The document outlines the evolution of digital competence across three generations, highlighting the shift from learning about computers to learning with technology. It defines digital competence through various frameworks and project ideas aimed at fostering skills in both educational and workplace settings. Recommendations for developing digital competence include integrating it as a key competence in educational project planning, emphasizing teamwork and innovative pedagogies.

1. FRAMEWORKS AND MODELS
OF DIGITAL COMPETENCE
Mart Laanpere
Senior researcher @Tallinn University
Centre for EducationalTechnology

2. TECHNOLOGY GENERATIONS
• The first generation:
1963-1985
• Scale: One computer for all
schools in Estonia
• Rationale: Learning about
computers: hardware,
coding
• Role of teacher: engineer

3. TECHNOLOGY GENERATIONS
• The second generation:1986
- 2015
• Scale:At least one computer
lab in every school
• Rationale: Learning from
computers, educational
multimedia for various school
subjects
• Role of teacher: librarian

4. TECHNOLOGY GENERATIONS
• The third generation: now
• Scale: One-to-one computing: at
least one digital device per learner
• Rationale: Learning with
technology: learner as creator,
active team member, storyteller,
inquirer, activist, problem-solver
with the help of technology
• Role of teacher: orchestrator

5. WHAT DO WE MEAN BY
‘DIGITAL COMPETENCE’?

6. DIGITAL COMPETENCE AS…
• A set of structured, disciplinary
knowledge that learners acquire
mainly in the specific school subject
(incl. coding skills)
• Source: computer science
• Frameworks: Bebras.org,ACM/
CSTA computing curriculum,
International Olympiad in Informatics
• Analogue: numeric competence that is
based on the subject and discipline of
mathematics

7. PROJECT IDEAS
• Coding competition/challenge
• Girls who code
• Teach coding to your teachers/peers
• Hour/week of code

8. DIGITAL COMPETENCE AS…
• A set of universal practical
computer-handling skills,
commonly needed in most of
the workplaces (incl. word
processing, presentations,
spreadsheets,Web)
• Source: office job requirements
• Models: ECDL, DigComp
• Analogue: driving skills

9. PROJECT IDEAS
• Teach your grandparents how to use computer
• Learn to build Web sites
• Digital safety in school
• Teaching and learning through videoconferencing

10. DIGITAL COMPETENCE AS…
• A generic key competence,
close to ‘learning to learn’
competence, trialogical
knowledge building with digital
tools
• Source: pedagogy
• Framework: ISTE standards for
students, Estonian DigComp
standard for students
• Analogue: literacy

11. PROJECT IDEAS
• Digital storytelling
• Digital nature trails
• Design and develop educational games, open badges
• Intercultural online encyclopaedia (wiki)
• Using e-portfolios in assessment for learning
• Inquiry learning with smartphones and sensors

12. RECOMMENDATIONS
• When planning a new ErasmusPlus project on digital competence
development, focus on:
• Digital competence as a key competence that helps student to
learn other things than computers or software
• Learning with technology (personal smart devices)
• Learner as creator or teacher, teamwork, gamification of
learning, problem-based learning, connecting to the world of
work, innovative pedagogies

13. But what was the question?
Technology is the answer!

14. SOME RIGHTS RESERVED
• This work is licensed under the Creative Commons Attribution
Share Alike 3.0 International License.
• To view a copy of this license, visit
http://creativecommons.org/licenses/by-sa/3.0/.
• The images are taken from Wikimedia Commons (slide 3),
Wikipedia (slide 6), Koolielu.ee (slide 7) and Flickr (slides 5 & 8, by
Michael Surran)