1. WP3 Knowledge Brokerage on Digital Skills and Digital Games: First results Linked meeting 30.9.2010 Liisa Ilomäki, Anna Kantosalo and Minna Lakkala Technology in Education Research Group (TEdu) University of Helsinki

2. Our presentation The status of the work (Liisa) The methodology for answering the questions (Anna) Answers to the three first questions: (Liisa) What is digital competence? Which elements of digital competence should be acquired at school? What pedagogical practices and methods best support learning digital competences? How to proceed? (Liisa) 2

3. Final elaborated questions for digital competence 1/2 Theme 1: Definition of digital competences: What is digital competence? Theme 2: The role of digital competences in the curriculum: Which elements of digital competence should be acquired at school? Theme 3: Various methods to teach digital competences: Which pedagogical practices and methods best support learning digital competences? Theme 4: Assessing digital competences: What should be assessed when assessing digital competences? 3

4. Final elaborated questions for digital competence 2/2 Theme 5: Teachers’ digital competences requirements: Which digital competences are important for a teacher? Theme 6: Digital competences in different groups: How do different gender and age groups differ in their digital competences? Leaving off Theme 7: Formal vs. informal learning: What is the role of formal education vs. informal education in developing a student’s digital competences? 4

5. Status of the work Done during May-September: Collection and organizing the authentic questions All searches for research evidence + additional policy- related material, occasional comments and help from experts 1. long and short answer, 2 drafts to long answers In October answers to the rest of the questions Theme 4: Assessing digital competences Theme 5: Teachers’ digital competences requirements Theme 7: Formal vs. Informal learning 5

6. Search procedures – The search resources Databases EBSCOhost Academic Search Complete – A multi- disclipinary database EBSCOhost Educational Research Complete – A database specialized in educational research journals ERIC, Education Resources Information Centre – Another database specialized in educational research A manual search in the University of Helsinki Library of Behavioral Sciences, Minerva Google search was used to find relevant policy papers referred to in the articles/ suggested by experts Articles suggested by experts/found previously/found in the articles 6

7. Search procedures – Limiting the results Limits for the scientific articles Peer reviewed In English Full text available for researchers through the University Time limit 2005-2010 Limits for manual search Same as for other scientific articles, but time limit the last year Limits for policy papers Main papers from EU, OECD and UNESCO 7

8. Search procedures – Construction of search terms Search terms are based on the question themes Some are derived from the vocabulary used in the elaborated questions. Synonyms for the terminology were added to the terms. Some words were added to the terms based on the researchers previous encounters with the field. Some suggestions from the partners were also used as search terms. 8

9. Search procedures – The inclusion process The abstracts for the articles were used to determine which articles to include as possible sources. Unclear cases had to be examined more closely by reading through the first chapter and the conclusion chapter and by determining the context in which the search term was used by scanning for it with the search- tool of the pdf-reader. If the case remained unclear, researchers returned to it later together. As a result, more articles were read through than actually used. 9

10. What is digital competence? A key concept. Highly up-to-date issue world wide, in EU, on national levels. A lot of policy- and practice-related work going on. No empirical data but well argued research papers as well as policy-papers Not a well-defined concept and probably will not even become. Remember: from computer skills to ICT-skills Narrow concepts – wide concepts 10

11. Various backgrounds for the concept -> different but closely related concepts A lot of research based on literature studies; two main trends in research: 1) developing from the literature point of view, 2) developing from the technology point of view 11

12. 12 Digital competence Computer science Library studies Literacy studies Policy tradition Media literacy ICT skills Digital literacyInformation literacy Information skills Skills vs. competence Media studies / media education Internet skills

13. From skills to competence Connection to general competences: EU 8 key competences 1. communication in the mother tongue; 2. communication in foreign languages; 3. mathematical competence and basic competences in science and technology; 4. digital competence; 5. learning to learn; 6. social and civic competences; 7. sense of initiative and entrepreneurship; 8. cultural awareness and expression. Is Digital competence the correct concept? Media competence is one level up? 13

14. Trends of research about Internet skills The operation of digital media (so-called ‘button knowledge’). Close to the operationalisation of the European Computer Driving Licence (ECDL) The specific medium used and covers the formal structures on which this medium is built The content provided by digital media; focus on information search behaviour. The personal goals and benefits for using digital media. Strategic skills, which appear to be most complex of all types of digital skills. 14

15. Practical work, e.g. The Assessment and Teaching of 21 st Century Skills –project 15 I Ways of Thinking II Ways of Working III Tools for Working IV Living in the World 1. Creativity and innovation 4. Communication 6. Information literacy 8. Citizenship – local and global 2. Critical thinking, problem solving, decision making 5. Collaboration (teamwork) 7. ICT literacy9. Life and career 3. Learning to learn, Metacognition 10. Personal & social responsibility – including cultural awareness and competence

16. Which elements of digital competence should be acquired at school? 16 Very difficult to find research-based evidence for this, and no empirical papers at all. Curriculum-related: both general and of various subjects. Especially many papers from literacy / media education perspective. Few papers about concrete subjects, like math. Several papers about what will be learnt when changing the curriculum; my idea to elaborate the question to this direction and to add such a sub-question.

17. Majority of papers about the change that is needed for the curriculum, structures etc. Only one – till now – about what should be thought in school. ICT / digital literacy in curriculum: a separate subject or integrated in several subject? The answer is clear, in all papers: integrated to all school day, to all learning and all subjects. Interesting change compared to the discussion about computer skills ! 17

18. Which pedagogical practices and methods best support learning digital competences? What are “pedagogical practices and methods” ? Our interpretetation: various types of tasks, ways of working or types of activities and practices according to which pupils or students are directed or instructed to act by the teacher in school lessons or in other pedagogical settings. The complex and gradually developing nature of digit. competences makes it impossible to investigate them trough controlled experimental methods. 18

19. Digital competence develops in contextual activities and in technology-rich and long-term settings Rich and integrated use of various technical tools, Wide range of activities that are based on complex and challenging tasks including, for instance, students’ own knowledge creation or product construction, solving of multidisciplinary problems, collaborative activities and project work. Skills and competencies related to using technology should not be seen narrowly, consisting only on mechanical skills; therefore, also the methods for learning the skills require practicing them in settings where multiple technological tools are used integratively in “authentic” ways and for as real purposes as possible. 19

20. How to proceed? Writing process right now and in the end of the next week questions 2 & 3 ”ready”. Two more ones within three weeks. At the same time slight changes to all questions, based on new findings. Feedback about the structure of the long answer – but not much can be done? Feedback about the structure of the short answer in this meeting. Answers will be ready till the end of October. What about dissemination activities? 20