The paper starts by describing the changes in the theory and practice of computing at school in the last years. It focuses first on the transition from character interfaces to graphic interfaces (GUIs), then on the Internet, with a special attention to the presence of misconceptions and mental schemes in students’ minds. Today debate on the features of the digital divide and the interest that public institutions have for new forms of literacy based on IT/ICT follow; the example of the key competences for lifelong learning, as stated by the European commission is analyzed and digital competence, the fourth among them, is discussed. After the above issues the proposal of a framework for digital competence assessment, developed by an Italian research Group funded by the Italian Ministry of Research and Education, is analyzed. The analysis of students’ answers to a questionnaire built under the guidelines of the above framework and the suggestions from colleagues while presenting the results of the work in meetings and conferences all over Europe led to the proposal of changes in the structure of the above framework. The most relevant among them are: the introduction of the Piaget basic categories: space, time and causality (from his theory of genetic epistemology) in the cognitive area of the framework, in order to take into account the changes ICT induced on those categories in last years, the consideration of the affective, psycho-motor and cognitive skills that Bloom and others used to describe the taxonomy of educational objectives, the hypothesis of a social-relational taxonomy, strictly connected to collaborative networking phenomena and social networking. In the conclusion the proposal of new instruments and strategies to be used for the development of assessment instruments for effective digital competence and feedback strategies is discussed.

Frameworks for Digital Literacy and Digital Competence Assessment

CARTELLI, Antonio
2009

Abstract

The paper starts by describing the changes in the theory and practice of computing at school in the last years. It focuses first on the transition from character interfaces to graphic interfaces (GUIs), then on the Internet, with a special attention to the presence of misconceptions and mental schemes in students’ minds. Today debate on the features of the digital divide and the interest that public institutions have for new forms of literacy based on IT/ICT follow; the example of the key competences for lifelong learning, as stated by the European commission is analyzed and digital competence, the fourth among them, is discussed. After the above issues the proposal of a framework for digital competence assessment, developed by an Italian research Group funded by the Italian Ministry of Research and Education, is analyzed. The analysis of students’ answers to a questionnaire built under the guidelines of the above framework and the suggestions from colleagues while presenting the results of the work in meetings and conferences all over Europe led to the proposal of changes in the structure of the above framework. The most relevant among them are: the introduction of the Piaget basic categories: space, time and causality (from his theory of genetic epistemology) in the cognitive area of the framework, in order to take into account the changes ICT induced on those categories in last years, the consideration of the affective, psycho-motor and cognitive skills that Bloom and others used to describe the taxonomy of educational objectives, the hypothesis of a social-relational taxonomy, strictly connected to collaborative networking phenomena and social networking. In the conclusion the proposal of new instruments and strategies to be used for the development of assessment instruments for effective digital competence and feedback strategies is discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11580/6364
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