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Effective historical education requires an effective and appropriately profiled message. To construct such a message, it is necessary to use more and more new solutions to present the content and formulate the message. To build a historical message and effectively reach the recipients with it, it is also necessary to carry out research determining the needs of the receivers, but also pointing to gaps and deficits in the knowledge that should be managed. While discussing the development of public history and tools based on which it can develop, it is worth paying attention to the potential of modern information technologies, which when used properly can help in the research or educational process, providing content, on the one hand, expects the recipient and on the other hand, they are at the appropriate substantive level. The article aims to present the experiences of the Institute of National Remembrance in the construction of digital competences and their application in various historical activities as an element supporting the historical policy of the Polish State. The text presents specific examples of activities carried out over the past few years by the Institute of National Remembrance, aimed at achieving a certain state of balance between history (with particular emphasis on public history) and IT. Because they are seemingly far from each other, they have a lot in common - the measure of the success of their output is effectively reaching the recipient and interest in it was created by a book, conference, application, and IT system. Therefore, to make the products of historical and IT-related works enjoy the interest of the recipients, the needs research and the quality of the message are required, both in the substantive, functional or graphic dimension.
EN
The article argues that early access to mobile devices is especially harmful for children who have not yet created in their minds the outlines of representations of three- dimensional objects and the three-dimensional space in which they function. Deformations in the outlines of the representations created while viewing objects on the screen of a tablet computer or smartphone are difficult to correct later, because subsequent cognitive experiences only supplement and enrich the already existing representations. To prove this, I refer to a more important finding contained in the representation theory of J. S. Bruner, in order to explain what makes infants and toddlers amazingly proficient with smartphones and tablets. In order to show the unfavorable differences in the representations created by small children from the experiences gathered in the world of real objects and the virtual world, I cite the results of my own research. The results of these studies signal the fatal effects of the use of mobile devices by adults in the process of raising young children. I also justify the need to undertake serious research aimed at determining the far-reaching effects of sharing tablets and smartphones with infants and young children. This will help tame these wonderful devices in an educational way, as well as determine when and how long it is safe for the child’s mental development to share a tablet and a smartphone.
PL
W tekście postawiono tezę, iż udostępnianie urządzeń mobilnych jest szczególnie groźne dla małych dzieci, które nie stworzyły w swoich umysłach zarysów reprezentacji trójwymiarowych obiektów oraz trójwymiarowej przestrzeni, w której funkcjonują. Deformacje w zarysach reprezentacji tworzonych w trakcie oglądania obiektów na ekranie tabletu lub smartfonu trudno naprawić w późniejszym czasie, gdyż następne doświadczenia poznawcze jedynie uzupełniają i wzbogacają posiadane już reprezentacje. By to udowodnić, przytoczono ważniejsze ustalenie zawarte w teorii reprezentacji J. S. Brunera, a następnie wyjaśniono, co sprawia, że niemowlaki i małe dzieci zadziwiająco sprawnie posługują się smartfonami i tabletami. Żeby pokazać niekorzystne różnice w reprezentacjach tworzonych przez dzieci z doświadczeń zgromadzonych w świecie realnych obiektów i świecie wirtualnym, przytoczono wyniki własnych badań, które sygnalizują fatalne skutki stosowania przez dorosłych urządzeń mobilnych w procesie wychowywania małych dzieci. Uzasadniono też konieczność podjęcia poważnych badań, których celem ma być ustalenie dalekosiężnych skutków udostępniania tabletów i smartfonów niemowlakom i małym dzieciom. Pomoże to oswoić wychowawczo i edukacyjnie te wspaniałe urządzenia, a także określić, kiedy i na jak długo można bezpiecznie dla rozwoju umysłowego dziecka udostępnić mu tablet i smartfon.
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