The digital competence framework for primary and secondary schools in Europe

2020 ◽  
Author(s):  
Montse Guitert ◽  
Teresa Romeu ◽  
Pablo Baztán
Keyword(s):  
Secondary Schools ◽  
Digital Competence ◽  
Competence Framework

Methodology for the Development of a Competence Framework for STE(A)M Educators

2020 ◽  
pp. 162-171
Author(s):  
Natalia D. Spyropoulou ◽  
Achilles D. Kameas
Keyword(s):  
Professional Development ◽  
Delphi Technique ◽  
Digital Competence ◽  
Modified Delphi ◽  
Modified Delphi Technique ◽  
Competency Based ◽  
Competence Framework

The STE(A)MonEdu Project aims to increase the adoption and impact of STE(A)M education by investing in the community of stakeholders and the professional development of educators. Focusing on the professional development of educators, it aims firstly to compile a competence framework for STE(A)M educators and then design appropriate training offers. In this paper, we first discuss the competency-based perspective, alongside with the related work regarding competence frameworks for STE(A)M education. Subsequently, the proposed methodology for the development of a STE(A)M educator competence framework and profile are described, based on a modified Delphi technique and taking advantage of the European Framework for the Digital Competence of Educators (DigCompEdu).

DEFINING COMPETENCE DESCRIPTION ELEMENTS FOR SCHOOL PRINCIPALS’ DIGITAL COMPETENCE FRAMEWORK: CROATIAN EXAMPLE

2019 ◽  
Author(s):  
Renata Mekovec ◽  
Nikolina Žajdela Hrustek ◽  
Valentina Kirinić ◽  
Željko Hutinski ◽  
Marina Klačmer Čalopa
Keyword(s):  
School Principals ◽  
Digital Competence ◽  
Competence Framework

Digital Competence

2017 ◽  
pp. 1026-1055
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Digital Competence

2016 ◽  
pp. 13-41 ◽  
Author(s):  
Edith Avni ◽  
Abraham Rotem
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Technological Literacy ◽  
Digital Literacies ◽  
Digital Competence ◽  
Reading And Writing ◽  
Digital Ethics ◽  
Use Of Technology ◽  
Digital Competency ◽  
Competence Framework

This chapter presents a proposal for a conceptual framework of digital competence, which is a civil right and need and is vital for appropriate, intelligent study and functioning in the real world, through means that technology and the internet offer the citizen. Digital competence in the 2010s is a multifaceted complex of a net of literacies that have been updated, reformulated and transformed under the influence of technology. The framework of the digital competency includes eight fields of digital literacies. At the top of the net is digital ethics literacy, outlines the moral core for proper use of technology; at the base are technological literacy and digital reading and writing literacy, comprising the foundation and interface for all the digital literacies, and in between are the digital literacies in these fields: information literacy, digital visual literacy, new media literacy, communication and collaboration literacy and social media literacy. These interconnected literacies compose a synergetic complex of the digital competence framework.

Adapting a Face-To-Face Competence Framework for Digital Competence Assessment

2011 ◽  
Vol 7 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
M. Arántzazu Vidal-Blasco
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Web 2.0 ◽  
Knowledge Creation ◽  
Learning Experience ◽  
Competence Assessment ◽  
Formal Learning ◽  
Digital Competence ◽  
Face To Face ◽  
Competence Framework

In the present landscape of technological change there is increasing awareness of the need to support the acquisition of digital competences. In this paper, the authors address how digital competences can be developed through formal learning. The authors examine and demonstrate the design of a web 2.0 learning experience implemented at the Universitat Rovira i Virgili, which developed both digital competences and management knowledge. The authors argue that higher education academics should continue to expand their awareness of web 2.0 applications and the role they can play in optimizing learning and knowledge creation among students, the digital workers of the future.

scholarly journals DESCRIPTION OF EDUCATOR’S DIGITAL COMPETENCE

2019 ◽  
Author(s):  
Nataliia Morze ◽  
Oleksandr Bazeliuk ◽  
Iryna Vorotnikova ◽  
Nina Dementiievska ◽  
Olha Zakhar ◽  
...  
Keyword(s):  
Higher Education ◽  
Digital Competence ◽  
Education Development ◽  
Innovative Teaching ◽  
Digital Society ◽  
Proficiency Levels ◽  
Competence Framework

Description of educator’s digital competence contains standards of structure and digital competence levels required for successful professional engagement of educators under the conditions of digital society development as well as dictionary of used terms. Description of educator’s digital competence is developed according to Concept of pedagogical education development, European framework documents on digital competence - DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Digital Competence Framework for Educators (DigCompEdu); Report made by participants of the project Erasmus+ Modernization of Pedagogical Higher Education by Innovative Teaching Instruments (MoPED).

scholarly journals A Theoretical Conversation about Responses to Information Overload

Information ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 379
Author(s):  
Amanda Lehman ◽  
Sophie Jo Miller
Keyword(s):  
Information Seeking ◽  
Communication Theory ◽  
Information Science ◽  
Information Overload ◽  
Access To Information ◽  
Digital Competence ◽  
Digital World ◽  
International Perspectives ◽  
Competence Framework ◽  
Keyword Searches

In this study, information overload is viewed through the lenses of Library & Information Science and Communication Theory in order to offer recommended solutions for individuals experiencing overload. The purpose of this research was to apply LIS and COMM theories to the pathologies and symptoms of information overload as experienced by individuals in an increasingly digital world. Extant survey work was reviewed and updated with literature collected through limited keyword searches. The authors framed active responses to information overload through dimensions selected from the European Commission’s Digital Competence Framework as applied to Al-Shboul & Abrizah’s (2016) Modes of Information Seeking. Further study should focus on international perspectives and addressing disparities in access to information.

scholarly journals Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

2020 ◽  
Vol 4 (4) ◽  
pp. 74 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Isabel María Gómez-Trigueros ◽  
Marc Trestini ◽  
Carlos Pérez-González
Keyword(s):  
Quantitative Methodology ◽  
Self Perception ◽  
Future Teachers ◽  
Digital Competence ◽  
Cross Sectional ◽  
Ex Post ◽  
Ex Post Facto ◽  
Spanish Universities ◽  
Competence Framework ◽  
The One

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

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