DOI•
DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe.
01 Jan 2013-Iss: 38, pp 1
TL;DR: The digital competence framework developed by EC JRC IPTS on behalf of DG Education and Culture with the overall aim to contribute to the better understanding and development of digital competence in Europe is described in this paper.
Abstract: espanolEl documento describe el marco competencia digital desarrollado por EC CCI IPTS en nombre de la Direccion General de Educacion y Cultura con el objetivo general de contribuir a la mejor comprension y el desarrollo de la competencia digital en Europa. La competencia digital es una de las ocho competencias clave para el aprendizaje permanente y es esencial para la participacion en nuestra sociedad cada vez mas digitalizada. Por lo tanto, es necesario entender y definir lo que es la competencia digital y consiste en. El documento analiza varios aspectos de la competencia digital en primer lugar diferenciandolo de otros conceptos similares o coincidentes, luego discutir las implicaciones de la evolucion historica del termino, finalmente detallando el marco competencia digital en sus partes constituyentes. El marco de competencia digital propuesto consta de 21 competencias divididas en 5 zonas. Para cada competencia se preven tres niveles de competencia. Se discuten las aplicaciones actuales y posibles del marco. EnglishThe paper describes the digital competence framework developed by EC JRC IPTS on behalf of DG Education and Culture with the overall aim to contribute to the better understanding and development of digital competence in Europe. Digital competence is one of the eight key competences for lifelong learning and is essential for participation in our increasingly digitalised society. It is therefore necessary to understand and define what digital competence is and consists of. The paper discusses various aspects of digital competence firstly differentiating it from other similar or overlapping concepts, then discussing the implication of the historic evolution of the term, finally detailing the digital competence framework in its constituting parts. The proposed digital competence framework consists of 21 competences divided in 5 areas. For each competence three proficiency levels are foreseen. Current and possible applications of the framework are discussed.
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Book•
13 Dec 2014
TL;DR: The IEA International Computer and Information Literacy Study (ICILS) as mentioned in this paper investigated the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.
Abstract: Ability to use information and communication technologies (ICT) is an imperative for effective participation in todays digital age. Schools worldwide are responding to the need to provide young people with that ability. But how effective are they in this regard? The IEA International Computer and Information Literacy Study (ICILS) responded to this question by studying the extent to which young people have developed computer and information literacy (CIL), which is defined as the ability to use computers to investigate, create and communicate with others at home, school, the workplace and in society.The study was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and builds on a series of earlier IEA studies focusing on ICT in education.Data were gathered from almost 60,000 Grade 8 students in more than 3,300 schools from 21 education systems. This information was augmented by data from almost 35,000 teachers in those schools and by contextual data collected from school ICT-coordinators, school principals and the ICILS national research centers.The IEA ICILS team systematically investigated differences among the participating countries in students CIL outcomes, how participating countries were providing CIL-related education and how confident teachers were in using ICT in their pedagogical practice. The team also explored differences within and across countries with respect to relationships between CIL education outcomes and student characteristics and school contexts.In general, the study findings presented in this international report challenge the notion of young people as digital natives with a self-developed capacity to use digital technology. The large variations in CIL proficiency within and across the ICILS countries suggest it is naive to expect young people to develop CIL in the absence of coherent learning programs. Findings also indicate that system- and school-level planning needs to focus on increasing teacher expertise in using ICT for pedagogical purposes if such programs are to have the desired effect.The report furthermore presents an empirically derived scale and description of CIL learning that educational stakeholders can reference when deliberating about CIL education and use to monitor change in CIL over time.
423 citations
01 Jan 2019
256 citations
Cites background from "DIGCOMP: A Framework for Developing..."
...0 describing five competence areas: information; communication; content creation; safety; and problem solving (Ferrari 2013)....
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TL;DR: In this article, the concepts of digital competence and digital literacy are used in public discourse, however, how the concepts are used and how they are defined remains unclear and it is unclear how to define them.
Abstract: Digital competence and digital literacy are concepts that are increasingly used in public discourse However, how the concepts are used and how they are defined remains unclear This paper presents
251 citations
Cites background from "DIGCOMP: A Framework for Developing..."
...In several of the publications EU reports written by Ferrari (2012, 2013) have also attracted attention and been used to define digital competence (English, 2016; Guzman-Simon et al., 2017; Moncada Linares and Díaz Romero 2016; Mattila, 2015; Pérez-Mateo et al., 2014)....
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...In 2013, the European Commission published a Digital Competence Framework based on five areas and 21 competences, which include the notion of digital literacy (Ferrari, 2013)....
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TL;DR: Results indicate that digital competence is built up of knowledge, skills, and attitudes pertaining to twelve different areas and show that several issues of debate can be identified when it comes to establishing the boundaries of digital competence.
Abstract: Following earlier studies aimed at gaining a deeper understanding of digital competence through a review of literature and current digital competence frameworks, this paper focuses on experts' views on digital competence. It describes the results of a Delphi study investigating experts' ideas on what it means to be digitally competent today. The study involved two online consultations, one directed at gathering individual ideas and one directed at validating the aggregated mapping of digital competence, established through various qualitative and quantitative data analysis steps. The paper describes and discusses the final results from the Delphi study involving 95 experts from across Europe and beyond. Results indicate that digital competence is built up of knowledge, skills, and attitudes pertaining to twelve different areas. Besides, results show that several issues of debate can be identified when it comes to establishing the boundaries of digital competence.
215 citations
TL;DR: The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy and gender, self- efficacy and SES explain variation in computer and information literacy.
Abstract: Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning experiences are crucial for the development of self-efficacy beliefs, which may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy. A distinction between what students believe they can do and what they actual achieve.Self-report and a test provide different types of information about students.ICT experience, autonomous learning and SES explain variation in ICT self-efficacy.Gender, self-efficacy and SES explain variation in computer and information literacy.
207 citations
References
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01 Jan 1956
6,011 citations
"DIGCOMP: A Framework for Developing..." refers background in this paper
...Instead, ‘competence’ refers to the categorisation of a discipline in a series of intertwined knowledge, skills and attitudes, the three learning domains envisaged by Bloom (1956)....
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TL;DR: This study investigated the existence of Internet addiction and the extent of problems caused by such potential misuse by developing a brief eight-item questionnaire referred to as a Diagnostic Questionnaire (DQ), which can be defined as an impulse-control disorder that does not involve an intoxicant.
Abstract: Anecdotal reports indicated that some on-line users were becoming addicted to the Internet in much the same way that others became addicted to drugs or alcohol, which resulted in academic, social, and occupational impairment. However, research among sociologists, psychologists, or psychiatrists has not formally identified addictive use of the Internet as a problematic behavior. This study investigated the existence of Internet addiction and the extent of problems caused by such potential misuse. Of all the diagnoses referenced in the Diagnostic and Statistical Manual of Mental Disorders—Fourth Edition (DSM-IV; American Psychiatric Association, 1995), Pathological Gambling was viewed as most akin to the pathological nature of Internet use. By using Pathological Gambling as a model, addictive Internet use can be defined as an impulse-control disorder that does not involve an intoxicant. Therefore, this study developed a brief eight-item questionnaire referred to as a Diagnostic Questionnaire (DQ), which mod...
4,213 citations
Book•
01 Jan 2003
TL;DR: The futures of literacy: modes, logics and affordances as mentioned in this paper have been studied in the context of the mode of writing and its relation to the future of reading as semiosis.
Abstract: 1. The futures of literacy: modes, logics and affordances 2. Preface 3. Going into a different world 4. Literacy and multimodality: a theoretical framework 5. What is literacy?: resources of the mode of writing 6. A social theory of text: genre 7. Multimodality, multimedia and genre 8. Meaning and frames: punctuations of semiosis 9. Reading as semiosis: interpreting the world and ordering the world 10. Some items for an agenda of further thinking
3,156 citations
Book•
[...]
01 Jan 1995
TL;DR: In this paper, the authors decoded the mysteries and debunks the hype surrounding bandwidth, multimedia, virtual reality, and the Internet, and suggested what being digital will mean for our laws, education, politics, and amusements -in short, for the way we live.
Abstract: From the Publisher:
Being Digital decodes the mysteries and debunks the hype surrounding bandwidth, multimedia, virtual reality, and the Internet. It forecasts technologies that will make your telephone as context-sensitive as an English butler and replace TV broadcasters with intelligent "broadcatchers" that assemble and deliver only the programming you want. And this book suggests what being digital will mean for our laws, education, politics, and amusements - in short, for the way we live.
2,792 citations