digital competence = kennis, vaardigheden, houding, strategieën en waarden nodig voor …
tools: het gebruik van ICT en digitale media.
… om …
competentiegebieden:
- taken uitvoeren
- communiceren
- informatie beheren
- samenwerken
- content maken en delen
- etc.
modes:
- effectively
- efficiently
- appropriately
- critically
- creatively
- autonomosly
- flexibly
- ethically
- reflectively
… voor …
doelen:
- werk
- plezier
- participatie
- leren
- socialiseren
- consumeren
- produceren
- enpowerment
We use the DigCompEd framework by the EU. It defines 6 levels:
- Newcomer(A1): aware, but little use, only lesson prep/administration/comms.
- Explorer(A2): aware and interested, experimenting but inconsistent approach. Need guidance and inspiration.
- Integrator(B1): creatively using diged in many places, but still figuring out what works (w/ pedagogical methods etc.). Need reflection and collab encouragement.
- Expert(B2): use creatively, consistently. pick carefully, (try to) understand pros and cons. still experimenting as well.
- Leader(C1): the same, but have a bigger repetoire + know when to use, and are source of inspo for others.
- Pioneer(C2): question the adequacy of diged. concerned for cons, want to innovate. develop new tech or pedagogical methods.
There are other frameworks as well:
- The framework for ICT literacy proposed by the American Educational Testing Service (Educational Testing Service, 2002)
- The SAMR framework (Puentedura, 2006)
- The Technological Pedagogical Content Knowledge TPACK Framework (Mishra & Koehler, 2006)
- The UNESCO ICT Competency Standards for Teachers, (UNESCO, 2008)
- The Jisc’s Digital Literacies Framework (JISC, 2014)
- The Common Digital Competence Framework for Teachers (INTEF, 2017)
- The UNESCO ICT Competency Framework For Teachers, (UNESCO, 2011 & 2018)
- The Teacher Digital Competency (TDC) framework (Falloon, 2020)
digital literacy = knowledge, skills, attitudes, required to support learning in digital-rich world.
- use tech
- enhance/transform classroom practise
- enrich own prof development and identity