Competence-based education and digital competence
In recent years, a large number of educational systems, following the recommendations of international organisations such as the OECD and the European Commission, have introduced a competence-based emphasis into their traditionally subject-based curriculum (Krumsvik, 2011). This move, beyond what any document can deal with, does not find its way into everyday school practice easily or with instant results. For the OECD’s DeCeSo project (2002), it is clear that competence implies several dimensions, starting from the ability to (1) use a wide variety of tools; (2) interact with others in heterogeneous groups; and (3) take responsibility for one’s life and act autonomously. The European Commission (EC, 2006i) defined the eight key competences – understood as a combination of knowledge, skills and attitudes – necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge-based society. One of them was digital competence. The EC recommendation suggests that Digital competence involves the confident and critical use of Information Society Technology (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 (EC, 2007, p. 7).
Enllaç de la font d’origen: https://naerjournal.ua.es/article/view/v5n1-9