A comparative study of digital informal learning: The effects of digital competence and technology expectancy

2019 ◽  
Vol 50 (4) ◽  
pp. 1744-1758 ◽  
Author(s):  
Tao He ◽  
Shihua Li
Keyword(s):  
Comparative Study ◽  
Informal Learning ◽  
Digital Competence ◽  
Digital Informal Learning

A Review and Comparative Study of Teacher's Digital Competence Frameworks

2021 ◽  
pp. 51-71
Author(s):  
Li Yang ◽  
Alicia García-Holgado ◽  
Fernando Martínez-Abad
Keyword(s):  
Comparative Study ◽  
Swot Analysis ◽  
Reference Model ◽  
Educational Institutions ◽  
European Level ◽  
Digital Competence ◽  
Comprehensive Overview ◽  
Technological Revolution ◽  
The World ◽  
Competence Framework

The current technological revolution has reached all social classes, and its educative use by teachers has gone noticed. This chapter provides a comprehensive overview of the six main international frameworks published from 2010 until now. The first objective of this work is to analyze these frameworks' contributions to understanding the development of this competence. The second objective is to determine whether there are any differences between these frameworks through strengths-weaknesses-opportunities-threats (SWOT) analysis. The main aim is to make it easier to integrate an assessment digital competence framework for teachers in other regions of the world that do not have their own framework. The analysis indicates that the six frames have coincidences and nuances in understanding the development of digital competence. This study shows that DigComp is subject to create consensus at the European level about the digital competence components, which can also serve as a conceptual reference model for other countries o educational institutions.

scholarly journals Formation of digital competence of future teachers of elementary school using blended learning and personal learning environment

2018 ◽  
Author(s):  
M. Gladun ◽  
D. Nastas ◽  
S. Spivak
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Informal Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Characteristic Features

The article is devoted to the issue of formation and increasing digital competence of future primary school teachers. The article addresses the issue of the implementation of blended learning in higher education, analysis methods and software applications with which scientific and teaching staff engaged in educational activities. The characteristic features and needs of the new generation Z have been determined, the concepts of macro, meso and micro trends in European education have been analyzed. The authors discovered the meaning of Personal learning environment (PLE), substantiated the idea that giving students the opportunity to work in a qualitatively formed e-environment will allow them to acquire professional and soft-skills for later life, create their own e-portfolio, manage their own educational formal and informal learning process throughout life. There are highlighted and described the characteristic features of informal learning in the article. The emphasis in the work is on the personalization of educational trajectories of students, thanks to PLE tools. The use of ICT, in particular, network services, allows us to create the appropriate pedagogical and technological basis for the maintenance of modern informational systems of educational purposes, which are the priority in the basis of any educational process, the formation of digital competence, and the effective organization of the educational environment of an educational institution

Digital Competence and Informal Learning in Academic Performance--Model

2021 ◽  
Author(s):  
Mahboobe Mehrvarz ◽  
Elham Heidari ◽  
Mohammadreza Farrokhnia ◽  
Omid Noroozi
Keyword(s):  
Academic Performance ◽  
Informal Learning ◽  
Performance Model ◽  
Digital Competence

scholarly journals Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL

2018 ◽  
Vol 13 (1) ◽  
pp. 75 ◽  
Author(s):  
Esther Nieto Moreno de Diezmas
Keyword(s):  
Comparative Study ◽  
Secondary Students ◽  
Large Scale ◽  
Compulsory Education ◽  
Added Value ◽  
Digital Competence ◽  
Communicative Skills ◽  
Digital Skills ◽  
Digital Environments ◽  
Key Competences

<p>This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing ‘communicative digital competence’ (CLIL group, n=2,152, and non-CLIL group, n=18,093) and ‘informational digital competence’ (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.</p>

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