This document discusses the significance of digital competence in contemporary education, emphasizing that effective learning now occurs outside traditional classrooms through various digital tools and practices. It outlines a definition of digital competence and identifies key components, such as information management, collaboration, communication, content creation, ethics, evaluation, and technical operations, which are essential for students and educators. The paper further explores the role of technologies in shaping sociocultural practices, the necessity for educators to adapt to digital realities, and the importance of creating engaging, real-world learning experiences.

1. Digital competence
in the classroom
http://www.shutterstock.com/es/pic-234598927/stock-photo-learn-and-teach-concept-words-on-blackboard.html
Fernando Trujillo
ftsaez@ugr.es
@ftsaez
http://fernandotrujillo.es

2. https://flic.kr/p/91eYJd
Thanks!

3. Coherence:
digitalcompetence
inavirtualcontext
http://www.flickr.com/photos/peddhapati/10840124943/

4. Did we really say
“in the classroom”?
Does it happen?
http://www.shutterstock.com/es/pic-61581196/stock-photo-blank-freeway-sign-d-isolated.html
EL AULA

5. Is the school
a digital scenario?
http://www.flickr.com/photos/skylervm/3787931642/

6. Or are we part of
La Résistance?
http://www.shutterstock.com/es/pic-149978981/stock-photo-man-looking-inside-old-school-desk.html

7. http://www.shutterstock.com/es/pic-234605263/stock-vector-creative-design-creative-thinking.html
“The kind of learning that
will define the twenty-first
century is not taking place
in a classroom - at least
not in today’s classroom.
Rather, it is happening all
around us, everywhere,
and it is powerful.”
Douglas Thomas and John Seely Brown. 2011.
A new culture of learning: cultivating the imagination
for a world of constant change.

8. http://www.flickr.com/photos/31878512@N06/4688777136/
Digital artifacts are
everywhere!

9. From sunrise…
http://www.shutterstock.com/es/pic-300960311/stock-photo-point-of-view-image-of-person-in-bed-turning-off-phone-alarm.html

10. … through
the whole
day …
http://www.shutterstock.com/pic-323022932.html

11. … to
sunset.

12. … And beyond!
http://www.dailymail.co.uk/news/article-3479288/Facebook-world-s-biggest-virtual-graveyard-
profiles-dead-people-living-users-end-century-say-experts.html

13. The appropiation of a
digital artifact always
takes place in daily spaces
and in relation to other
close and known people.
Rosalía Winocur. 2010. Robinson Crusoe ya
tiene celular: la conexión como espacio de
control de la incertidumbre. México: Siglo XXI,
pg. 15

14. Having lunch together
as an introduction to
mobile learning!

15. Our approach
to technology
is mediated
by our
sociocultural
practices.
http://www.shutterstock.com/es/pic-293007131/stock-photo-girl-with-tablet.html

16. But technology also changes
our sociocultural practices.

17. http://www.shutterstock.com/es/pic-183839372/stock-photo-white-office-room-with-tiled-ceiling-with-neon-lamps.html
Changes may come
with an agenda.

18. Digital competence
is the only
competence which
relies on Market.
http://www.shutterstock.com/es/pic-233031511/stock-photo-portrait-of-young-businessman-in-modern-loft-office-drawn-bar-chart-success-in-business-
concept.html

19. The Business
Leadership

20. NMC Horizon
Report Europe:
2015 K-12 Edition
http://cdn.nmc.org/www/20150625185115/2015-K-12-Report-Topics-Graphic-1024x794.png

21. NMC Horizon
Report Europe:
2015 K-12 Edition
http://cdn.nmc.org/www/20150625185115/2015-K-12-Report-Topics-Graphic-1024x794.png

22. NMC Horizon
Report Europe:
2015 K-12 Edition
http://cdn.nmc.org/www/20150625185115/2015-K-12-Report-Topics-Graphic-1024x794.png

23. NMC Horizon
Report Europe:
2015 K-12 Edition
http://cdn.nmc.org/www/20150625185115/2015-K-12-Report-Topics-Graphic-1024x794.png

24. But Market is not
a necessarily
trustful sherpa…
http://www.shutterstock.com/es/pic-266942516/stock-photo-tourist-guide-show-the-right-way-with-pole-in-hand-hiker-with-sporty-backpack-stand-on-rocky-view.html

25. “Social
reality is
illegible to
the people
trying to
make sense
of it.”
http://www.flickr.com/photos/nathancongleton/7938957428/
Richard
Sennett, 2007.
The culture of
the New
Capitalism

26. We need to make
sense of it
to be free!
http://www.shutterstock.com/es/pic-252743059/stock-photo-girl-with-tablet-thumbs-up.html

27. Rational and
critical thinking
is required
concerning
“digitalism”

28. So, what do we
mean by
“Digital
Competence”?

29. Digital competence:
a definition
“Digital Competence is the set of knowledge, skills,
attitudes (thus including abilities, strategies, values and
awareness) that are required when using ICT and digital
media to perform tasks, solve problems, communicate,
manage information, collaborate, create and share context,
and build effectively, efficiently, appropriately, critically,
creatively, autonomously, flexibly, reflectively for work,
leisure, participation, learning, socializing, consuming and
empowerment.”
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

30. Easy, isn’t it?
https://flic.kr/p/dUXUdm

31. Let’s break it into
manageable bits!
http://www.shutterstock.com/es/pic-288119642/stock-photo-error-page-not-found-concept-with-oops-sign-on-colorful-tags-for-blog-website-and-online.html

32. 1. Information
Management
Identify, locate, access,
retrieve store and organise
information
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

33. 2. Collaboration
Link with others,
participate in online networks
& communities, interact
constructively
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

34. 3. Communication
& Sharing
Communicate through online
tools, taking into account
privacy, safety and netiquette
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

35. 4. Creation of
content &
knowledge
Integrate and re-elaborate previous
knowledge and content, construct
new knowledge
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

36. 5. Ethics &
responsibility
Behave in an ethical and
responsible way, aware of
legal frames
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

37. 6. Evaluation &
Problem Solving
Identify digital needs, solve
problems through digital
means, assess the
information retrieved
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

38. 7. Technical
operations
Use technology and media,
perform tasks through digital
tools
http://www.flickr.com/photos/34651674@N07/7258061584/
Anusca Ferrari, 2012. Digital Competence in practice: an analysis of frameworks.
Luxembourg: Publications Office of the European Union.

39. How can we
handle that
in a school
context?

40. Fortunately, as Dewey might say,
the digital competence is not a preparation
for life but the result of a process of living.
http://www.shutterstock.com/pic-267988532/stock-photo-child-space-dream-as-a-childhood-imagination-concept-with-a-cast-shadow-of-a-kid-dreaming-of-being.html

41. http://www.icvl.eu/2011/disc/structura/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper12.pdf
Competences come
out of life.

42. “Why should we be sitting kids down
in rows to learn Maths in the abstract
when it is both more engaging and
effective to learn it in the real world or
through meaningful social activity?”
Mizuko Ito, 2016. “Learning and Literacy”. En Henry Jenkins, Mizuko Ito y danah boyd,
Participatory Culture in a Networked Era. Cambridge: Polity Press.
http://www.shutterstock.com/es/pic-369568331/stock-photo-portrait-of-a-lovely-little-girl-smiling-learning-math-dressed-in-school-uniform-isolated-on.html

43. “Our real criterion of understanding has to be
performance. People understand something
when they can think and act flexibly with
what they know about it, not just rehearse
information and execute routine skills.”
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 49

44. The same happens with
Digital Competence!
http://www.shutterstock.com/es/pic-132157016/stock-photo-technology-concept-hex-code-digital-background-d-render.html

45. But this simple statement
opens new questions for
educators…
http://www.shutterstock.com/es/pic-320973245/stock-photo-headshot-woman-with-puzzled-face-expression-and-question-marks-above-her-head-looking-up-isolated.html

46. http://www.flickr.com/photos/wwworks/2350106729/
The question is:
how do you use
technology AT
HOME?

47. Only after
personal use
may
professional
use appear.
http://www.shutterstock.com/es/pic-290395418/stock-photo-woman-with-talking-bubble-on-blackboard.html

48. What do our students need their Digital
Competence for and how do they use it?
What do we, educators, need our Digital
Competence for and how do we use it?
http://www.forbes.com/sites/billfischer/2012/01/19/disruption-coming-soon-to-a-university-near-you/#61a76941222d
http://www.shutterstock.com/es/pic-155572946/stock-photo-first-sunrays-at-the-skyline-and-silhouette-people.html

49. Neophobia
http://www.shutterstock.com/es/pic-103378880/stock-photo-security-concept-lock-on-digital-screen-contrast-d-render.html
“Neophobia is the fear of anything new,
especially a persistent and abnormal fear. In its
milder form, it can manifest as the unwillingness
to try new things or break from routine.”
https://en.wikipedia.org/wiki/Neophobia

50. http://www.shutterstock.com/es/pic-287105027/stock-
photo-pretty-little-girl-speaking-by-mobile-phone.html
Against “technological
anxiety” (Lizarazo, 2008),
we need “technological
mediators” (Piscitelli, 2005).

51. https://flic.kr/p/8TVnmd
“Technology can amplify great teaching, but great
technology cannot replace poor teaching. In schools as
well as in other organisations, technology often increases
the efficiency of already-efficient processes, but it may
also make inefficient processes even more so.”
OECD (2015), “Implications of Digital Technology for Education Policy and
Practice”, in Students, Computers and Learning: Making the connection,
Paris: OECD Publishing.

52. “Next-gen schools will feature
a 3 screen day
(for consumption, production, and sharing)
with broadband at school and home and will provision
24/7/365 learning opportunities of vetted resources.”
Tom Vander Ark
CEO de Getting Smart y anteriormente school superintendent
@tvanderark
http://www.teachthought.com/trends/7-things-schools-of-the-future-will-do-well/

53. Learning means
changing as a
consequence of
enjoying an experience.

54. “In the digital
world, we learn by
doing, watching
and experiencing.”
Douglas Thomas and John Seely Brown. 2011.
A new culture of learning: cultivating the imagination
for a world of constant change, pg. 76.

55. How can we create
memorable (digital)
learning experiences?

56. http://www.flickr.com/photos/striatic/2144933705/
“The successful integration of
technology in education is not so much
a matter of choosing the right device,
the right amount of time to spend with
it, the best software or the right digital
textbook. They key elements for
success are the teachers, school
leaders and other decision makers who
have the vision, and the ability, to make
the connection between students,
computers and learning.”
OECD (2015), “Implications of Digital
Technology for Education Policy and
Practice”, in Students, Computers and
Learning: Making the connection, Paris:
OECD Publishing.

57. Considering the needs and
practices we (students and
teachers) have,
how do we organise
teaching & learning?

58. eTwinning is a powerful tool
for students to face the
challenges of Knowledge
Society.
Benito Moreno. 2007. La dimensión europea de la
educación: una investigación evaluativa en torno al
Programa eTwinning. PhD Dissertation.
http://0-hera.ugr.es.adrastea.ugr.es/tesisugr/16919865.pdf

59. eTwinning is an initiative vivified by the teachers
and students. It is a flexible action, without
formal procedures and written agreements, but
based on teachers’ interest to diversify their
students' learning activities, to share ideas and
experiences with other European colleagues, to
overcome cultural boundaries in education and
to constantly renew their teaching methods.
http://www.icvl.eu/2011/disc/structura/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper12.pdf
ICTineducation:responsibleuseorafashionablepractice.
TheimpactofeTwinningactionontheeducationprocess
SimonaVelea

60. Our digital
competence (and media)
help us
1. manage learning
and teaching and
2.create digital
artifacts.
http://www.shutterstock.com/es/pic-320971742/stock-photo-success-creative-concept-pencil-ladder-with-copy-space.html

61. ICT to
manage
teaching
and
learning

62. Internal
Communication
Project
Management
Content
Curation
Dissemination
and external
communication
http://www.shutterstock.com/es/pic-231149824/stock-vector-colorful-sticky-note-vector-illustration.html

63. https://flic.kr/p/5rGqK8
In your
classroom…

64. Give life to contents!

65. Did you prefer
training or playing the whole game?
https://flic.kr/p/fBvbLe

66. “In settings of
learning, a
whole game is
generally some
kind of inquiry or
performance in a
broad sense.
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
It involves
problem solving,
explanation,
argument,
evidence,
strategy, skill,
craft.
Often
something gets
created - a
solution, an
image, a story,
an essay, a
model.”

67. Project
David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
Tasks
Final
Product

68. START
Presentation
Motivation
INDUCEMENT
Question
Problem
ChallengeSEARCH FOR
INFORMATION
Inside: Learners’ previous knowledge
Outside (I): People
Outside (II): Primary and Secondary
Sources
INFORMATION
MANAGEMENT
Filtering information
Critical reading
Synthesis
PRODUCTION
Solving the question/problem/challenge
Creation of the final product
DISSEMINATION
Inside & outside the learning
space
D
Y
N
A
M
I
C
A
S
S
E
S
S
M
E
N
T

69. START
Creation of the
narrative and the
scenario
Motivation
Links with real life
http://www.shutterstock.com/es/pic-329913197/stock-photo-children-friends-friendship-school-learning-concept.html

70. INDUCEMENT
Question, problem or challenge
Ready-made or negotiated
Closed or open final product
http://www.shutterstock.com/es/pic-262960613/stock-photo-diversity-children-friendship-innocence-smiling-concept.html

71. SEARCH FOR INFORMATION
Analysis of previous knowledge
Primary and secondary sources
Contact with a variety of informants
http://www.shutterstock.com/es/pic-255233626/stock-photo-children-kids-happiness-multiethnic-group-cheerful-concept.html

72. http://www.shutterstock.com/es/pic-261444557/stock-photo-children-kids-cheerful-childhood-diversity-concept.html
INFORMATION
MANAGEMENT
Multimodal literacy
Critical focus
Transmedia synthesis

73. PRODUCTION
Solving the question/problem/challenge
Creation of the final product
http://www.shutterstock.com/es/pic-296993792/stock-photo-children-friendship-togetherness-smiling-happiness-concept.html

74. The importance of a GOOD final
product for motivation and
backward design
http://www.flickr.com/photos/61423903@N06/8084060025/

75. http://www.shutterstock.com/es/pic-267651230/stock-photo-multiethnic-children-balloon-happiness-friendship-concept.html
DISSEMINATION

76. ASSESSMENT
Dynamic Assessment
Alternative Assessment
Trans-formative Assessment

77. Creation of
digital artifacts

78. DIGITAL ARTIFACTS
ACTIVITY TOOLARTIFACT
http://artefactosdigitales.com

79. DIGITAL ARTIFACTS
INTERVIEW TOOLPODCAST
http://artefactosdigitales.com

80. DIGITAL ARTIFACTS
http://artefactosdigitales.com
Iconos: thenounproject.com
ebooks presentations mind maps wiki AR
video animations music robots podcast

81. Artefactos Digitales
http://artefactosdigitales.com
Iconos: thenounproject.com
tutorial digital poster timeline photography
geottaging infography reportscomic apps

82. Make learning
a memorable
experience!

83. Digital Education as
a School Project
http://www.shutterstock.com/es/pic-147126050/stock-photo-silhouette-people-show-the-victory-hand-sign-as-a-circle.html

84. School Project for the development
of the Digital Competence
Personal use of Digital
Media
Students
Staff
1. Information
2. Communication
3. Content Creation
4. Ethics & Safety
5. Problem Solving
Use of Digital Media for
Learning
Use of Digital Media for
Teaching
Use of Digital Media for
the Management of
Teaching and Learning

85. User acceptance of
computer technology
Davis, F. D., Bagozzi, R. P., y Warsaw, P. R. 1989. User acceptance of computer technology: A
comparison of two theoretical models. Management Sciences, 35 (8)
Perceived
utility of
technology
Degree of
perceived
difficulty
Attitude
towards the
use of
technology
Willingness
to use
technology

86. “Technological
change is not
additive; it is
ecological. A new
technology does
not merely add
something; it
changes
everything.”
Neil Postman, 1996.
The End of Education.

87. Educators as
Conneted
Professionals
http://www.shutterstock.com/es/pic-304959785/stock-photo-hand-holding-a-glowing-light-bulb.html

88. Educators as
Empowered
Professionals
http://www.shutterstock.com/es/pic-363884225/stock-photo-funny-superman-lots-of-copyspace.html

89. Thanks

90. fernando trujillo
ftsaez@ugr.es
@ftsaez
http://fernandotrujillo.es