Digital competences in the classroom

Digital competence in the classroom

http://www.shutterstock.com/es/pic-234598927/stock-photo-learn-and-teach-concept-words-on-blackboard.html

Fernando Trujillo [email protected]

@ftsaez http://fernandotrujillo.es

http://fernandotrujillo.es

https://flic.kr/p/91eYJd

Thanks!

Coherence:

digital c

ompetence

in a virtual c

ontext

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Did we really say “in the classroom”?

Does it happen?

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EL AULA

Is the schoola digital scenario?

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Or are we part of La Résistance?

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“The kind of learning that will define the twenty-first century is not taking place in a classroom - at least not in today’s classroom. Rather, it is happening all around us, everywhere, and it is powerful.”

Douglas Thomas and John Seely Brown. 2011. A new culture of learning: cultivating the imagination for a world of constant change.

http://www.flickr.com/photos/31878512@N06/4688777136/

Digital artifacts are everywhere!

From sunrise…

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… through the whole

day …

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… to sunset.

… And beyond!

http://www.dailymail.co.uk/news/article-3479288/Facebook-world-s-biggest-virtual-graveyard-profiles-dead-people-living-users-end-century-say-experts.html

The appropiation of a digital artifact always

takes place in daily spaces and in relation to other

close and known people.

Rosalía Winocur. 2010. Robinson Crusoe ya tiene celular: la conexión como espacio de

control de la incertidumbre. México: Siglo XXI, pg. 15

Having lunch together as an introduction to

mobile learning!

Our approach to technology

is mediated by our

sociocultural practices.

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But technology also changes our sociocultural practices.

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Changes may come with an agenda.

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Digital competence is the only competence which relies on Market.

http://www.shutterstock.com/es/pic-233031511/stock-photo-portrait-of-young-businessman-in-modern-loft-office-drawn-bar-chart-success-in-business-concept.html

The Business Leadership

NMC Horizon Report Europe:

2015 K-12 Edition

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But Market is not a necessarily

trustful sherpa…http://www.shutterstock.com/es/pic-266942516/stock-photo-tourist-guide-show-the-right-way-with-pole-in-hand-hiker-with-sporty-backpack-stand-on-rocky-view.html

“Social reality is

illegible to the people trying to

make sense of it.”

http://www.flickr.com/photos/nathancongleton/7938957428/

Richard Sennett, 2007. The culture of

the New Capitalism

We need to make sense of it to be free!

http://www.shutterstock.com/es/pic-252743059/stock-photo-girl-with-tablet-thumbs-up.html

Rational and critical thinking

is required concerning “digitalism”

So, what do we mean by “Digital Competence”?

Digital competence: a definition

“Digital Competence is the set of knowledge, skills, attitudes (thus including abilities, strategies, values and

awareness) that are required when using ICT and digital media to perform tasks, solve problems, communicate,

manage information, collaborate, create and share context, and build effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, reflectively for work,

leisure, participation, learning, socializing, consuming and empowerment.”

Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.

Easy, isn’t it?

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Let’s break it into manageable bits!ht

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1. Information Management

Identify, locate, access, retrieve store and organise

information

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2. CollaborationLink with others,

participate in online networks & communities, interact

constructively

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3. Communication & Sharing

Communicate through online tools, taking into account

privacy, safety and netiquette

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4. Creation of content &

knowledgeIntegrate and re-elaborate previous knowledge and content, construct

new knowledge

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5. Ethics & responsibilityBehave in an ethical and

responsible way, aware of legal frames

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6. Evaluation & Problem SolvingIdentify digital needs, solve

problems through digital means, assess the

information retrieved

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7. Technical operations

Use technology and media, perform tasks through digital

tools

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How can we handle that in a school

context?

Fortunately, as Dewey might say, the digital competence is not a preparation for life but the result of a process of living.

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http://www.icvl.eu/2011/disc/structura/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper12.pdf

Competences come out of life.

“Why should we be sitting kids down in rows to learn Maths in the abstract

when it is both more engaging and effective to learn it in the real world or through meaningful social activity?”

Mizuko Ito, 2016. “Learning and Literacy”. En Henry Jenkins, Mizuko Ito y danah boyd, Participatory Culture in a Networked Era. Cambridge: Polity Press.

http://www.shutterstock.com/es/pic-369568331/stock-photo-portrait-of-a-lovely-little-girl-smiling-learning-math-dressed-in-school-uniform-isolated-on.html

“Our real criterion of understanding has to be performance. People understand something

when they can think and act flexibly with what they know about it, not just rehearse

information and execute routine skills.”David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 49

The same happens with Digital Competence!

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But this simple statement opens new questions for

educators…

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The question is: how do you use technology AT

HOME?

Only after personal use

may professional use appear.

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What do our students need their Digital Competence for and how do they use it?

What do we, educators, need our Digital Competence for and how do we use it?

http://www.forbes.com/sites/billfischer/2012/01/19/disruption-coming-soon-to-a-university-near-you/#61a76941222dhttp://www.shutterstock.com/es/pic-155572946/stock-photo-first-sunrays-at-the-skyline-and-silhouette-people.html

Neophobia

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“Neophobia is the fear of anything new, especially a persistent and abnormal fear. In its

milder form, it can manifest as the unwillingness to try new things or break from routine.”

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Against “technological anxiety” (Lizarazo, 2008), we need “technological mediators” (Piscitelli, 2005).

https://flic.kr/p/8TVnmd

“Technology can amplify great teaching, but great technology cannot replace poor teaching. In schools as

well as in other organisations, technology often increases the efficiency of already-efficient processes, but it may

also make inefficient processes even more so.”

OECD (2015), “Implications of Digital Technology for Education Policy and Practice”, in Students, Computers and Learning: Making the connection,

Paris: OECD Publishing.

“Next-gen schools will featurea 3 screen day(for consumption, production, and sharing)with broadband at school and home and will provision 24/7/365 learning opportunities of vetted resources.”

Tom Vander ArkCEO de Getting Smart y anteriormente school superintendent

@tvanderark

http://www.teachthought.com/trends/7-things-schools-of-the-future-will-do-well/

Learning means changing as a

consequence of enjoying an experience.

“In the digital world, we learn by doing, watching and experiencing.” Douglas Thomas and John Seely Brown. 2011. A new culture of learning: cultivating the imagination for a world of constant change, pg. 76.

How can we create memorable (digital)

learning experiences?

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“The successful integration of technology in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital

textbook. They key elements for success are the teachers, school

leaders and other decision makers who have the vision, and the ability, to make

the connection between students, computers and learning.”

OECD (2015), “Implications of Digital Technology for Education Policy and

Practice”, in Students, Computers and Learning: Making the connection, Paris:

OECD Publishing.

Considering the needs and practices we (students and

teachers) have,

how do we organise teaching & learning?

eTwinning is a powerful tool for students to face the

challenges of Knowledge Society.

Benito Moreno. 2007. La dimensión europea de la educación: una investigación evaluativa en torno al

Programa eTwinning. PhD Dissertation.

http://0-hera.ugr.es.adrastea.ugr.es/tesisugr/16919865.pdf

eTwinning is an initiative vivified by the teachers and students. It is a flexible action, without

formal procedures and written agreements, but based on teachers’ interest to diversify their

students' learning activities, to share ideas and experiences with other European colleagues, toovercome cultural boundaries in education and to constantly renew their teaching methods.

http://www.icvl.eu/2011/disc/structura/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper12.pdf

ICT

in e

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Our digital competence (and media)

help us 1. manage learning and teaching and

2.create digital artifacts.

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ICT to manage teaching

and learning

Internal Communication

Project Management

Content Curation

Dissemination and external

communicationhttp://www.shutterstock.com/es/pic-231149824/stock-vector-colorful-sticky-note-vector-illustration.html

https://flic.kr/p/5rGqK8

In your classroom…

Give life to contents!

Did you prefer training or playing the whole game?

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“In settings of learning, a

whole game is generally some kind of inquiry or performance in a

broad sense.

David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30

It involves problem solving,

explanation, argument, evidence,

strategy, skill, craft.

Often something gets

created - a solution, an

image, a story, an essay, a

model.”

Project

David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30

Tasks Final Product

STARTPresentationMotivation

INDUCEMENTQuestionProblem

ChallengeSEARCH FOR INFORMATION

Inside: Learners’ previous knowledgeOutside (I): People

Outside (II): Primary and Secondary Sources

INFORMATION MANAGEMENT

Filtering informationCritical reading

Synthesis

PRODUCTIONSolving the question/problem/challenge

Creation of the final product DISSEMINATIONInside & outside the learning

space

DYNAMIC

ASSESSMENT

START Creation of the

narrative and the scenario

Motivation Links with real life

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INDUCEMENT Question, problem or challenge

Ready-made or negotiated Closed or open final product

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SEARCH FOR INFORMATION Analysis of previous knowledge Primary and secondary sources

Contact with a variety of informants

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http://www.shutterstock.com/es/pic-261444557/stock-photo-children-kids-cheerful-childhood-diversity-concept.html

INFORMATION MANAGEMENT

Multimodal literacy Critical focus

Transmedia synthesis

PRODUCTION Solving the question/problem/challenge

Creation of the final product

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The importance of a GOOD final product for motivation and

backward design

http://www.flickr.com/photos/61423903@N06/8084060025/

http://www.shutterstock.com/es/pic-267651230/stock-photo-multiethnic-children-balloon-happiness-friendship-concept.html

DISSEMINATION

ASSESSMENT Dynamic Assessment

Alternative Assessment Trans-formative Assessment

Creation of digital artifacts

DIGITAL ARTIFACTS

ACTIVITY TOOLARTIFACT

http://artefactosdigitales.com

DIGITAL ARTIFACTS

INTERVIEW TOOLPODCAST

http://artefactosdigitales.com

DIGITAL ARTIFACTS

http://artefactosdigitales.comIconos: thenounproject.com

ebooks presentations mind maps wiki AR

video animations music robots podcast

http://thenounproject.com

Artefactos Digitales

http://artefactosdigitales.comIconos: thenounproject.com

tutorial digital poster timeline photography

geottaging infography reportscomic apps

http://thenounproject.com

Make learning a memorable experience!

Digital Education as a School Project

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School Project for the development of the Digital Competence

Personal use of Digital Media

StudentsStaff

1. Information 2. Communication 3. Content Creation 4. Ethics & Safety 5. Problem Solving

Use of Digital Media for Learning

Use of Digital Media for Teaching

Use of Digital Media for the Management of

Teaching and Learning

User acceptance of computer technology

Davis, F. D., Bagozzi, R. P., y Warsaw, P. R. 1989. User acceptance of computer technology: A comparison of two theoretical models. Management Sciences, 35 (8)

Perceived utility of

technology

Degree of perceived difficulty

Attitude towards the

use of technology

Willingness to use

technology

“Technological change is not additive; it is

ecological. A new technology does

not merely add something; it

changes everything.”

Neil Postman, 1996. The End of Education.

Educators as Conneted

Professionals

http://www.shutterstock.com/es/pic-304959785/stock-photo-hand-holding-a-glowing-light-bulb.html

Educators as Empowered Professionals

http://www.shutterstock.com/es/pic-363884225/stock-photo-funny-superman-lots-of-copyspace.html

Thanks

fernando trujillo [email protected]

@ftsaez http://fernandotrujillo.es

http://fernandotrujillo.es