1) The document discusses digital competence and policy issues in education from both an EU and Norwegian perspective. 2) It highlights the need for common frameworks and definitions of digital competence at both the EU and national levels to better guide policy and practices. 3) The author argues that digital competence policies need to move beyond a focus on technology uptake and address how digital tools can transform pedagogies and learning.

1. Digital competence and policy
Geir Ottestad, European Commisson

2. NJDL and the research community
• Deep knowledge
• Drilling:
• concepts
• practices
• (local) policies

3. Researchers POW
3
IWB
iPad Interaction
Children´s narratives
Digital Comp in ITE
Blogs
Flipped Classroom
Discussions in LMS
Professional digital competence
Digital Writing
Digital Storytelling
Digital ECEC

4. Evidence
• Connected practices
• Character
• Citizenship
• Communication
• Critical thinking
• Collaboration
• Creativity and imagination
• (Fullan 2013)
4

5. Questioning pedagogical practices
Questioning policies
Questioning schools?
5

6. Education as
vehicle for
employment
6
Education as
system of
intrinsic value

7. 7
Valid

8. Education as
vehicle for
employment
8
Education as
system of
intrinsic value

10. Digital competence in Norway
• Highly digitalised society, also in schools
• Centralised school system
• Competence based curricula, with an infusion of
ICT
• Still realtively little use of ICT in classrooms

11. Norway: why so slow?
• Local authorities?
• Procedure oriented teachers?
• Lack of local support for leaders?
• Lack of common understandings:
• sectorised policy, silo based policies and policy
decisions
• - No effort to align forces for a common goal

12. Digital competence, EU
• In comparison:
• No common educational jurisdiction
• Huge diversity in perspectives and instruments
• Huge diveristiy in curricula
• … cultures
• Huge diversity in uptake: DK-RO

13. 13

15. Tied to the crisis
• Policies to support national actions
• Address common challenges
15

16. ET 2020 - Framework for
collaboration on education
• Relevant and high-quality skills and competences, focusing
on learning outcomes, for employability, innovation and
active citizenship
• Inclusive education, equality, non- discrimination and
promotion of civic competences
• Open and innovative education and training, including
by fully embracing the digital era
• Strong support for educators
• Transparency and recognition of skills and qualifications to
facilitate learning and labour mobility
• Sustainable investment, performance and efficiency of
education and training systems 16

17. Some objectives
• Promoting the use of ICT as a driver for systemic
change to increase quality and relevance of
education at all levels
• • Boosting availability and quality of open and
digital educational resources and pedagogies at all
education levels, in cooperation with European
open source communities
• • Addressing the development of digital skills and
competences at all levels of learning in response
to the digital revolution
17

18. ICT in education indicator
• Ongoing work since 2011
• How to compare Member States
• How to link to policies
18

19. Former model
Uptake
Students'
digital
competence

20. Proposed model
Uptake
Students'
digital
competence
Teachers'
use

21. Credible indicator
Data sources should:
• encompass as many Member States as possible;
• be up-to-date;
• repeated regularly;
• cover as many different grades and school types as possible;
• include information on students' use and attitudes towards digital
technologies at school
• provide some sort of measure of students' digital skills or competences
• ideally include some measure or report of students' learning outcomes;
• include information from teachers on use and attitudes toward digital
technologies at school;
• include school-level information, i.e. from principals or administrators;
• provide context information at the national level
21

22. Proposed model
Uptake
Students'
digital
competence
Teachers
' use
ESSIE
PISA
ESSIE
Talis Teacher
Talis Math teacher
PISA
PISA
ESSIE

23. UPTAKE IN SCHOOLS
PISA 2012 Index of ICT use at schools (9 items, documented in OECD 2015, Students Computers and Learning, p.51):
Q10 (IC10). How often do you use a computer for the following activities at school?
a) Browse the Internet for schoolwork
b) Use school computers for group work and communication with other students
c) Do individual homework on a school computer
d) Use e-mail at school
e) Download, upload or browse material from the school’s website
f) Chat on line at school
g) Practice and drilling, such as for foreign-language learning or mathematics
h) Post work on the school’s website
i) Play simulations at school
PISA 2015 An optional inclusion of the ICT familiarity is anticipated, and would most likely provide similar items as in PISA
2012.
Talis 2013
Prinicpal
Is school’s capacity to provide quality instruction currently hindered by
e) Shortage or inadequacy of computers for instruction TC2G31E
f) Insufficient Internet access TC2G31F
g) Shortage or inadequacy of computer software for instruction TC2G31G
What structures and activities are included in this induction programme?:
e) Networking/virtual communities TC2G35E
ESSIE 2016
Instruments
for students,
teachers and
school heads.
Either a composite indicator from the school head questionnaire, described as this in the report on p. 51 (full set
of items to comprehensive to include in this table):
"The notion of the digitally equipped school emerges from an analysis of survey data in five areas:
• Equipment provision: numbers of desktop and laptop computers, e-readers, mobile phones, interactive
whiteboards,
digital cameras and data projectors;
• The proportion of fully operational equipment;
• Broadband speed (above or below 10mbps) and type of broadband access (ADSL, cable etc.);
• Maintenance and support;
• Indicators of connectedness: a website, email addresses for teachers and students, a local area network, a
virtual learning environment, or none of these.
Cluster analysis was carried out on these data; three school profiles emerged that can be summarised as
follows:
• Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels, fast broadband
and relatively high connectedness
• Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow (less than 10mbps)
or no broadband37, and some connectedness

24. Risks
• Mismatch of cycles
• Loss of comparability
• White holes across survey populations
• Unforeseen changes in survey design
24

25. 25

26. Morten Søby
• History of the concept
• Policy and research discussions
• Value of the Journal; knowledge base and network
• Future: more on digital media and learning
• Challenge: stimulate the NJDL to promote
scalable, policy sexy and non-academic
solutions for the educational sector
26

27. Francesc Pedró
• Pedagogies need to change;
• Low teacher uptake
• Labour market demands (skills, digital
competence)
• Societal saturation of digital media
27

28. Francesc Pedró
• Not devices, applications
-> for pedagogies and organisation
• Patents and funding increasing
• Evaluation evolving, portfolios, Learning Analytics
• Collaborative, immersive pedagogies, smiling
teachers with career opportunities
• Atmosphere for learning
28

29. Francesc Pedró
• From training of teachers to coaching
• «iPhone equation»
29

30. • Challenge: use Unesco powers to introduce
effective dissemination models for ICT
uptake from developing countries
30

31. Riina Vuorikari
• PISA 2012 Students Computer and Learning -
dissatisfactory media messages (even if the report
is much more reflected and nuanced)
• Digital Competence is one of 8 key competences,
transversal in nature. Broad in content.
31

32. Riina Vuorikari
• We need to reflect on the use of ICT.
• Need frameworks for structuring use
• Framework for digital competence
• Framework for digitally competent educational
organisations
• Synthesises of existing frameworks
• Competences, broken down in dimensions and
also proficiency levels (1-3)
32

33. Riina Vuorikari
• DIGCOMP framework used in
• EU: eCV, DESI Digital skills, ESSIE study..
• National: Basque, Navarra, Flanders, Italy, UK,
Malta, Slovenia…
• Used both for online testing development and as
reference for planning and curricula development
33

34. 34

35. Riina Vuorikari
• Digitally competent organisations, coming as a
framework
• Compared national tools and frameworks
• Slant towards learning analytics?
35

36. Riina Vuorikari
• Digitally competent organisations also as a self-
assessment tool
• Challenge: Increase the educational
relevance of the DIGCOMP, by making a
tailor-made and verified version put to test
in real educational systems.
36

37. Ola Erstad
• Reflections on concept developments and the
challenges.
37

38. Ola Erstad
• The Knowledge Promotion did put students´
learning first BUT it is challenged by
standardisation paradigm
• Look for the children´s own practices!
• In the knowledge society: What is knowledge?
What is competences?
• What is education for the society?
38

39. Ola Erstad
• Norwegian History Lesson:
• Curriculum
• Programme for Digital Competence
• 2011 Framework
• Lack research and knowledge base
• Momentum lost
39

40. Ola Erstad
• NJDL has discussed a variety of literacies
• Complexity is promoted, personal, skills, media
systems, social interaction etc
• Developments in themes, but also valid points
from 2006.
• Connect policy - research - practices
• Assessment and ITE are still challenges
• ECEC running up (COST, OECD)
• Connect to 21st Century Skills!
40

41. Ola Erstad
Gjennom kapitlet om den digitalt kompetente skolen
legger Erstad stor vekt på å se innføring og bruk av IKT i et
helhetlig organisatorisk perspektiv. Han peker dermed også på
nødvendigheten av at man fjerner seg fra det han kaller teknologisk
determinisme.
41

42. Challenges
• Is the practice field running wildly ahead of
the research?
• As the Grand Father and Czar of Digital
Competence in Norway:
• Reclaim the upper hand in the Norwegian
policy debate!
42