Situated learning in the network society and the digitised school

Krumsvik, Rune Johan

doi:10.1080/02619760802457224

Cited by 89 publications

(100 citation statements)

References 8 publications

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“…El modelo propuesto por la UNESCO marca tres etapas: 1) alfabetización tecnológica (competencias básicas en TIC), 2) profundización del conocimiento (conocimientos más avanzados y aplicados a problemas de la vida real) y 3) construcción del conocimiento (capacidad de crear nuevos conocimientos); y va paralelo al modelo de Adopción-Adaptación-Apropiación-Innovación propuesto por Krumsvik (2009) que se traduce en la adquisición de habilidades digitales básicas (uso de herramientas TIC, alfabetización informacional y tecnológica); adquisición de la competencia didáctica con TIC (utilizar la tecnología al servicio de la pedagogía) y la creación de estrategias de aprendizaje (capacidad de utilizar las TIC para seguir alcanzando nuevos objetivos).…”

Section: Competencia Digital Docenteunclassified

“…Diversos autores han definido esta competencia profesional como la Competencia digital docente (CDD). Krumsvik (2009) define la Competencia Digital Docente (CDD) como el uso de las TIC para enseñar y aprender con criterios didácticos y pedagógicos y con conciencia ética y moral. Castañeda (2015) considera que es ‚lo que debe saber un profesor para enseñar con tecnologías‛, y Lázaro y Gisbert (2015) la definen como la capacidad del profesorado de poseer un nivel de competencia digital que le permita utilizar la tecnología con eficacia, de forma adecuada y adaptada a sus estudiantes y a los aprendizajes que éstos deben conseguir.…”

Section: Introductionunclassified

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Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón

Boudet

2017

REDIE

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ResumenEl presente artículo describe y analiza el nivel de la competencia digital docente en el profesorado de enseñanza media de la comunidad autónoma de Aragón (España). Se parte de los estándares fijados por organizaciones internacionales y por el Ministerio de Educación español para definir las dimensiones que la forman y para fijar los dos componentes que se estudian: conocimiento técnico y aplicación didáctica. Los datos se recogieron mediante un cuestionario diseñado con este propósito. Los resultados muestran que los profesores reconocen la aportación que las TIC pueden hacer al proceso de enseñanza-aprendizaje pero que, aunque tienen un nivel de desempeño medio para uso personal (búsqueda de información, utilización de herramientas más comunes), tienen un nivel bajo en el aprovechamiento didáctico. Los resultados evidencian la necesidad de fortalecer la formación inicial de los docentes y promover programas de formación permanente para el desarrollo de esta competencia. AbstractThis paper describes and analyzes the level of digital competence in high school teachers in the autonomous community of Aragon (Spain). It takes the standards set by international organizations and the Spanish Ministry of Education as a basis to define the dimensions of digital competence and the two aspects studied: technical knowledge and educational application. Data was collected through a purposebuilt questionnaire. The results show that teachers recognize the contribution that ITC can make to the teaching-learning process, but that, despite an average level of performance for personal use (searching for information, using the most common tools), teachers' application of ITC to education is poor. The results highlight the need to strengthen teachers' initial training and promote continuing education programs to develop competence.

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Section: Competencia Digital Docenteunclassified

Section: Introductionunclassified

Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón

Boudet

2017

REDIE

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“…The third sub-theme is related to digital competence in teacher education (EsteveMon et al 2016;Hatlevik 2016;Instefjord 2014;Kihoza et al 2016;Kivunja 2013;Krumsvik 2009Krumsvik , 2011Krumsvik , 2012Lund et al 2014;Tondeur et al 2012;Tømte et al 2015;Røkenes and Krumsvik 2016). The analysis shows that several research studies have addressed the importance of integrating approaches to digital competence into teacher education (Hatlevik 2016;Instefjord 2014;Kivunja 2013;Krumsvik 2011Krumsvik , 2012Lund et al 2014;Tømte et al 2015).…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…These challenges have created considerable demands for schools with regards to developing strategies to support the digital competences needed for providing high quality teaching and learning. In recent years, a number of attempts have been made to elaborate on the digital competence needed for actors working in school and education (From 2017;Howell 2012;Kivunja 2013;Krumsvik 2008Krumsvik , 2009Krumsvik et al 2016). For instance, Howell (2012) described digital pedagogy in terms of 'how to teach using digital technologies'.…”

Section: Towards Pedagogical Aspects Of Digital Competencementioning

confidence: 99%

“…Krumsvik (2011), Tømte et al (2015) and Tondeur et al (2012) further argued that approaches, models and activities to enhance teachers and teacher students' digital competence often appear to be poorly integrated into teacher education and that further research is needed. In meeting these challenges, Kihoza et al (2016) and Krumsvik (2009Krumsvik ( , 2012 suggested researchers' and practitioners' further theorization and operationalization of digital competence in teacher education curriculum. With similar focus, Esteve-Mon et al (2016) developed a 3D model for evaluating teacher-students' digital competence.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

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On the issues of digital competence in educational contexts – a review of literature

2017

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In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

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Construction and evaluation of PHP‐based management and training system for electrical power laboratory

et al. 2016

Comp Applic In Engineering

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ABSTRACT:The online management and training of information for laboratories has rarely been discussed in the traditional education system design. However, it plays a vital role in informatization and automation of electrical power laboratory. Using PHP: Hypertext Preprocessor (PHP), we have designed and developed an online management and training environment targeted for electrical power laboratory. In this article, the Model-ViewController (MVC) architecture cooperative designed for the management and training system modules was provided, and key steps of developing such modules using PHP were described. A questionnaire survey was conducted for students to use the system, and their attitudes toward the system were calculated and analyzed. Results showed that management and training system for electrical power laboratory can lead to preferable learning interest and outcome. ß 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:371-381, 2016; View this article online at wileyonlinelibrary.com/journal/cae;

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Situated learning in the network society and the digitised school

Cited by 89 publications

References 8 publications

Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón

Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón

On the issues of digital competence in educational contexts – a review of literature

Construction and evaluation of PHP‐based management and training system for electrical power laboratory

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