Digital competence: Is it an innate talent of the new generation or an ability that must be developed?

Somyürek, Sibel; Coşkun, Burcu Karabulut

doi:10.1111/bjet.12044

Cited by 31 publications

(19 citation statements)

References 5 publications

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“…Although digital literacy skills are perceived today as critical for effective learning with digital technologies in educational settings, in the workplace and in lifelong learning (van Laar et al , ), research literature on specific, albeit general terms (eg, Technology and Communication), is marginal. Moreover, we did not trace any dramatic change following the NRC Education for Life and Work Committee (National Research Council, ).This might be in accordance with recent studies indicating relatively low levels of digital literacy skills among teachers and students (Barzilai et al , ; OECD, ; Somyürek & Coşkun, ; Tyner, ). Our analysis highlights the present situation.…”

Section: Discussionsupporting

confidence: 91%

Tracing research trends of 21st‐century learning skills

Silber-Varod¹,

Eshet-Alkalai²,

Geri³

2019

Brit J Educational Tech

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Recently, learning technologies have become a pivotal constituent of teaching–learning processes. Contemporary studies indicate that in order to effectively utilize these technologies, instructors and learners alike must master a range of cognitive and socio‐emotional competencies, commonly termed “digital literacy competencies” or “21st century skills.” This study employs a content analysis methodology to trace trends of change in the research of core digital literacy competencies as reflected in the educational academic literature of the past 37 years (1980–2016). Based on well‐established frameworks of digital literacy competencies, this research examined seven skills: Collaboration, Communication, Creativity, Critical thinking, Information literacy, Problem‐solving and Socio‐emotional skills. Data were collected through advanced search queries of peer‐reviewed publications in the Education Resources Information Center (ERIC) database. Findings reveal that among the examined terms, Communication is the most prominent digital literacy skill, followed by Problem Solving and Collaboration. Furthermore, within the context of Skills, the most prominent terms are Information Literacy and Critical thinking; Technology and Collaboration are least mentioned. Our findings suggest that awareness of digital learning competencies in educational research literature is marginal, implying that educational research seems to lag behind the need to understand the ever‐changing digital competencies that instructors and learners need.

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Section: Discussionsupporting

confidence: 91%

Tracing research trends of 21st‐century learning skills

Silber-Varod¹,

Eshet-Alkalai²,

Geri³

2019

Brit J Educational Tech

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“…As many studies (Calvani, Fini, Ranieri, & Picci, 2012;Somyürek & Coskun, 2013) question the assumption that the younger generations would be "innately" digitally competent, schools are supposed to secure basic digital competence for all ORIGINAL * To whom correspondence should be addressed:…”

Section: Competence-based Education and Digital Competencementioning

confidence: 99%

Promoting digital competence in secondary education: are schools there? Insights from a case study

Gil

Petry

2016

J. New Approaches Educ. Res.

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In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence.

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“…For that reason, many studies have focused on defining this generation's expectations related to education and meeting these expectations. Although the empirical data contradict that generation z have the innate talent to use digital technologies without extra training (Kennedy vd., 2008;Bennett, Maton & Kervin, 2008;Somyürek & Karabulut Çoşkun, 2013), it is also obvious that "they spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age" Prensky (2001, s.1). Oblinger & Hagner (2005) emphasized that digital--age students need a variety of communication forms and are easily bored with traditional learning methods.…”

Section: Discussionmentioning

confidence: 99%

Öğretim Sürecinde Z Kuşağının Dikkatini Çekme: Artırılmış Gerçeklik

Somyürek¹

2014

Eğitim Teknolojisi Kuram Ve Uygulama

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Geleneksel öğrenme yöntemleri ve ortamlarının, dijital bir çağda doğmuş ve büyümüş olan z kuşağının farklılaşan beklentilerine cevap vermede yetersiz kaldığı düşünülmektedir. Bu nedenle, eğitim kurumlarının öğretim programlarını yenilemeleri ve ileri teknolojilerle desteklemeleri zorunlu hale gelmiştir. Bu çalışmada, bir yandan z kuşağının dikkatini çekebilme potansiyeli taşıması, diğer yandan eğitimi desteklemek ve zenginleştirmek için etkili yöntem/ortam arayışına cevap vermesi açısından ön plana çıkan artırılmış gerçeklik teknolojisi ele alınmaktadır. Çalışmanın amacı, artırılmış gerçeklik teknolojisinin eğitim açısından potansiyelini ortaya koyarak eğitim teknolojisi uzmanları ve eğitimciler tarafından daha fazla tanınmasını ve kullanılmasını sağlamaktır. Çalışmada öncelikle artırılmış gerçeklik teknolojilerinin çalışma prensipleri açıklanmakta, ardından eğitimdeki uygulama alanları ve kazanımları sunulmakta, son olarak artırılmış gerçeklik uygulamalarının geliştirilebileceği yazılımlar listelenmektedir.

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Digital competence: Is it an innate talent of the new generation or an ability that must be developed?

Cited by 31 publications

References 5 publications

Tracing research trends of 21st‐century learning skills

Tracing research trends of 21st‐century learning skills

Promoting digital competence in secondary education: are schools there? Insights from a case study

Öğretim Sürecinde Z Kuşağının Dikkatini Çekme: Artırılmış Gerçeklik

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