary school children
