2017 0704 INTEF Digital Literacy ELINET Madrid
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Reflections on digital literacy and digital competence for teachers in education. Project Portfolio of digital competence of teachers. Elinet conference MADRID.
![A word about literacy
The written word is the mechanism
by which we know what we know. It
organizes our thought. We may wish
to understand the rise of literacy both
historically and logically, but history
and logic are themselves the products
of literate thought.
Writing, as a technology, requires
premeditation and special art.
Language is not a technology […]
James Gleick. The Information.
http://rinewit2011.wikispaces.com/Emergent+Literacy](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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2017 0704 INTEF Digital Literacy ELINET Madrid
- 1. 20th European conference on Literacy Workshop: Re-Thinking Literacy. Literacy and Education in the Digital Age Félix Serrano Delgado Director del INTEF Madrid, 4-julio-2017
- 2. A word about literacy The written word is the mechanism by which we know what we know. It organizes our thought. We may wish to understand the rise of literacy both historically and logically, but history and logic are themselves the products of literate thought. Writing, as a technology, requires premeditation and special art. Language is not a technology […] James Gleick. The Information. http://rinewit2011.wikispaces.com/Emergent+Literacy
- 4. The world is changing http://countrymeters.info/es/World
- 8. 21st century skills By Creator: Charles Fadel - Own work, CC BY 3.0, https://commons.wikimedia.org/w/index.php?curid=133035 57
- 10. Education • Writing, as a technology, requires premeditation and special art. Language is not a technology, Writing, as a technology, requires premeditation and special art. Language is not a technology,
- 11. Digital Competence vs Digital Literacy • ¿Is digital competence the same as digital literacy? – In spanish, “literacy” (alfabetización) is “the ability to read and write”. – However, “competence” (competencia) is “expertise, fitness or suitability for do something” • It seems that “literacy” refers to a basic ability, necessary to other abilities; “but competence” is a set of developed abilities on a given knowledge area • So, “digital literacy” should be located in a more basic and essential position of the learning process, while “digital competence” is the further development of digital literacy on a more broad scope.
- 13. Digital Competence definition "Digital competence involves the confident and critical use of Information Society Technologies (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet "(European Parliament and the Council, 2006). http://eur-lex.europa.eu/legal- content/ES/TXT/?uri=celex:32006H0962
- 14. Digital competence for teachers http://blog.educalab.es/intef/2017/01/26/common-digital- competence-framework-for-teachers/
- 16. Digital Competence for teachers timeline • The 'Common Digital Competence Framework For Teachers' project is born under The Plan for Digital Culture in Schools and The Strategic Framework for Professional Teacher Development. 2012 • The draft of The Common 2013 Digital Competence Framework For Teachers is published by INTEF and includes a proposal of descriptors. 2013 • The draft framework is revised by stakeholders in a Workshop on The Common Digital Competence Framework For Teachers • An update of the draft Framework is published in June. 2014
- 17. Digital Competence for teachers timeline (2) • The Common Digital Competence Framework For Teachers is translated into english • The Working Group on Teachers' Digital Competence meets once a term. 2015 • The descriptors for competencies and levels are designed • The Portfolio and SAT are developed 2016 • The full Common Digital Competence Framework For Teachers is published in January. • The Digital Competence Portfolio For Teachers is piloted in March. • Stakeholders and Teachers help refine the Framework and the Portfolio in April. 2017
- 19. Digital Competence Portfolio For Teachers
- 20. Portfolio’s organization • Biography: timeline of experiences and teachers’ self-assessment of their level of digital competence. • Dossier: online folder to showcase and prove the level that the teachers have self-assessed. • Passport: the level achieved through the self-assessment tool and the teacher’s dossier yield this online and printable passport. • Training Roadmap: a proposal of training initiatives for level improvement.
- 21. Biography (timeline + self-assessment)
- 22. TIMELINE
- 23. SELF-ASSESSMENT
- 25. Passport (I)
- 26. Passport (II)
- 29. EducaLAB Open Badge Backpack
- 30. Links Bilingual Portfolio at http://portfolio.educalab. es Bilingual Open Backpack at EducaLAB Insignias: http://insignias.educalab. es
Editor's Notes
- 2012 The “Common Digital Competence Framework For Teachers” Project was born in 2012 in Spain, and from the very beginning, it was closely aligned with the European Digital Competence Framework. It was born under the Plan for Digital Culture in Schools, which the Ministry of Education launched in that year too, whose set of projects are the result of the shared reflection process that the Ministry opened with the active participation of the Autonomous Communities, external experts and Heads of various Units within the Ministry itself, who constituted a Working Group on Teachers’ Digital Competences. The Working Group then established a range of objectives regarding the future Framework. The Framework should be a tool to: Allow teachers to know, help and assess the digital competence of students. To provide a common reference with descriptors of digital competence for teachers and trainers. To help to be more demanding regarding the digital competence of teachers (University does not currently give sufficient training to future teachers in digital competence and, moreover, it is not required either for the practice of teaching in Public Administration) To allow everyone to have a list of minimum teaching competences. To help teachers have the necessary digital competence for using digital resources in their teaching profession. To encourage a methodological change in both the use of technological means and educational methods in general. The Working Group members stated then that the framework should bear in mind both Initial Teacher Training and Continuous Professional Development and three lines of action were established at the time: Line 1: Proposal for a common reference framework. Line 2: Plan for evaluation and accreditation of Teachers and Schools. Line 3: Parallel promotion of teacher training in digital competence. After studying various other Frameworks worldwide, it was agreed by The Working Group to focus on the 5 areas of digital competence in the DIGCOMP project implemented by the former IPTS, now known as JRC Seville. The Working Group considered the European Digital Competence was the best reference for an adaptation into the teaching profession and so started working together to publish a first draft of The Spanish Digital Competence Framework For Teachers, which was eventually published in 2013. 2013 – 2014 That first draft included a proposal of descriptors and overall levels, and it was revised and refined by a wide range of stakeholders and experts in the field of Education, who were discussing and debating for a shared document until in June 2014 a new update of the draft was published.
- 2015 The project came to a halt for different reasons, but the draft framework was translated into English. Meanwhile, the DigComp continued being developed, of course, refined and improved by JRC, who has always been a great support for us. 2016 – 2017 In May 2016 the Working Group is reactivated and starts meeting once a term, which also speeds up the re-elaboration of the Framework and the creation of a tool for the certification of the digital competence of teachers. All along 2016, the Working Group discuss on a shared Framework that now includes 6 levels of competence and specific descriptors for each of the 21 competencies within each of the 5 areas of the digital teaching competence. For the descriptors writing and the levels coherence, as well as for updating the names of some of the areas within the Spanish Framework, we have followed the methodology of version 2 of the European DigComp, published by JRC Seville, also following the European line of action. The 2017 version of the Spanish Common Digital Competence Framework for Teachers is published in January, taking version 2 of DigComp as its basis and fully adapted to the teaching profession. It is available both in English and in Spanish. Simultaneously, we have been developing the Digital Competence Portfolio for Teachers and its Self Assessment Tool, which have just been piloted by over 1000 teachers nationwide in March, with very good results. The Portfolio and the Framework have been refined in April, after a Conference with Stakeholders and Teachers that we hosted in Madrid, and whose aim was to draw final conclusions in order to further advance in these tools as the means to certify the digital competence of teachers. At the moment, we are still developing, from a technical point of view, the Portfolio, thanks to the feedback we have gathered from the one-month pilot stage that we carried out in March, with a Dossier, linked to the Self-Assessment Tool, as well as a proposal of a training roadmap for teachers to improve their level of digital competence. The concept behind the portfolio is that the results of the self assessment and the evidences uploaded to each dossier generate a digital passport which shows the level of digital competence of each teacher. The teacher will then be able to request that the Educational Authorities regularly certify that level. The teachers will be provided with a training roadmap, personalised according to their answers to the SAT and which will allow them to pass levels. The portfolio is also connected to our Open Badge Backpaback, where their professional digital badges are stored, shared and acknowledged. We do hope that we are able to make the portfolio public and supported with official regulation very soon.