A Framework for Digital Competence Assessment

Knowledge Society ◽

Group Behavior ◽

Competence Assessment ◽

Human Beings ◽

Digital Competence ◽

Teaching Activities ◽

Today, life is more complex and difficult due to uncertainties in society. Liquid life (Bauman, 2006) is frenetic, rapidly changing and highly influenced from information and communication technologies, and forces subjects to adapt to group behavior avoiding exclusion. Human beings are experimenting with the digital age and the pervasiveness of computers and IT/ICT equipment, which are influencing learning and knowledge construction. This raises questions in regard to a privileged role for digital competences in the knowledge society, whether or not there is a framework for digital competence assessment, and possible hints, suggestions, experiments, protocols, or curricula helping teachers in hitting this target with students. This paper answers these questions, describing the evolution of psycho-pedagogical paradigms and their comparisons. A framework for digital competence assessment is proposed and teaching activities are suggested. A proposal of a teaching-learning process called OTS (Open Teaching Process) is also presented.

Theory and Practice in Digital Competence Assessment

Digital Literacy ◽

10.4018/978-1-4666-1852-7.ch072 ◽

2013 ◽

pp. 1367-1383

Author(s):

Antonio Cartelli

Keyword(s):

Knowledge Society ◽

Group Behavior ◽

Theory And Practice ◽

Competence Assessment ◽

Human Beings ◽

Digital Competence ◽

Today, life is more complex and difficult due to uncertainties in society. Liquid life (Bauman, 2006) is frenetic, rapidly changing and highly influenced from information and communication technologies, and forces subjects to adapt to group behavior avoiding exclusion. Human beings are experimenting with the digital age and the pervasiveness of computers and IT/ICT equipment, which are influencing learning and knowledge construction. This raises questions in regard to a privileged role for digital competences in the knowledge society, whether or not there is a framework for digital competence assessment, and possible hints, suggestions, experiments, protocols, or curricula helping teachers in hitting this target with students. This paper answers these questions, describing the evolution of psycho-pedagogical paradigms and their comparisons. A framework for digital competence assessment is proposed and teaching activities are suggested. A proposal of a teaching-learning process called OTS (Open Teaching Process) is also presented.

Theory and Practice in Digital Competence Assessment

International Journal of Digital Literacy and Digital Competence ◽

10.4018/jdldc.2010070101 ◽

2010 ◽

Vol 1 (3) ◽

pp. 1-17 ◽

Cited By ~ 6

Author(s):

Antonio Cartelli

Keyword(s):

Knowledge Society ◽

Group Behavior ◽

Theory And Practice ◽

Competence Assessment ◽

Human Beings ◽

Digital Competence ◽

Today, life is more complex and difficult due to uncertainties in society. Liquid life (Bauman, 2006) is frenetic, rapidly changing and highly influenced from information and communication technologies, and forces subjects to adapt to group behavior avoiding exclusion. Human beings are experimenting with the digital age and the pervasiveness of computers and IT/ICT equipment, which are influencing learning and knowledge construction. This raises questions in regard to a privileged role for digital competences in the knowledge society, whether or not there is a framework for digital competence assessment, and possible hints, suggestions, experiments, protocols, or curricula helping teachers in hitting this target with students. This paper answers these questions, describing the evolution of psycho-pedagogical paradigms and their comparisons. A framework for digital competence assessment is proposed and teaching activities are suggested. A proposal of a teaching-learning process called OTS (Open Teaching Process) is also presented.

Information and communication technologies, their impact on the teaching-learning process

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v9n1.1981 ◽

2021 ◽

Vol 9 (1) ◽

pp. 19-25

Author(s):

Richard Eduardo Sánchez Bravo ◽

María Rodríguez Gámez

Keyword(s):

Learning Process ◽

Qualitative Method ◽

New Technologies ◽

Human Beings ◽

Technological Tools ◽

Deductive Method ◽

Information and communication technologies allow human beings to develop their usual activities in less time, especially allowing teachers to carry out innovative educational activities. The objective of this research is to analyze the technological tools and their impact on the teaching-learning process of the “Aurelio Salazar” Educational Unit. The qualitative method was applied to study the depth levels of the teaching process, the inductive-deductive method to be able to deduce from what was studied the behavior of this methodology and its incidence in education, the bibliographic review. As an innovation of the teacher, there is the adoption of new technologies as an educational tool to achieve the realization of activities, managing to develop new knowledge and significant experiences for the student. It was obtained as a result that the PBL is one of the methodologies most used by teachers, which allows them to specify activities and projects with the help of technological tools, allowing them to effectively develop the skills of students, acquiring experiences that allow them to solve problems in your community in a responsible way, always practicing ethical and moral values.

Development of Digital Competence in Secondary Education Teachers’ Training

Education Sciences ◽

10.3390/educsci8030104 ◽

2018 ◽

Vol 8 (3) ◽

pp. 104 ◽

Cited By ~ 15

Author(s):

María Napal Fraile ◽

Alicia Peñalva-Vélez ◽

Ana Mendióroz Lacambra

Keyword(s):

Social Inclusion ◽

Secondary School Teachers ◽

Knowledge Society ◽

Digital Data ◽

Ministry Of Education ◽

Digital Competence ◽

Competence Framework ◽

Digital competence is one of the eight key competences for life-long learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers’ conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.

Las TIC en los procesos de enseñanza-aprendizaje desarrollados por maestros tutores de Educación Primaria en la Región de Murcia

Revista Interuniversitaria de Investigación en Tecnología Educativa ◽

10.6018/riite.432061 ◽

2020 ◽

pp. 1-14

Author(s):

David Castillo López

Keyword(s):

Public Schools ◽

Learning Process ◽

Quantitative Methodology ◽

Digital Competence ◽

Digital Resources ◽

Teaching Learning ◽

Educación Primaria

Las tecnologías de la información y la comunicación (TIC) tienen un papel esencial en la sociedad. En consecuencia, en el ámbito educativo, se ha incrementado la presencia de dispositivos tecnológicos y de contenidos orientados al fomento de la competencia digital de los estudiantes. Para alcanzar este propósito, es necesario que el profesorado incorpore, en el proceso de enseñanza-aprendizaje, recursos digitales y metodologías que promuevan en el alumnado el aprendizaje y el desarrollo de habilidades digitales. Con este estudio se pretende conocer el uso que hacen de las TIC los maestros tutores de Educación Primaria de colegios públicos de la Región de Murcia. Así, se analizan, principalmente, cuáles son los recursos digitales y las estrategias metodológicas que suelen emplear en el proceso de enseñanza-aprendizaje estos docentes. Para ello, se ha llevado a cabo una investigación, de tipo descriptiva y desde la metodología cuantitativa, en la que la recogida de datos se ha realizado a través de un cuestionario elaborado para este estudio, que fue contestado por un total de 133 docentes. Los resultados obtenidos revelan que, aunque se han llegado a introducir metodologías activas, los docentes encuestados no utilizan con frecuencia en el proceso de enseñanza-aprendizaje recursos tecnológicos innovadores ni metodologías emergentes en el uso de las TIC. Information and communication technologies (ICT) play an essential role in society. Consequently, in the educational field, the presence of technological devices and contents aimed at promoting the digital competence of students has increased. To achieve this purpose, it is necessary for teachers to incorporate, in the teaching-learning process, digital resources and methodologies that promote learning and digital skills development in students. The aim of this research is to find out the use of ICT by Primary Education tutors in public schools in the Region of Murcia. Thus, we analyze, mainly, which are the digital resources and the methodological strategies that these teachers usually use in the teaching-learning process. To this end, a descriptive investigation is carried out from the quantitative methodology, in which the collection of data has been carried out through a questionnaire prepared for this study, which was answered by a total of 133 teachers. The results obtained reveal that, although active methodologies have been introduced, the teachers surveyed do not often use innovative technological resources or emerging methodologies in the use of ICT into the teaching-learning process.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Revolutionary Change ◽

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

From digital citizen to digital professional

Kybernetes ◽

10.1108/k-07-2018-0390 ◽

2019 ◽

Vol 48 (7) ◽

pp. 1463-1477

Author(s):

Olga Marino ◽

Jaime Andres Gutierrez ◽

Sandra Aguirre

Keyword(s):

Cutting Edge ◽

Case Study Methodology ◽

Content Type ◽

Innovative Strategy ◽

Global Issues ◽

Wide Range ◽

Purpose This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives. Design/methodology/approach The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments. Findings The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT. Originality/value Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18052552 ◽

2021 ◽

Vol 18 (5) ◽

pp. 2552 ◽

Cited By ~ 1

Author(s):

Julio Cabero-Almenara ◽

Julio Barroso-Osuna ◽

Juan-Jesús Gutiérrez-Castillo ◽

Antonio Palacios-Rodríguez

Keyword(s):

Health Sciences ◽

Teaching Skills ◽

Digital Competence ◽

Digital Resources ◽

Teaching Competence ◽

The Impact ◽

Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

REVISTA EDUSER ◽

10.18050/eduser.v7i2.2662 ◽

2020 ◽

Vol 7 (2) ◽

pp. 119-126

Author(s):

María Amelia Cruz Cobeñas ◽

Wilfredo Carcausto-Calla

Keyword(s):

Virtual Education ◽

Digital Competence ◽

Digital Communities ◽

Educación Virtual ◽

Sustainable Health ◽

Competencias Digitales ◽

Competencia Digital

The article reviews the problem of digital competences from the digital constructivist learning approach for digital empowerment from formative education of the dimensions: (a) personal, (b) ethical, (c) professional, as opposed to the structuralist definition or functionalist of the connectivist approach, which prioritizes the professional and functional dimension of the competences in the use of information and communication technologies. Digital competences are established as the skills to achieve integration, accessibility, employability and equity of digital communities, valued in the context of the current pandemic and in virtual education, doors of a future of sustainable health and citizenship. [El artículo revisa la problemática de las competencias digitales desde el enfoque de aprendizaje constructivista digital para el empoderamiento digital desde la educación formativa de las dimensiones: (a) personal, (b) ética, (c) profesional, en contraposición a la definición estructuralista o funcionalista del enfoque conectivista, la cual prioriza la dimensión profesional y funcional de las competencias en el uso de las tecnologías de la información y la comunicación. Se establece a las competencias digitales como las destrezas para lograr la integración, accesibilidad, empleabilidad y equidad de las comunidades digitales, valorados en el contexto de la pandemia actual y en la educación virtual puertas de un futuro de salud y ciudadanía sostenibles].