Mapping digital competence as a new subject in the Primary School curriculum

Mapping Digital Competence as a new subject in the Primary School curriculum

Ana Pérez Escoda Mª José Rodríguez Conde

03 SES 14A Curriculum change and the Key competences

05 September 2014

Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca


WHAT ARE WE GOING TO TALK ABOUT?

EDUCATIONDIGITAL

COMPETENCES

TEACHERS AND

STUDENTS

CURRICULUM IN PRIMARY

SCHOOL

Network Society



MAIN OBJECTIVES IN OUR PRESENTATION:

1. Analyse briefly the current framework that surrounds our

research which is focused on digital competences in

Primary school in the area of Castilla y León (Spain).

2. Present our ongoing research which is the empirical work of a

doctoral thesis. Composed with twofold studies:

A study with teachers from Primary school for evaluating

and measuring the necessities that teachers perceive

having about digital competences.

A study with students from Primary school (7-12 years of

age) for measuring how students are using Internet and

new devices (computers, laptop, tablet, smartphone) and

main activities they practice..

Overall Context

Previous Work

Current researc

h

THREE STEPS IN THIS PRESENTATION



Netw

ork

Soci

ety Information

society

Digitized civilization

Media convergence

culture

Technological society

1. OVERALL CONTEXT

The amount of information generated each day is uncontrolled (Castells and Cardoso, 2005; Bindé and Matsuura, 2005).

Based on the digitalisation of information (Negroponte, 1996, Wolton, 2000)

Organised around the media and its convergence (Jenkins, 2008).

With an extremely rapid process of technology evolution that is gaining momentum without a break (Westera, 2013)



Communication

Time

Space

1. OVERALL CONTEXT: CHANGES



Light Instantaneous Global

Transitory Provisional Liquid

Storage Distances Global


1. OVERALL CONTEXT: NEW COMPETENCES REQUIRED

DEFINING KEY

COMPETENCES

OECD, DeSeCo

(1997-2003)

European Union, 8 Key Competences

(2006)

INDICATORS OF

EDUCATION SYSTEMS

OECD: INES (1992…)

EU: Eurydice

ASSSESSMENT

PROGRAMS

PISA

TALIS

PIRLS

TIMSS

ESLC





EIG

HT K

EY C

OM

PE

TEN

CES

BASIC COMPETENCES

Communication in mother tongue

Communication in foreign languages

Mathematical competence

Cultural awareness and expression

CROSS-CURRICULAR COMPETENCES

Digital competence

Social and civic competences

Sense of initiative and entrepreneurship





1. OVERALL CONTEXT: DIGITAL COMPETENCE IN EUROPE

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



1. OVERALL CONTEXT: DIGITAL COMPETENCE IN SPAIN


First of all with the LOE (2006) the digital competence was a cross-curricular competence widely explained.

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

A copy of the DIGCOMP report for Developing and understanding digital competence in Europe (Ferrari, 2012) for citizens.


RESEARCH QUESTIONS


Do the teachers feel confident to teach

digital competences without any formal

contents to support it (books, resources,

materials...)?

Are the teachers

prepared to teach these

competences?

Are the teachers prepared in these

competences?

Are the students using new technologies? How many times a

day?

Are students surfing the

Internet without any formal

education? How long?

What do the teachers feel about being required in these competences?


2. PREVIOUS WORK:

PURPOSE STATEMENTS IN THE CASE STUDY:

To introduce media literacy in Primary School To improve digital skills, digital knowledge and

digital competencies using a digital device: the

iPad To develop new materials related to these digital

skills, knowledge and competences

Motivation and previous

knowledge

Developing new

materials

Classes with the lessons

Checking the

learning

DEVELOPMENT:



2. PREVIOUS WORK: RESOURCES

http://proyectoconectados.blogspot.com.es/



1. PREVIOUS WORK: OUTCOMES


Digital competence = cross curricular competence = becomes a blurred

competence

Children 7-8 years of age are Internet users without any formal training, so

formal contents about DC are pertinent in Primary School preferably at first

levels

Even though there are teachers really interested in the inclusion of ICT at school there are no acknowledged

contents about digital competence to be taught it in a proper manner


3. RESEARCH: THE PURPOSE STATEMENT


If the digital competence is a cross-curricular competence it means there is no formal training and

no specific contents about it

Due to the network society where we live this fact supposes a lack of contents in the compulsory

school

Subsequently the purpose of this research will be study the perception and self perception teachers and students have about the digital competence in order to propose a stand-alone subject about digital

competence


3. APPROACH TO RESEARCH: RESEARCH PURPOSE


TEACHERS

Study of necessities for teachers from Primary Education starting from their perception and attitude towards digital competence. Measuring the necessities that teachers perceive that they have about digital competencies

STUDENTS

Study to evaluate how students are using Internet and new devices and to confirm it would be normal for them study a subject related to digital competence because is something they face in their daily life


3. STRATEGIES OF INQUIRY


Type of research design: experimental design

Sample, population and participants

Data collection instruments, variables and materials: surveys using questionnaires made ad hoc, with dependent and independent variables for measuring attitudes

Data analysis procedures: statistical procedures using the SPSS program

POPULATION

Private and public schools, spread in the nine regions of Castilla y León: Salamanca, Zamora, Valladolid, León, Burgos, Soria, Ávila, Segovia y Palencia. About 670 public schools and 181 private schools


3. STRATEGIES OF INQUIRY: STUDY WITH TEACHERS


Opened and closed questions

In Section II, III, IV and V, Likert Scales expressing agreement or frequency:

Strongly agree Never Agree Rarely Undecided Occasionally Disagree Frequently Strongly disagree Very frequently


3. STRATEGIES OF INQUIRY: TEACHER´S QUESTIONNAIRE


A 70 items questionnaire which was validated by a judges group


3. STRATEGIES OF INQUIRY: TEACHER´S QUESTIONNAIRE


The survey has given a data matrix of 100 variables of study



We have collected data

from 7 regions

50 teachers from

Primary education

3. STRATEGIES OF INQUIRY: STATE OF AFFAIRS


3. STRATEGIES OF INQUIRY: STUDY WITH STUDENTS


Opened and closed questions

In Section II, III, IV and V, Likert Scales expressing agreement or frequency:

Strongly agree Never Agree Rarely Undecided Occasionally Disagree Frequently Strongly disagree Very frequently




A 44 items

questionnaire

which was

validated by a

group

The survey has

given a data

matrix of 150

variables of

study



We have collected data

from 4 regions

220 students from

Primary education




EXPECTED OUTCOMES: NEXT YEAR

STUDENTS

NEW CURRICULU

M

DIGITAL COMPETENCES TEACHERS


DISCUSSION


Do the teachers feel confident to teach

digital competences without any formal

contents to support it (books, resources,

materials...)?

Are the teachers

prepared to teach these

competences?

Are the teachers prepared in these

competences?

Are the students using new technologies? How many times a

day?

Are students surfing the

Internet without any formal

education? How long?

What do the teachers feel about being required in these competences?

Ana Pérez Escoda, @Ape_PandaMª José Rodríguez Conde, @mjrconde

Thank you for your attention

Find the presentation: Ana Pérez-Escoda on Slideshare