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