Analysis and Comparison of International Digital Competence Frameworks for Education
| Autor: | Cassio Cabral Santos, Lucia Cuque, Joao Mattar |
|---|---|
| Rok vydání: | 2022 |
| Předmět: |
21st-century skills
computer literacy digital literacy educational technology evaluation ICT information literacy media literacy professional development teacher training Public Administration Developmental and Educational Psychology Computer Science (miscellaneous) Physical Therapy Sports Therapy and Rehabilitation Education Computer Science Applications |
| Zdroj: | Education Sciences; Volume 12; Issue 12; Pages: 932 |
| ISSN: | 2227-7102 |
| Popis: | Different frameworks are available for assessing and developing digital competences, which poses a choice challenge for potential users. This article aims to analyze and compare international digital competence frameworks for education. The study compares characteristics such as the frameworks’ purpose, structure, competences, and levels, as well as indicators for instrument development. The results indicate that the objective, the theoretical background, and the target group define the framework characteristics. Most analyzed frameworks focus on teacher training. The comparison identified common competences: communication, collaboration, sharing, information and data, content, technical, teaching, learning, and ethics. All frameworks include profiles, objectives, descriptors, activities, examples, and cases of knowledge, skills, and attitudes. The article concludes that digital competence frameworks should be segmented by educational actors (students, teachers, and administrators) and levels (early childhood, primary, higher, and corporate) with corresponding assessment instruments. |
| Databáze: | OpenAIRE |
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