DigComp Helping Shape the Education Ecosystem in Europe

Vuorikari, Riina

doi:10.1007/978-3-031-20518-7_11

Cited by 50 publications

(119 citation statements)

References 3 publications

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“…In 2022, the European Commission released DigComp 2.2 (Vuorikari et al, 2022), which has been updated to include new examples of knowledge, skills, and attitudes. Many direct references to aspects of algorithm literacy have been added, including an awareness of algorithmic bias and an understanding that 'algorithms might not be configured to provide only the information that the user wants; they might also embody a commercial or political message' (p. 11).…”

Section: Discussionmentioning

confidence: 99%

Algorithmic Futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens

Moylan¹,

Code²

2023

Preprint

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Algorithmic systems shape every aspect of our daily lives and impact our perceptions of the world. The ubiquity and profound impact of algorithms mean that algorithm literacy – awareness and knowledge of algorithm use, and the ability to evaluate algorithms critically and exercise agency when engaging with algorithmic systems – is a vital competence for navigating life in the 21st century. Professional digital competence (PDC) frameworks for teachers include technological, pedagogical, and social competence areas and are intended to illustrate the necessary knowledge, skills, and attitudes for digitally competent teachers. Using document analysis, we undertook a systematised review and evaluation of selected PDC frameworks through the lens of algorithm literacy. This analysis demonstrated that although some aspects of algorithm literacy could be inferred within the PDC frameworks analysed, there is a need for further explicit integration. Just as the DigComp framework for citizens has been updated to recognise the vital importance of understanding algorithmic systems' impact, so should PDC frameworks be revised. Recommendations are provided for incorporating understandings of algorithmic governance and bias and ensuring digital Bildung development in PDC frameworks. Implications for teacher education programs are also discussed.

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Section: Discussionmentioning

confidence: 99%

Algorithmic Futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens

Moylan¹,

Code²

2023

Preprint

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“…− Las competencias digital y mediática han de estar presentes de forma interdisciplinar en el currículo de los Grados de Educación Primaria e Infantil, así como los másteres de formación de profesorado de enseñanza secundaria. − Un modelo eficiente para el desarrollo de estas ha de ser adoptado, el cual ha de permitir que los futuros docentes puedan participar en un entorno de aprendizaje digital donde aprendan a utilizar las nuevas tecnologías de forma correcta y segura (Carretero, Vuorikari y Punie, 2017;Ferrari, 2013;Vuorikari, Punie, Carretero y Van den Brande, 2016).…”

Section: Claves Para La Formación Inicial Del Profesorado Aicleunclassified

Formación inicial del docente AICLE en España: retos y claves

Palacios-Hidalgo¹,

Parra²,

Abril³

2023

EstFA

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Los esfuerzos de la administración educativa dirigidos a la formación permanente de los docentes AICLE en activo son incuestionables. Sin embargo, pese a las múltiples iniciativas desarrolladas a nivel nacional e internacional, en España, la formación inicial del profesorado que desarrollará su práctica educativa en centros de enseñanza bilingüe sigue siendo una materia pendiente en múltiples aspectos. Cada vez más universidades implantan itinerarios bilingües en sus grados, así como másteres encaminados al ejercicio de la labor educativa en centros donde los contenidos se imparten en una lengua extranjera. No obstante, parecen no existir desde el ministerio de educación directrices que insten a todos los centros de educación superior a ofrecer formación bilingüe. Este artículo pretende reflexionar sobre la formación inicial que los futuros docentes de educación bilingüe reciben en España. Para ello, se revisan tanto las características de esta formación como los requisitos que el profesorado egresado ha de tener para iniciar su labor educativa. De forma similar, se recogen algunos de los retos que los docentes han de afrontar, entre los que destacan sus carencias en relación a competencias comunicativa, metodológica y digital. El uso de las nuevas tecnologías para la mejora del dominio lingüístico y digital, así como el fomento de la reflexión sobre la praxis docente y el desarrollo de habilidades de trabajo en equipo grupo, liderazgo y colaboración son algunas de las claves que pueden contribuir a mejorar esta situación. The efforts aimed at improving permanent training of CLIL teachers made by educational bodies are unquestionable. However, in spite of the multiple initiatives developed from both national and international perspectives, in Spain, initial CLIL teacher training still remains an unresolved subject in multiple aspects. More and more universities are implementing bilingual itineraries in their degrees, as well as master’s degrees, all directed to providing in-training teachers with abilities to apply to their future praxis when teaching in schools where contents are taught in a foreign language; however, there are any guidelines from the ministry of education that urge all universities to offer bilingual training. This paper aims to reflect on initial CLIL teacher training developed in Spain. To do this, the features of such training, as well as the requirements for in-training teachers, are revised. Similarly, some of the challenges that teachers have to face are mentioned, paying special attention to scarcities in their communicative, methodological and digital competences. The use of new technologies for improving linguistic and digital proficiency, as well as the promotion of the teaching praxis reflection and teamwork, leadership and collaboration skills’ development are keys to enhance this situation.

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“…In this study, we will build on the Digital Competence Framework "DigComp2.0". (Vuorikari R., 2016) developed by the Joint Research Service of the European Commission. The empirical and information base of the paper is the data of the empirical sociological study "The level of Digital Literacy of youth", conducted by us jointly with the support of the Navoi State Pedagogical Institute, the Department of Social Science and the Navoi Agency for Youth Affairs.…”

Section: Instrumentsmentioning

confidence: 99%

“…And all the changes taking place in the development of a common culture and in the life of our state, first of all, affect the younger generation. (Yugay E., 2021) The analysis of the work showed that the development of Digital Culture in Uzbekistan depends on the level of formation of a certain system of relationships between an individual and technology and methods of social interaction mediated by digital means based on digital literacy [15]. According to the study, the process of development of Digital Culture requires the proper mastery of digital competencies, which are necessary for technological adaptability, digital thinking, communication, data, ethics and social security.…”

Section: (As One Of the Main Aspects Of Moral Values)mentioning

confidence: 99%

Digital literacy as a key factor in educating intellectual youth

2023

JETT

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This research paper investigates the Digital Literacy as a key factor in educating intellectual youth and its successful adaptation to digital realities. It also analyzes the importance of development of Digital Literacy competences in society as one of the main indicators of their successful adaptation in virtual and real realities. This investigation was conducted by using the online method (Google forms) and direct personal interviews through a pre-designed questionnaire. The questionnaire consisted of five sections which covered a set of questions focused on different computer literacy and internet use skills. The study revealed that the development of Digital Culture in Uzbekistan depends on the level of digital competencies that are necessary for adaptability in the digital space, that is, the ability and use of modern digital devices, the active use of digital channels for communication, digital understanding, the preferred direction of using digital technologies in resolution tasks, a correct understanding of the principles of action in the digital space, possession of the principles of digital security and digital data.

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DigComp Helping Shape the Education Ecosystem in Europe

Cited by 50 publications

References 3 publications

Algorithmic Futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens

Algorithmic Futures: An analysis of teacher professional digital competence frameworks through an algorithm literacy lens

Formación inicial del docente AICLE en España: retos y claves

Digital literacy as a key factor in educating intellectual youth

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