Aging in the Social Space

A publication called Aging in the Social Space is a compilation of studies, which deal with theoretical understanding and empirical solutions, learning about problem spheres, specifying content parallels of social, legal, economic, moral and ethical views on senior issues in society, which are closely related to each other and are interconnected. This publication focus on the case study of Poland. It is supposed to provide a multidimensional view of old age issues and issues related to aging and care for old people in society. We believe that it is natural also to name individual spheres, in which society has some eff ect, either direct or indirect, within issues concerning seniors. Learning about these spheres is the primary prerequisite for successful use of social help to seniors in society

What kind of support for digital competence development do pre-service teachers expect?

The aim of this article is to answer the question on what kind of support future teachers expect in order to effectively use new media (information and communication technologies, ICT) in their teaching and educational work. The research is part of the current needs for change in education (including higher education), which are determined by the intensive development of the information society. The research was conducted in 2022 in four Polish universities (three state universities, one private university) educating future pedagogical staff. The survey covered 1002 students, analysing the areas of support they expect in order to use ICT effectively. On the basis of the analysis of qualitative data, 7 categories related to the need for support were identified in the following areas: development of basic digital competences, skills in using e-learning platforms, strengthening knowledge on the use of basic equipment such as interactive whiteboards, increasing awareness and skills in the correct use of educational software, information support on educational software, access to OER, strengthening the LLL process, and improving access to IT infrastructure. The research is linked to the project 'Teachers of the future in the information society-between risk and opportunity paradigms' PPN/BEK/2020/1/00176

Selected Contemporary Challenges of Ageing Policy

This volume-"Selected Contemporary Challenges of Aging Policy"-is the most international of all published monographs from the series "Czech-Polish-Slovak Studies in Andragogy and Social Gerontology." Among the scholars trying to grasp the nuances and trends of social policy, there are diverse perspectives, resulting not only from the extensive knowledge of the authors on the systematic approach to the issue of supporting older people but also from the grounds of the represented social gerontology schools. In the texts of Volume VII interesting are both distinct and coherent elements presenting the role of local, regional and global policies in the prism of the countries from which the authors originate: the Czech Republic, Slovenia, Lithuania, Latvia, Poland, Slovakia, Italy, Turkey, and the United States. The chapters show a wealth of methodological approaches to the perception of social policy and its tools. In the texts there are issues related to the idea of active ageing, discrimination against older people in the workplace, comparability of solutions friendly to employment of older adults in the Czech Republic, Poland, and Slovakia as well as focused on the importance of educational forms determining an active life in old age. This monograph also attempted to answer the question regarding how to transfer the idea of intergenerational learning into the realm of practice. This issue complements the chapter on the implementation of intergenerational programs in institutions providing long-term care support. The book also outlines a public policy on ageing in the perspective of the changes over the last few decades and the case demonstrating solutions to accelerate self-reliance as a key to active ageing. We hope that seventh volume of our series will be an intellectual stimulus for further international research on change in social policy and will contribute to the dissemination of best practices as well as contribute to positive social change

Parents’ knowledge and skills about the risks of the digital world

In this article we present the level of knowledge and literacy held by the parents  of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (ethreats) which are defined as problematic situations and  behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers’ choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure loggingin.  The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation). Keywords: digital literacy; digital safety; first stage of education; parents; schoo

Comparison of web applications development using Spring MVC and Vaadin

The article presents the results of web application development effectiveness on Java platform in 1.8 version using Spring MVC and Vaadin frameworks. The comparative analysis was conducted with test applications, implementing the same functionalities in both technologies

Is real screen time a determinant of problematic smartphone and social network use among young people?

Smartphone use by adolescents is increasingly attracting the interest of social scientists, parents, and educational stakeholders (teachers, educators, educational policy makers), generally in a negative context. There are, however, many myths surrounding the issue, resulting from the reproduction of stereotypes about the psychosocial functioning of adolescents in cyberspace, as well as inadequately constructed research tools that measure how new media are used. This text is an attempt to show the phenomenon of problematic Internet use through the prism of screen time measured using real data from smartphones. The research was conducted in first half of 2022 among adolescents aged 13–19 in Bosnia and Herzegovina (N = 1185, mean age = 15.47 with standard deviation = 1.84). The research was implemented using a triangulation of tools such as the Smartphone Addiction Scale (SAS Scale), Software Installed on the Smartphone (SIS Scale), The Bergen Social Media Addiction Scale (BSMAS), and the Screen Time Scale (STS). From the data collected, it was noted that: 1) Screen time correlates weakly with problematic smartphone use and social networking; 2)The average period of smartphone use in the study group is 3 h49 minutes per day, of which 37 min are related to web browsing, while 2 h22 minutes are related to social networking; 3) A quarter of adolescents use a smartphone more than 5.5 h per day, of which more than 2 h15 minutes is screen time related to social media; 4) Approximately half of the respondents use smartphones slightly more than 2 h per day; 5) Girls use smartphones for longer than boys; 6) Place of residence (city or countryside) does not affect screen time; 7) Screen time is related to a medium degree to the type of software installed on the smartphone; 8) There is a need to refine the measurement methodology of screen time and to abandon self-declaration in this area

FOMO (Fear of Missing out) – wyzwanie diagnostyczne i edukacyjne

The aim of the article is to characterize the phenomenon of FOMO in the diagnostic perspective. This special type of Internet addiction has been discussed in the context of the socio-educational challenge included in the paradigm of the risk media pedagogy. The FOMO phenomenon is a relatively new risky behavior that emerged due to the dissemination of new media. The text attempts to analyze FOMO taking into account various diagnostic criteria. The article is divided into two parts. The first one includes basic information about Internet addiction, and the second one is devoted to the FOMO measurement methods.Celem artykułu jest charakterystyka zjawiska FOMO w perspektywie diagnostycznej. Ten rodzaj uzależnienia od Internetu został omówiony w kontekście wyzwania społeczno-wychowawczego, mieszczącego się w paradygmacie ryzyka pedagogiki mediów. Zjawisko FOMO jest relatywnie nowym zachowaniem ryzykownym, które pojawiło się za sprawą upowszechnienia mediów sieciowych. W tekście podjęto próbę spojrzenia na FOMO w perspektywie różnych kryteriów diagnostycznych. W artykule, w części wstępnej, zarysowano zjawisko uzależnienia od Internetu. Następnie dokonano charakterystyki FOMO wraz ze sposobami mierzenia

Problematic Internet use : pre-pandemic scale of the phenomenon among adolescents in the three Visegrad countries (Czech Republic, Poland, Slovakia)

The increased time spent using the Internet and smartphones is prevalent primarily among adolescents. This group is currently of particular interest to media educators and psychologists studying the impact of ICTs on quality of life. An example of the negative changes associated with the intensive computerisation of various spaces is the uncontrolled and inadequate use of the Internet, referred to as problematic Internet use (PUI). This text contributes to the discussion on the extent of PUI among adolescents (12-16 years) in the Czech Republic (N=1555), Poland (N=501), and Slovakia (N=478). Based on the collected data, it was found that: 1) Polish and Czech adolescents are similar in terms of the intensity of PUI symptoms (adolescents from Slovakia are characterised by lower levels of PUI); 2) The vast majority of young people do not exceed PUI thresholds that could be considered alarming; 3) Lack of sleep or neglecting meals in favour of Internet use are the least frequent factors in the study group; 4) Most often adolescents declare that they are bored when they do not have access to the Internet; 5) Adolescents are a nonhomogeneous group in terms of the intensity of occurrence of PUI traits, but only 0.3% of adolescents in the Czech Republic and 0.4% in Poland had all 6 PUI factors present in maximum intensity

Çocuk ve Gençlerin Aile Ortamı İçinde Yeni Medya Kullanımı Alanında Ailelerin Eğitim Sürecindeki Etkisi

This article is the empirical answer to the question: “In what way does their family environment shape the awareness of youth people in terms of the positive and negative aspects of online participation, and what are the communication-information competences that are necessary to remain safe whilst online?”. The theoretical analyses and research that were carried out (N=238, Poland) on youth people aged between thirteen and eighteen have made it possible to distinguish four different educational styles: neglectful, controlling, controlling-supporting, and partnership. Each is characterized by a variation in the specifics of the child-parent relationship, differing dynamics, the scope of educational influence in the family home, differing understandings of the significance of new mobile and web media, the varying knowledge of parents regarding their children’s e-activity in the context of online safety, and the competences that determine the development of safe forms of e-activity. The gathered data imply that one of the significant factors that protect teenagers from the electronic threats is parents’ knowledge and consequent parenting limits set in accordance with the ways of the new media are used in the family. Simultaneously, we need to point out that there is a further necessity to provide non-formal education among parents, increasing the digital competencies in the area of threats caused by the development of the information society.Bu makale, "Aile ortamı, çevrimiçi katılımın olumlu ve olumsuz yönleri açısından gençlerin farkındalığını nasıl şekillendirir ve çevrimiçi iken güvenli kalınabilmesi için gerekli olan iletişim-bilgi yeterlilikleri nelerdir?" sorusunun deneysel cevabıdır. On üç ve on sekiz yaşları arasındaki gençler üzerinde yapılan bu teorik analiz ve araştırmalar (N=238, Polonya), dört farklı eğitim tarzını farketmemizi sağlamıştır: ihmalkar, kontrol eden, kontrol eden- destekleyen ve işbirlikçi. Her biri, çocuk-aile ilişkisinin özellikleri, farklı dinamikler, aile evindeki eğitim etkisinin kapsamı, yeni mobil ve web medyasının öneminin farklı anlayışları, ailelerin çocuklarıyla alakalı çevrim içi güvenlik bağlamındaki farklılaşan bilgileri ve e-aktivitenin güvenli formlarının gelişimini belirleyen yetkinlikler ile karakterize edilmiştir. Elde edilen veriler, gençleri elektronik tehditlerden koruyan önemli faktörlerden birinin, ailenin bilgisi ve bunun sonucunda ise, aile içinde yeni medya kullanım yollarına uygun şekilde ebeveynlik sınırları kurulduğunu belirtir. Eşzamanlı olarak, bilgi toplumunun gelişiminin sebep olduğu tehditler alanında dijital yetenekleri arttırarak aileler arasında yaygın bir eğitimin verilmesi için daha ileri gereksinimlerin olduğunu belirtmeliyiz

Perspectives and Theories of Social Innovation for Ageing Population

In recent years we may observe increasing interest in the development of social innovation both regarding theory as well as the practice of responding to social problems and challenges. One of the crucial challenges at the beginning of the 21st century is population ageing. Various new and innovative initiatives, programs, schemes, and projects to respond to negative consequences of this demographic process are emerging around the world. However, social theories related to ageing are still insufficiently combined with these new practices, social movements, organisational models, and institutions. Many scholars are still using notions and tools from classical theories of social gerontology or the sociology of ageing such as disengagement theory, activity theory, and successful and productive ageing. Such theories do not sufficiently explain ageing in the context of, for example, a broad use of the information and communications technologies including robotics and automation, new healthcare and long-term care models, advancements in the development and governance of age-friendly environments, and public engagement of older adults into co-production of services delivered by public, private, non-governmental as well as non-formal entities