Digital Competencies

A ponto pé de flor levamos a agulha e linha atrás para depois avançar, num vaivém que confere espessura ao bordado. Uma metáfora para este capítulo. Recua ao conceito de competência mediática, dos anos 1970, antecipa competências digitais e apresenta (f)atores para essas competências no contexto português, segundo especialistas em educação, trabalho e economia, ouvidos no projeto ySKILLS (www.yskills.eu).

In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Edu-cation Teachers with European Practices (Pro-VET)”. In order to better understand national con-texts, the content of the reports of the participating countries of the project was analysed in the con-text of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments.
The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET.
Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method.
Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning.
Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

L’articolo discute l’importanza delle competenze e conoscenze informatiche nella formazione universitaria e il ruolo della certificazione di queste competenze. Dopo un esame della situazione italiana riguardo alle competenze informatiche, l’articolo analizza le attività svolte nel recente passato dalle Università e presenta le principali linee evolutive rese disponibili da AICA nell’ambito delle certificazioni informatiche.

Il contributo illustra un'esperienza di didattica del latino che è intervenuta sullo scarso rilievo dato alla materia con la nuova configurazione del liceo linguistico, cercando di fornire agli studenti non solo conoscenze disciplinari ma anche abilità digitali e metacognitive da poter spendere nei nuovi contesti lavorativi creatisi in seguito alla rivoluzione digitale.

El objetivo principal de esta investigación consiste en indagar y analizar las fortalezas de los juegos serios para potenciar la adquisición de competencias digitales en el profesorado. A través de una revisión bibliográfica se desarrolla un análisis comparativo de las principales características de una serie de juegos serios elegidos según los criterios de análisis: a) País de origen del juego e idiomas que soporta, b) Intensión pedagógica, c) Individual o interacción con otros, d) Guías/ayudas disponibles, e) Destinatarios del juego, f) Resultados de utilización, g) Estrategias de ludificación. En la selección, se consideraron juegos serios que hayan sido utilizados para formar competencias digitales en el profesorado en educación superior, durante la última década (2009 al 2019 inclusive). Entre los principales resultados, se identificó que los juegos serios facilitan cambios de actitud y comportamiento, posibilitan la innovación pedagógica, potencian la interacción con otros, promueven la investigación, facilitan la adquisición de competencias y habilidades tecnológicas, incentivan el respecto y concientización social, ético y legal del uso de las TIC. Se concluye que, los juegos serios además de ser innovadores, interactivos y promover la investigación, son beneficiosos para potenciar la formación de competencias digitales en docentes en diferentes áreas del conocimiento. Como línea de trabajo futuro, se plantea la elaboración de una propuesta de aplicación de un juego serio con el propósito de potenciar la adquisición y/o formación de competencias digitales por parte del personal docente a nivel de educación superior.

Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of ...

Information and Communication Technologies (ICT) are tools to be used to support educational processes and students have access to them more and more every day. However this does not assure the appropriate use of these tools. That is why the objective of the present study is to identify the level of competency in the use of ICT of students in secondary schools in Obregon City, Sonora, Mexico, in the opinions of the students themselves and of their teachers and to compare this with the level of digital competencies of students in some regions of Spain, using an investigation carried out earlier. Two questionnaires with 51 questions were used, one for 949 students and the other for 49 teachers. The results show that students claim to have between moderately and very high levels of competence in ICT skills while their teachers say the students have high levels of competence in some technological skills such as producing a written documents with a word processor. In the study in Spain, students and teachers voiced similar averages in the highest level of competencies, but differed in the competencies with the lowest averages.