1. Digital Competence in K-12.
Theoretical Models, Assessment Tools
and Empirical Research
by
Maria Ranieri,
Antonio Calvani, Antonio Fini
Department of Education
University of Florence
Italy
Lisboa, 28th June 2011
2. TOC
• Context and objectives
• Definitions of digital literacy/competence
• Assessment tools
• Applications and results
• Conclusion
3. Context and aims
Over the last years the theme of the digital
competence in its different aspects has been object
of a growing interest. In a number of official
documents and communications, international
bodies underlined the significance of this
competence for lifelong learning and to participate in
the so-called ‘information society’.
See for example the new framework of key
competences of European Union
(December, 2006)
4. Context and aims
Up to now, there exist various international
certifications for basic IT skills, but they emphasize the
assessment of the very technical knowledge and
skills, overlooking the cognitive and educational
aspects of the use of ICT.
The aim of DCA project was to elaborate a
conceptual model for digital literacy
emphasizing cognitive and educational
aspects, and develop relatve assessment
tools easy-to-use for teachers and
educators.
5. Up to now, there exist various international
certifications for basic IT skills, but they emphasize the
assessment of the very technical knowledge and
skills, overlooking the cognitive and educational
aspects of the use of ICT.
The aim of DCA project was to elaborate a
conceptual model for digital literacy
emphasizing cognitive and educational
aspects, and develop relatve assessment
tools easy-to-use for teachers and
educators.
7. Literature Review
• Digital literacy is «the ability to understand and use
information in multiple formats from a wide range of sources
when it is presented via computers» (Gilster, 1997)
• «Digital literacy merges capabilities: purely technical aspects,
intellectual competences and also competences related to
responsible citizenship. They all allow individuals to develop
themselves completely in information society»
(Tornero, 2004)
8. Literature Review
• Digital literacy as «the awareness, attitude and ability of
individuals to appropriately use digital tools and facilities to
identify, access, manage, integrate, evaluate, analyze and
synthesize digital resources, construct new knowledge, create
media expressions, and communicate with others, in the
context of specific life situations, in order to enable constructive
social action; and to reflect upon this process» (Martin, 2005).
9. Literature Review
• Digital and media literacy is defined as the ability to:
(1) make responsible choices and access information […];
(2) analyze messages in a variety of forms by identifying the
author, purpose and point of view and evaluating the quality
and credibility of the content;
(3) create content in a variety of forms for authentic purposes
[…];
(4) reflect on one’s own conduct and communication behavior
by applying social responsibility and ethical principles;
(5) take social action by working individually and collaboratively
to share knowledge and solve problems in a variety of
contexts (Hobbs, 2010).
10. Literature Review
There is agreement among researchers that different types of
literacies related to ICTs and more generally to the media, all
are connected to the concept of digital literacy, together with
other life skills.
IT Literacy Inquiry skills Visual Literacy
Critical thinking skills Digital Literacy Collaborative skills
Information
Literacy
Problem solving skills Media Literacy
11. The concept of Digital Competence is:
Multidimensional - Implies the integration between abilities and
skills of cognitive, relational and social nature.
Complex - Is not completely quantifiable with single tests and not
always verifiable in the short run. At least for some aspects it
requires more time and different contexts before coming to surface.
Interconnected - Is not independent from other key
competences like reading, numeracy, problem solving, inferential
skills etc.
Sensitive to the socio-cultural context – The meaning of this
concept could change over time, according to the context and the
various educational settings.
12. Defining DigComp
Digital competence consists in being able
• to explore and face new technological situations in a
flexible way,
• to analyze, select and critically evaluate data and
information, to exploit technological potentials in order to
represent and solve problems and build shared and
collaborative knowledge,
• while fostering awareness of one’s own personal
responsibilities and the respect of reciprocal
rights/obligations.
13. Exploring new
technological contexts
in a flexible way
Access, selection
Interacting through ICTs TECHNOLOGICAL and critical evaluation
in a responsible way of information
INTEGRATED
ETHICAL COGNITIVE
Understanding the potential
of networking technologies
for collaborative knowledge building
15. As a DCA research group, we developed a set of instruments
enabling teachers to assess digital competence at different
levels and in the short/medium run.
Situated DCA
Instant DCA
16. Instant DCA
It is conceived as a rapid means of assessment and consists
in quantitative tests.
The tests are made up of 35 items, with multiple-choice
answers or matching items, with a small group of short
questions and answers.
17.
18. Situated DCA
It is intended to be used as an instrument for a more meaningful
assessment in the short/medium run and consists in four
typologies of tests.
• The first type (Technological exploration) presents an
unknown technological interface which has to be learned and
mastered.
• The second type (Simulation) requires the experimental
elaboration of data by formulating hypotheses on the possible
relationships.
19. Situated DCA
• The third type (Inquiry) requires the critical selection and
gathering of relevant and reliable information about a predefined
subject.
• The fourth type (Collaboration) requires the participation in the
collaborative production of a document, while respecting criteria
regulating collaborative activities.
21. The Instant DCA is made up of three sections:
technological, cognitive and ethical.
The technological section does not focus on computer structure,
hardware and software, but on the understanding of common situations,
like the ones people can meet in everyday life and/or working directly
at the computer.
Technologies in everyday life
22.
23. The cognitive section can be identified with the Information Literacy
(i.e., an ability in processing, managing and reading, together with the
critical evaluation of texts, data, information and sources).
The items in this section need general cognitive skills from the students
(i.e., mostly linguistic or logic-linguistic competences), to be solved.
Critical evaluation of information
24.
25. The ethical section concerns adequate behaviours needed in the use of
technologies and more generally on the Internet. It relates to the
ethical and social consequences of technological behaviours.
The section is made up of three sub-sections focused on: protecting
personal data, respecting other Net-users and being aware of the
digital gap.
Netiquette, Social Consequences
of Digital Gap, Protecting
Personal Data
28. iDCA Surveys
The validation test and the Italy-China Survey
• The first version of the tests, designed for adolescents (14-16
year-old high school students), was made up of 87 items.
• It was administered in Italy (220 students) and in China (330).
• The results of the item analysis was satisfactory:
-Cronbach’s alpha coefficient Chinese DCA = 0.77
-Cronbach’s alpha coefficient Italian DCA = 0.79
This led to the identification of the 35 items used in the third stage
of the experimentation, intended for Italian high schools and which
took place between September 2009 and January 2010.
29. iDCA Surveys
The wide Italian survey
• In the period September 2009-January 2010 the iDCA test
was administered to a sample of students from Italian
secondary schools with the aim at assessing the “state” of
digital competence among Italian students.
• Total number of respondents was 1056 from 34 schools and
the average age of the students was 15.
• Examinining the overall scores, the results are on the whole
lower than we expected. The average score was in fact 62,5
(DEV.ST=15,8), which is less than the 75% threshold, and
only one fourth of the students reaches the 75% threshold
30.
31. Conclusions
• Although there is great emphasis today on teens’ digital
skills, evidence seems to say something different…
• School should play a fundamental role in supporting a more
critical and significant use of technologies
• School should guarantee the integration of the notions and
technological abilities which adolescents could acquire
spontaneously through their own practices, within a more
articulate cognitive framework, adequately related to other
significant competences.
32. Related publications
• Calvani, A., Fini, A. & Ranieri, M. (2010), La competenza digitale nella scuola
Modelli e strumenti per valutarla e svilupparla, Trento, Erickson.
• Calvani, A., Fini, A. & Ranieri, M. (2009), Assessing Digital Competence in
Secondary Education. Issues, Models and Instruments, in M. Leaning (Ed.),
Issues in Information and Media Literacy: Education, Practice and Pedagogy,
Santa Rosa, California: Informing Science Press, 153-172.
• Y. Li, M. Ranieri, Are ‘digital natives’ really digitally competent? A Study on
Chinese Teenagers, Paper accepted by the British Journal of Educational
Technology, UK.
33. The get more information on the project
please visit the web site:
www.digitalcompetence.org
Thank you
maria.ranieri@unifi.it
34. Credits
The DCA research project was funded by
the Italian Ministry of Education within
the PRIN Research Programme 2006-2007
and is led by Prof. Antonio Calvani
(University of Florence).
