Teachers' Digital Competence and Participation in teacher networks ED-Media, June 24 2014 Riina Vuorikari Barbara Neža Brečko Teachers’ Role in the SNS-Era (ED-Media 2014 Symposium)
Nov 01, 2014
Teachers' Digital Competence and
Participation in teacher networks
ED-Media, June 24 2014Riina Vuorikari
Barbara Neža Brečko
Teachers’ Role in the SNS-Era (ED-Media 2014 Symposium)
European Commission, Joint Research Centre
European Commission's in-house science service
Institute for Prospective Technological Studies (IPTS)
Research institute supporting EU policy-making on socio-economic, scientific and/or technological issues
ICT for Learning and Skills
http://essie.eun.org/
• >50 publications on IPTS eLearning website
• Principal client: DG Education & Culture
Team
Policy• 2013 COM on Opening up Education; E&T
2020; Digital Agenda; New skills and Jobs; EU Recommendation on Key Competences for LLL,…
What: • ICT for modernising and innovating Education &
Training (E&T) in Europe• 21st century skills for digital economy and society
Why:• Existing evidence is fragmented and not addressing
the EU• ICT for learning and skills evolves fast• Tackle MS differences in ICT use in E&T• Europe is not a top performer in Education (E.g.
PISA) Research strands• Opening up Education, OER & Science 2.0• Innovating Learning and Teaching • Key Competences and 21st century skills
StructureI. Context of this work
II. Digital Competence Framework (DIGCOMP)
III. Focus: Current work on teacher digital competence and teacher networks
IV. Next steps and Discussion
Teacher networks are online and/or offline
professional collaboration
communities to share and co-construct
professional knowledge, e.g.
Teachers Lifelong Learning networksEU-funded project (2009-2012)www.tellnet.eun.org
IPTS was responsible for scenarios of teaching profession in 2025
JRC IPTS study on Digital Competence
for DG EAC A3 (2010-2012)
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
StructureI. Context of this work
II. Digital Competence Framework (DIGCOMP)
III. Focus: Current work on teacher digital competence and teacher networks
IV. Next steps and Discussion
Digital Competence framework (DIGCOMP)Competence
areas1.
Information
2. Communication
3. Content creation
4. Safety
5. Problem solving
JRC IPTS study on Digital Competence for DG EAC A3 (2010-2012)
Competence areas 21 Competences 1.
Information 1.1 Browsing, searching, & filtering information1.2 Evaluating Information1.3 Storing and retrieving information
2. Communication 2.1 Interacting through technologies2.2 Sharing information and content2.3 Engaging in online citizenship2.4 Collaborating through digital channels 2.5 Netiquette2.6 Managing digital identity
3. Content creation
3.1 Developing content 3.2 Integrating and re-elaborating3.3 Copyright and Licences3.4 Programming
4. Safety
4.1 Protecting devices 4.2 Protecting data and digital identity4.3 Protecting health4.4 Protecting the environment
5. Problem solving
5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses5.3 Innovating, creating and solving using digital tools5.4 Identifying digital competence gaps
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
What does it mean to be digitally competent?
KNOWLEDGE
SKILLS ATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Digital competence involves the confident and critical use of ICT for employment, learning, self-development and participation in society (EC, 2006).
Source: Elaborated by IPTS, based on the structure of the eCompetence framework for ICT professionals
StructureI. Context of this work
II. Digital Competence Framework (DIGCOMP)
III. Focus: Current work on teacher digital competence and teacher networks
IV. Next steps and Discussion
Previous work on teacher competence descriptions*
• In the EU, in general, they mirror concerns with the development of the 8 European key competences for LLL• Digital competence is one of the 8 key competences
• They highlight the relevance of collaborative, research and reflective competences in teachers as adaptive experts and lifelong learners.
* European Commission (2012). Commission Staff Working Document: Supporting the Teaching Professions for Better Learning Outcomes Accompanying the document Communication from the Commission Rethinking Education: Investing in skills for better socio-economic outcomes
Our current work on teacher digital competence
In this paper, we • looked at 2 examples of teacher digital competence frameworks
(UNESCO and Slovenian e-competency)
• focused on how they describe teachers' professsional collaboration in teacher networks (focus on PD)
• mapped the 2 example frameworks into DIGCOMP framework
OUTCOMES of 2 examples of teacher digital competence frameworksmapped to DIGCOMP framework
Competence areas 21 Competences 1.
Information 1.1 Browsing, searching, & filtering information1.2 Evaluating Information1.3 Storing and retrieving information
2. Communication
2.1 Interacting through technologies2.2 Sharing information and content2.3 Engaging in online citizenship2.4 Collaborating through digital channels 2.5 Netiquette2.6 Managing digital identity
3. Content creation
3.1 Developing content 3.2 Integrating and re-elaborating3.3 Copyright and Licences3.4 Programming
4. Safety
4.1 Protecting devices 4.2 Protecting data and digital identity4.3 Protecting health4.4 Protecting the environment
5. Problem solving
5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses5.3 Innovating, creating and solving using digital tools5.4 Identifying digital competence gaps
And what does it all mean (1)..?The example frameworks seem to value teacher collaboration as such• but mostly for PD reasons (not so much as a teaching competence)
• A gap identified: when competence frameworks talked about the use of SNS to
facilitate teacher networking, not all competences needed are equally covered, e.g. issues related to other symposium papers • netiquette with students/ parents; • managing digital identity as
a teacher vs. private life
And what does it all mean (2)..?
Current empirical studies (e.g. Survey of schools: ICT .., TALIS)• offer too little data to study teachers' digital competence building and the role
of teacher network (and SNS) within • do not cover all the competence areas equally
• E.g. TALIS 2014 has very few questions related to the use of ICT for education or PD
StructureI. Context of this work
II. Digital Competence Framework (DIGCOMP)
III. Focus: Current work on teacher digital competence and teacher networks
IV. Next steps
JRC-IPTS future work in this area 1. The DIGCOMP framework will be referenced with the European Qualification Framework (EQF)
• Each DIGCOMP competence will be referenced using the main three reference level descriptors (knowledge, skills, competence) on 8 levels. Descriptors will indicate the learning outcomes relevant to each level in any system of qualifications.
• Work most likely finished by mid-2015
2. Creation of Teachers' Digital Competence Framework using the EQF levels
• Work will be carried out in 2014- 2015
Thank you!
Institute for Prospective Technological Studies (IPTS)
Information Society Unithttp://is.jrc.ec.europa.eu
JRC Science Hub: https://ec.europa.eu/jrc