digital competences in the classroom
TRANSCRIPT
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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
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https://flic.kr/p/91eYJd
Thanks!
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Coherence:
digital c
ompetence
in a virtual c
ontext
http://www.flickr.com/photos/peddhapati/10840124943/
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Did we really say “in the classroom”?
Does it happen?
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EL AULA
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Is the schoola digital scenario?
http://www.flickr.com/photos/skylervm/3787931642/
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Or are we part of La Résistance?
http://www.shutterstock.com/es/pic-149978981/stock-photo-man-looking-inside-old-school-desk.html
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http://www.shutterstock.com/es/pic-234605263/stock-vector-creative-design-creative-thinking.html
“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.
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http://www.flickr.com/photos/31878512@N06/4688777136/
Digital artifacts are everywhere!
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From sunrise…
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… through the whole
day …
http://www.shutterstock.com/pic-323022932.html
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… to sunset.
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… 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
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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
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Having lunch together as an introduction to
mobile learning!
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Our approach to technology
is mediated by our
sociocultural practices.
http://www.shutterstock.com/es/pic-293007131/stock-photo-girl-with-tablet.html
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But technology also changes our sociocultural practices.
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http://www.shutterstock.com/es/pic-183839372/stock-photo-white-office-room-with-tiled-ceiling-with-neon-lamps.html
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
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The Business Leadership
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NMC Horizon Report Europe:
2015 K-12 Edition
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NMC Horizon Report Europe:
2015 K-12 Edition
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NMC Horizon Report Europe:
2015 K-12 Edition
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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
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“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
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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
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Rational and critical thinking
is required concerning “digitalism”
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So, what do we mean by “Digital Competence”?
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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.
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Easy, isn’t it?
https://flic.kr/p/dUXUdm
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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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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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2. CollaborationLink with others,
participate in online networks & communities, interact
constructively
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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3. Communication & Sharing
Communicate through online tools, taking into account
privacy, safety and netiquette
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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4. Creation of content &
knowledgeIntegrate and re-elaborate previous knowledge and content, construct
new knowledge
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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5. Ethics & responsibilityBehave in an ethical and
responsible way, aware of legal frames
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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6. Evaluation & Problem SolvingIdentify digital needs, solve
problems through digital means, assess the
information retrieved
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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7. Technical operations
Use technology and media, perform tasks through digital
tools
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Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.Luxembourg: Publications Office of the European Union.
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How can we handle that in a school
context?
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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.
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“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
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“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
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The same happens with Digital Competence!
http://www.shutterstock.com/es/pic-132157016/stock-photo-technology-concept-hex-code-digital-background-d-render.html
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But this simple statement opens new questions for
educators…
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http://www.flickr.com/photos/wwworks/2350106729/
The question is: how do you use technology AT
HOME?
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Only after personal use
may professional use appear.
http://www.shutterstock.com/es/pic-290395418/stock-photo-woman-with-talking-bubble-on-blackboard.html
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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
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Neophobia
http://www.shutterstock.com/es/pic-103378880/stock-photo-security-concept-lock-on-digital-screen-contrast-d-render.html
“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.”
http
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http://www.shutterstock.com/es/pic-287105027/stock-photo-pretty-little-girl-speaking-by-mobile-phone.html
Against “technological anxiety” (Lizarazo, 2008), we need “technological mediators” (Piscitelli, 2005).
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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.
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“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/
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Learning means changing as a
consequence of enjoying an experience.
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“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.
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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.
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Considering the needs and practices we (students and
teachers) have,
how do we organise teaching & learning?
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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
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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
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resp
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prac
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The
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Our digital competence (and media)
help us 1. manage learning and teaching and
2.create digital artifacts.
http://www.shutterstock.com/es/pic-320971742/stock-photo-success-creative-concept-pencil-ladder-with-copy-space.html
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ICT to manage teaching
and learning
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Internal Communication
Project Management
Content Curation
Dissemination and external
communicationhttp://www.shutterstock.com/es/pic-231149824/stock-vector-colorful-sticky-note-vector-illustration.html
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https://flic.kr/p/5rGqK8
In your classroom…
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Give life to contents!
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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.”
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Project
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
Tasks Final Product
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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
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START Creation of the
narrative and the scenario
Motivation Links with real life
http://www.shutterstock.com/es/pic-329913197/stock-photo-children-friends-friendship-school-learning-concept.html
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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
http://www.shutterstock.com/es/pic-255233626/stock-photo-children-kids-happiness-multiethnic-group-cheerful-concept.html
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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
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PRODUCTION Solving the question/problem/challenge
Creation of the final product
http://www.shutterstock.com/es/pic-296993792/stock-photo-children-friendship-togetherness-smiling-happiness-concept.html
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The importance of a GOOD final product for motivation and
backward design
http://www.flickr.com/photos/61423903@N06/8084060025/
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http://www.shutterstock.com/es/pic-267651230/stock-photo-multiethnic-children-balloon-happiness-friendship-concept.html
DISSEMINATION
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ASSESSMENT Dynamic Assessment
Alternative Assessment Trans-formative Assessment
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Creation of digital artifacts
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DIGITAL ARTIFACTS
ACTIVITY TOOLARTIFACT
http://artefactosdigitales.com
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DIGITAL ARTIFACTS
INTERVIEW TOOLPODCAST
http://artefactosdigitales.com
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DIGITAL ARTIFACTS
http://artefactosdigitales.comIconos: thenounproject.com
ebooks presentations mind maps wiki AR
video animations music robots podcast
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Artefactos Digitales
http://artefactosdigitales.comIconos: thenounproject.com
tutorial digital poster timeline photography
geottaging infography reportscomic apps
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Make learning a memorable experience!
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Digital Education as a School Project
http://www.shutterstock.com/es/pic-147126050/stock-photo-silhouette-people-show-the-victory-hand-sign-as-a-circle.html
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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
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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
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“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.
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Educators as Conneted
Professionals
http://www.shutterstock.com/es/pic-304959785/stock-photo-hand-holding-a-glowing-light-bulb.html
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Educators as Empowered Professionals
http://www.shutterstock.com/es/pic-363884225/stock-photo-funny-superman-lots-of-copyspace.html
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Thanks