Is Spain doing a good job about the development of teacher´s digital competence?
We present a theoretical revision on the digital competence in Europe developed for citizens (DIGCOMP Project, 2011-2012) in order to focus on the Spanish model for teacher´s digital competence (an identical copy of the DIGCOMP Project, for citizens in general not for teachers), showing as example the norwegian model which was specifically developed for teacher´s digital competence.
Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian framework
1. DIGITAL COMPETENCE
FRAMEWORKS IN EUROPE: AN
APPROACHING TO SPANISH AND
NORWEGIAN FRAMEWORK
Ana Pérez Escoda
panda@usal.es
TEEM2014
Track 9: Evaluation in education and guidance
1 - 3 O C T U B R E 2 0 1 4
II INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS AND ENHANCING MULTICULTURALITY
2. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
0. INTRODUCTION
Digital
learning NETWORK
NEW
TEACHING
ECOSSYTEMS
AUGMENTED
REALITY
Ana Pérez Escoda, Universidad de Salamanca
DIGITAL
COMPETENCES
M-learning
SOCIETY
Mobile E-learning
devices
APPS
PLE
SMARTPHONES
TABLETS
GAMMIFICATION
MOOC
3. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
1. CONCEPTUAL OVERVIEW
DIGITAL COMPETECE: A new concept firstly acknowledge in
the European Recommendation on 8 Key Competences, 2006
Ana Pérez Escoda, Universidad de Salamanca
(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)
4. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
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:
ü To identify the key components of Digital Competence in terms of the knowledge,
skills and attitudes
ü To develop Digital Competence descriptors that will feed a conceptual framework
ü 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.
Ana Pérez Escoda, Universidad de Salamanca
5. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
2. DIGITAL COMPETENCE IN EUROPE: DIGCOMP PROJECT
DIGCOMP report for Developing and
understanding digital competence
in Europe (Ferrari, 2012) proposes:
ü Competence areas
ü Digital competence descriptors
ü Different levels
For developing citizens´ digital
competence
Ana Pérez Escoda, Universidad de Salamanca
6. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
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
Ana Pérez Escoda, Universidad de Salamanca
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
7. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
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
Ana Pérez Escoda, Universidad de Salamanca
! ARE WE IN THE RIGHT
WAY TO ACHIEVE A REAL
DEVELOPMENT OF A
“DIGITAL BILDUNG”?
8. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
4. DIGITAL COMPETENCE IN NORWAY FOR TEACHERS
Norwegian model, (Krumsvik, 2008)
Ana Pérez Escoda, Universidad de Salamanca
9. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
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 SUBJECTS
Ana Pérez Escoda, Universidad de Salamanca
DIGITAL
COMPETEN
CES
DIGITAL
BILDUNG
TEACHERS CITIZENS
10. Digital Competence frameworks in Europe: an approaching to Spanish and Norwegian frameworks
5. SUMMARIZING AND COMPARING
Ana Pérez Escoda, Universidad de Salamanca
✗ No mandatory in educational system
✗ No specific development for teachers
✗ No law support
DIGITAL BILDUNG
✓ Mandatory in educational system
✓ Specific development for teachers
✓ Law support
11. THANK YOU FOR YOUR
ATTENTION
Ana Pérez Escoda
panda@usal.es; @Ape_Panda
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II INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS AND ENHANCING MULTICULTURALITY