Some Advanced Experience of the Development of Teachers’ Digital Competence
DOI:
https://doi.org/10.31261/IJREL.2019.5.1.04Keywords:
digital competence, information and communication technologies, digital competence profile, training courses, on-line platformsAbstract
The article deals with digital competence, which is one of the main components of the professional competence of future teachers, as well as discloses the foreign experience of the development of future teachers’ digital competence. European standards for the determination of digital competence are analysed – in particular, the digital competence profile of the teacher Digital Competency of Educators (DigCompEdu), which includes six areas of teachers’ digital competences. The article outlines approaches to the description of educational outcomes concerning the digital competence of teachers. The analysis of the experience of foreign countries (Lithuania, Estonia, Austria, Norway, the Netherlands, Western Australia, Slovenia on the problem of developing the digital competence of teachers in the process of their professional training in higher education institutions and professional development of practising teachers) has been carried out taking into account the scope of digital competence. The reforms in the education of foreign countries concerning the digitalisation of education and the development of teachers’ digital competence are considered. Academic courses, foreign educational platforms, communities for teachers’ professional training and professional development on digital technologies are described and analysed. The analysis of the work of foreign researchers allows to make conclusions about the approaches to classification and description of the types of teachers’ digital competence.
References
Atvira Informavimo, Konsultavimo ir Orientavimo Sistema, AIKOS. Accessed 5 May 2019. Retrieved from https://www.aikos.smm.lt/Puslapiai/Apie-AIKOS.aspx.
Avatud Eesti Fondi strateegia aastatel 2018–2020. Accessed 5 May 2019. Retrieved from http://www.oef.org.ee.
De mensen maken de school. Accessed 5 May 2019. Retrieved from https://www.zinmag.nl/zinmageditie-02-2017/de-mensen-maken-de-school/.
DigiMina Accessed 10 May 2019. Retrieved from http://digimina.opetaja.ee/.
Digital Slovenia 2020. Development strategy for the information society until 2020. 5 May 2019. Retrieved from http://www.mju.gov.si/fileadmin/mju.gov.si/pageuploads/DID/Informacijska_druzba/pdf/DSI_2020_3-2916_pic1.pdf.
Feed reader for online courses, EduFeedr Accessed 10 May 2019. Retrieved from http://www.edufeedr.net/.
Hariduse Infotehnoloogia Sihtasutus, (2014). HITSA. Strategy for 2014–2020, Tallinn, Estonia. Retrieved from http://www.hitsa.ee.
Information and Communications Technology (ICT) for Language Teachers. Retrieved from http://www.ict4lt.org.
Kroksmark, T. (2015). Teaching competence in digital time. Vol. 6, No. 1, pp. 24–25. Retrieved from https://www.tandfonline.com/doi/full/10.3402/edui.v6.24013.
Krumsvik, R. (2008). Situated learning and digital competence. Education and Information Technology, P. 173.
Learning Contracts Accessed 10 May 2019. Retrieved from http://www.ucdoer.ie/index.php/Learning_Contracts.
Leraar24. Voor leraren die willen groeien in hun vak. Accessed 6 May 2019. Retrieved from www.leraar24.nl.
McKnight, K., O’Malley, K., Ruzich, R. (2016). Learning in the digital age: how educators use technology to improve student learning. Journal of Research in Technology in Education, 48(3), pp. 194–211.
Morze, N. V. (2010). Informational competence of students may be higher than the competence of those who teach them? (on the basis of the materials of the monitoring research on the competence of graduates in Ukraine). Computer at school and family, 8, 3–8. Retrieved from http://nbuv.gov.ua/UJRN/komp_2010_8_2.
Morze, N. V., Kocharjan, A. B. (2014). Model of the standard of ICT competence of university teachers in the context of improving the quality of education. Information technology and teaching aids, 5, 27–39.
Ottestad, G., Kelentric, M., & Gudmundsdottir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), pp. 243–249.
PILOT – Progressive Inquiry Learning Object Templates Accessed 10 May 2019. Retrieved from http://fle3.uiah.fi/pilot/.
Põldoja, H. (2016). The Structure and Components for the Open Education Ecosystem Constructive Design Research of Online Learning Tools, doctoral dissertation, Aalto University publication series Doctoral dissertations. p. 208. Retrieved from https://aaltodoc.aalto.fi/bitstream/handle/123456789/23535/isbn9789526069937.pdf?sequence=1&isAllowed=y.
Redeker, C., Poonie, J. (2017). European framework for the digital competence of teachers:DigCompEdu. Brussels: Joint Research Center, European Union, Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu.
Samenwerken aan ict- innovatie in het onderwijs en onderzoek. Accessed 6 May 2019. Retrieved from http://www.surfspace.nl/.
Schule 4.0. – jetzt wird’s digital Accessed 6 May 2019. Retrieved from https://www.schule40.at.
Sistemska podpora digitalne pedagoške prakse MENTEP. Accessed 6 May 2019. Retrieved from https://www.zrss.si/mentep/.
Strateške usmeritve nadaljnjega uvajanja IKT v slovenske VIZ do leta 2020. Accessed 6 May 2019. Retrieved from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/StrateskeUsmeritveNadaljnjegaUvajanjaIKT1_2016.pdf.
Technology compass for education 2016–2017. Kennisnet Trend Report 2016–2017. Accessed 6 May 2019. Retrieved from https://www.kennisnet.nl/fileadmin/kennisnet/corporate/algemeen/Kennisnet_Trendreport_2016_2017.pdf.
The Norwegian Centre for ICT in Education. (2006). Accessed 6 May 2019. Retrieved from https://iktsenteret.no/english.
Vier In Balans Monitor (2017). Accessed 19 May 2019. Retrieved from https://www.kennisnet.nl/fileadmin/kennisnet/publicatie/vierinbalans/Vier-in-balans-monitor-2017-Kennisnet.pdf.
Wolbers, N., Schuberth, K. and Lambertz, J. (2015). Training curriculum for blended learning course. Retrieved from: http://online4edu.eu/index.cfm/secid.181.
Zhaldak, M. I., Ramsjkyj, Ju. S., & Rafaljsjka, M. V. (2009). Model of the system of social and professional competences of the teacher of informatics. Scientific journal of the National Pedagogical University named after M.P. Dragomanov. Series 2. Computer-oriented learning systems, 7, 3–10.
Downloads
Published
How to Cite
Issue
Section
License
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
