Verso un quadro ampliato delle competenze digitali degli educatori. Il processo di validazione attraverso la revisione degli esperti
Barra laterale dell'articolo
Pubblicato:
Nov 20, 2024
Parole chiave:
Insegnare con le TIC, Competenze Socio-Relazionali, Competenze Digitali degli Insegnanti, DigCompEdu, Esperti di Formazione, Tecnologie Didattiche, Tecnologie per 'Apprendimento
Contenuto principale dell'articolo
Abstract
In risposta ai recenti cambiamenti nel panorama educativo, si richiede sempre più che gli educatori posseggano una gamma diversificata di abilità, conoscenze e competenze relative all'insegnamento con le TIC. Tuttavia, nel complesso scenario post-COVID, sembra che il ruolo essenziale delle competenze socio-relazionali ed emotive nella trasmissione efficace dei contenuti educativi sia spesso trascurato negli interventi istituzionali e formativi. In questo articolo, illustriamo la fase di validazione del D-Paideia Qualification Framework, una potenziale estensione e aggiornamento del framework DigCompEdu su questi temi. Attraverso la consultazione di un panel di 30 esperti internazionali, abbiamo identificato i punti di connessione e di divergenza tra le nuove competenze e quelle già presenti nel framework originale, oltre a valutare e migliorare la denominazione e la descrizione delle nuove competenze.
Dettagli dell'articolo
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Llorente-Cejudo, C., Barragán-Sánchez, R., Puig-Gutiérrez, M., & Romero-Tena, R. (2023). Social inclusion as a perspective for the validation of the “DigCompEdu Check-In” questionnaire for teaching digital competence. Education and Information Technologies, 28, 9437-9458. https://doi.org/10.1007/s10639-022-11273-4
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt.
McDonagh, A., Camilleri, P., Engen, B. K., & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education, 5(4), 5–17. https://doi.org/10.7577/njcie.4226
Murphy, C., Marcus-Quinn, A., & Hourigan, T. (2021). Exploring the ripple effect of ‘always on’ digital work culture in secondary education settings. In Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice (pp. 339-353). Springer International Publishing.
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Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research, 26(3), 681-707. https://doi.org/10.1007/s10984-022-09447-5
Ranieri, M. (2022). Competenze digitali per insegnare: Modelli e proposte operative. Carocci Editore.
Ranieri, M., Gabbi, E., Ancillotti, I. (2023). D-Paideia qualifications framework consultation report. [Unpublished internal D-Paideia project report].
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
School Education Gateway. (2020, 08 June). Survey on online and distance learning - Results. European School Education Platform. https://school-education.ec.europa.eu/en/insights/viewpoints/survey-online-and-distance-learning-results
Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137–155. http://www.jstor.org/stable/44219025
Teng, M. F., & Wu, J. G. (2021). Tea or tears: Online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292. https://doi.org/10.1080/02607476.2021.1886834
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal Of Educational Change, 22(1), 3-12. https://doi.org/10.1007/s10833-021-09417-3
Burns, M., & Kolho, A. (2022). Digital and social-emotional competences needed in the teaching profession. HAMK Unlimited. https://unlimited.hamk.fi/ammatillinen-osaaminen-ja-opetus/digital-and-social-emotional-competences-needed-in-the-teaching-profession/
Butcher, N. (2018). UNESCO ICT Skills Framework. UNESCO.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu). European Journal of Education, 54(3), 356-369.
Carretero Gomez, S., Napierala, J., Bessios, A., Mägi, E., Pugacewicz, A., Ranieri, M., Triquet, K., Lombaerts, K., Robledo Bottcher, N., Montanari, M., & Gonzalez Vazquez, I. (2021). What did we learn from schooling practices during the COVID-19 lockdown (EUR 30559 EN). Publications Office of the European Union. https://doi.org/10.2760/135208
Chiappetta Cajola, L., & Ciraci, A. M. (2013). Didattica inclusiva: Quali competenze per gli insegnanti?. Armando Editore.
Chiu, T. K. F., Falloon, G., Song, Y., Wong, V. W. L., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214. https://doi.org/10.1016/j.compedu.2024.105017
Creswell, J. W., & Plano Clark, V. (2011). Mixed methods research. SAGE Publications.
EdDiCo (2021). Learning maturity model for digital education competence. EdDiCo project platform. https://eddico.eu/wp-content/uploads/sites/24/2022/01/content/learning-maturity-model-for-digital-education-competence.html#/
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
ETF. (2019). Digital teaching professional framework. Education and Training Foundation. https://www.et-foundation.co.uk/
European Commission. (2019). Key competences for lifelong learning. Directorate-General for Education, Youth, Sport and Culture. Publications Office. https://data.europa.eu/doi/10.2766/569540
European Commission. (2020). Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. Publications Office. https://education.ec.europa.eu/focus-topics/digital-education/action-plan
European Commission. (2022). Education and training monitor: comparative report. Directorate-General for Education, Youth, Sport and Culture. Publications Office. https://data.europa.eu/doi/10.2766/117416
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Floridi, L. (2017). La quarta rivoluzione: come l’infosfera sta trasformando il mondo. Raffaello Cortina Editore.
Fullan, M., Hill, P., & Rincón-Gallardo, S. (2017). Deep learning: shaking the foundation. new pedagogies for deep learning: A global partnership. http://npdl.global/wp-content/uploads/2017/03/npdl-case_study_3.pdf
Gabbi, E., Ancillotti, I., & Ranieri, M. (2023). La competenza digitale degli educatori: Teorie, modelli, prospettive di sviluppo. Media Education – Studi, ricerche e buone pratiche, 14(2). https://doi.org/10.36253/me-14742
Generalitat de Catalunya. (2018). Teachers’ digital competence in Catalonia. Departament d’Ensenyament. https://repositori.educacio.gencat.cat/bitstream/handle/20.500.12694/229/teachers_digital_competence_in_catalonia_2018.pdf
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Kampylis, P., Devine, J., Punie, Y., & Newman, T. (2016). Supporting schools to go digital: from conceptual model towards the design of a self-assessment tool for digital-age learning. In L. G. Chova, A. L. Martínez, I. Candel Torres (Eds.), ICERI Proceedings (pp. 816-825), IATED Digital Library.
Kerssens, N., & van Dijck, J. (2022). Governed by edtech? Valuing pedagogical autonomy in a platform society. Harvard Educational Review, 92(2), 284-303.
Kelentrić, M., Helland, K., & Arstorp, A. T. (2017). Professional digital competence framework for teachers. The Norwegian Centre for ICT in education.
Llorente-Cejudo, C., Barragán-Sánchez, R., Puig-Gutiérrez, M., & Romero-Tena, R. (2023). Social inclusion as a perspective for the validation of the “DigCompEdu Check-In” questionnaire for teaching digital competence. Education and Information Technologies, 28, 9437-9458. https://doi.org/10.1007/s10639-022-11273-4
Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt.
McDonagh, A., Camilleri, P., Engen, B. K., & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education, 5(4), 5–17. https://doi.org/10.7577/njcie.4226
Murphy, C., Marcus-Quinn, A., & Hourigan, T. (2021). Exploring the ripple effect of ‘always on’ digital work culture in secondary education settings. In Handbook for Online Learning Contexts: Digital, Mobile and Open: Policy and Practice (pp. 339-353). Springer International Publishing.
OECD. (2021). Supporting young people’s mental health through the COVID-19 crisis. Tackling coronavirus (COVID-19). Browse OECD contributions. https://read.oecd-ilibrary.org/view/?ref=1094_1094452-vvnq8dqm9u&title=Supporting-young-people-s-mental-health-through-the-COVID-19-crisis
Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research, 26(3), 681-707. https://doi.org/10.1007/s10984-022-09447-5
Ranieri, M. (2022). Competenze digitali per insegnare: Modelli e proposte operative. Carocci Editore.
Ranieri, M., Gabbi, E., Ancillotti, I. (2023). D-Paideia qualifications framework consultation report. [Unpublished internal D-Paideia project report].
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
School Education Gateway. (2020, 08 June). Survey on online and distance learning - Results. European School Education Platform. https://school-education.ec.europa.eu/en/insights/viewpoints/survey-online-and-distance-learning-results
Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137–155. http://www.jstor.org/stable/44219025
Teng, M. F., & Wu, J. G. (2021). Tea or tears: Online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290-292. https://doi.org/10.1080/02607476.2021.1886834
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal Of Educational Change, 22(1), 3-12. https://doi.org/10.1007/s10833-021-09417-3