Abstract:

The formation of digital literacy among primary school students is an important problem of the modern society and those involved in this process - educational institutions and parents. Digital literacy is a set of competencies necessary for the successful participation of the individual in the informed society. Digital literacy refers to the availability of knowledge and skills in the use of digital devices, behavior in expression and cooperation in an electronic environment.

Nowadays, children grow up among technology, but they use it mostly for fun and communication, not to organize effective educational activities. This leads to the conclusion that despite the frequent use of technology and electronic devices by children, it does not mean that they are digitally literate. The formation of habits for the use of certain technologies to solve specific problems leads to the construction of digital literacy.

The use of digital tasks and activities in primary school to increase digital literacy must follow successfully created and established activities to expand and upgrade. Building digital literacy is closely linked to the development of digital learning habits. An important factor for the successful formation of digital literacy is to define skills that will help students in the future digital world.

The formation of digital literacy is a complex and long process that has different dimensions over the years. Regulated school hours are insufficient to carry out systematic digital training. Additional forms of training prove to be a successful tool for the formation and improvement of skills for working with digital and programmable devices.

This article presents the results of a survey among teachers working with primary school students on opportunities to work with children to develop digital skills. The additional forms of education used by them are described and good pedagogical practices are derived.

Keywords:

Digital literacy, technology, additional forms of education, primary school age.