Digital competence’s frameworks in Europe: an approaching to Spanish and Norwegian framework

DIGITAL COMPETENCE FRAMEWORKS IN EUROPE: AN APPROACHING TO SPANISH AND NORWEGIAN FRAMEWORK

Ana Pérez [email protected]

TEEM2014

Track 9: Evaluation in education and guidance1 - 3 O C T U B R E 2 0 1 4

II INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS AND ENHANCING MULTICULTURALITY

Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks

Ana Pérez Escoda, Universidad de Salamanca

0. INTRODUCTION

DIGITAL COMPETENCE

S

M-learning

E-learningMobile devices

Digital learning NETWORK

SOCIETYAPPS

PLE

SMARTPHONES

TABLETS

NEW TEACHING

ECOSSYTEMS

AUGMENTED REALITY

GAMMIFICATION

MOOC



1. CONCEPTUAL OVERVIEW

DIGITAL COMPETECE: A new concept firstly acknowledge in the European Recommendation on 8 Key Competences,

2006 (European Parliament)

This key competence support specific needs and reflects new requirements (knowledge, skills and attitudes) for the Digital Age. Four years afterwards, the value of this recommendation was recognized in the Europe Strategy

2020 (European Commission 2010)

The development of theoretical frameworks evolved from a descriptive and optional training to become an essential training to be acquired by all citizens.

DIGCOMP Project (2011-2012)



2. DIGITAL COMPETENCE IN EUROPE: DIGCOMP PROJECT

DIGCOMP project was launched by the Information Society Unit at JRC‐IPTS 2

under an Administrative Arrangement with DG Education and Culture.

The project aims to contribute to a better understanding and developing of

the Digital Competence in Europe. From January 2011 to December 2012.

Objectives:

To identify the key components of Digital Competence in terms of the

knowledge, skills and attitudes To develop Digital Competence descriptors that will feed a conceptual

framework To propose a roadmap for the possible use and revision of a Digital Competence

framework and descriptors of Digital Competence for all levels of learners.

DIGCOMP report for Developing and

understanding digital competence

in Europe (Ferrari, 2012) proposes:

Competence areas

Digital competence descriptors

Different levels

For developing citizens´ digital

competence



2. DIGITAL COMPETENCE IN EUROPE: DIGCOMP PROJECT



2. DIGITAL COMPETENCE IN EUROPE FOR CITIZENS

1. Information

Browsing, searching and filtering information

Evaluating information

Storing and retrieving information.

2. Communication

Interacting through technologies

Sharing information

Engaging in online citizenship

Collaborating trough digital channels

Netiquette

Managing digital identity

3. Content creation

Developing content

Integrating and re-elaborating

Copyright and licences

Programming

4. Safety

Protecting devices

Protecting personal data

Protecting health

Protecting the environment

5. Problem solving

Solving technical problems

Identifying needs and technological responses

Innovating and creatively using technology

Identifying digital competence gaps



3. DIGITAL COMPETENCE IN SPAIN

1

• In the LOE (2006): first time we find digital competence in the educational system

2

• LOMCE (2014): the digital competence is been endorsed as a cross-curricular competence widely explained.

3

• In January 2014 it was presented the Draft about Common Frame for Teachers´ Digital Competence

ARE WE IN THE

RIGHT WAY TO

ACHIEVE A REAL

DEVELOPMENT OF

A “DIGITAL

BILDUNG”?

Norwegian model, (Krumsvik, 2008)



4. DIGITAL COMPETENCE IN NORWAY FOR TEACHERS

Low support: White Paper and the General Plan for Teacher Education in Norway, MOK, 2010

Teachers use technology focus on education and teaching

They should be role models in the use of ICT discovering learning possibilities for pupils and students



4. DIGITAL COMPETENCE IN NORWAY

‘Digital competence is the teacher proficiency in using ICT in a professional context with good pedagogic-didactic judgement and his or her awareness of its implications for learning strategies and the digital Bildung of pupils and students’ (Krumsvik, 2007)

PEDAGOGY SUBJECTSDIGITAL

COMPETENCES

DIGITAL BILDUN

G

TEACHERS CITIZENS



SPANISH FRAMEWO

RK

NORWEGIAN

FRAMEWORK

DIGITAL BILDUNG

✗ No mandatory in educational system✗ No specific development for teachers✗ No law support

✓ Mandatory in educational system✓ Specific development for teachers✓ Law support

5. SUMMARIZING AND COMPARING

THANK YOU FOR YOUR ATTENTION

Ana Pérez [email protected]; @Ape_Panda

Find the presentation: Ana Pérez-Escoda in Slideshare

II INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS AND ENHANCING MULTICULTURALITY

mailto:[email protected]