In December 2006 with the European Recommendation on Key Competences, "digital competence" was acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Although the guidelines are being worked in an international framework each country should manage to find its own way to achieve the changes needed in the educational system. We present an inquiry with experimental design focused in the development of digital competence at Primary school.

1. Mapping Digital
Competence as a new
subject in the Primary
School curriculum
Ana Pérez Escoda
Mª José Rodríguez Conde
03 SES 14A Curriculum change and the Key competences
05 September 2014

2. Mapping Digital Competence as a new subject in the Primary School curriculum
WHAT ARE WE GOING TO TALK ABOUT?
EDUCATION
Network
Society
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
DIGITAL
COMPETENCES
TEACHERS AND
STUDENTS
CURRICULUM IN
PRIMARY SCHOOL

3. Mapping Digital Competence as a new subject in the Primary School curriculum
MAIN OBJECTIVES IN OUR PRESENTATION:
1. Analyse briefly the current framework that surrounds our
research which is focused on digital competences in Primary
school in the area of Castilla y León (Spain).
2. Present our ongoing research which is the empirical work of a
doctoral thesis. Composed with twofold studies:
A study with teachers from Primary school for evaluating
and measuring the necessities that teachers perceive
having about digital competences.
A study with students from Primary school (7-12 years of
age) for measuring how students are using Internet and
new devices (computers, laptop, tablet, smartphone) and
main activities they practice..
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

4. Mapping Digital Competence as a new subject in the Primary School curriculum
THREE STEPS IN THIS PRESENTATION
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

5. 1. OVERALL CONTEXT
Mapping Digital Competence as a new subject in the Primary School curriculum
The amount of information generated
each day is uncontrolled (Castells and
Cardoso, 2005; Bindé and Matsuura, 2005).
Based on the digitalisation of information
(Negroponte, 1996, Wolton, 2000)
Organised around the media and its
convergence (Jenkins, 2008).
With an extremely rapid process of
technology evolution that is gaining
momentum without a break (Westera,
2013)
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

6. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: CHANGES
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
Light Instantaneous Global
Transitory Provisional Liquid
Storage Distances Global

7. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: NEW COMPETENCES REQUIRED
DEFINING KEY
COMPETENCES
OECD,
DeSeCo (1997-
2003)
European
Union, 8 Key
Competences
(2006)
INDICATORS OF
EDUCATION
SYSTEMS
OECD: INES
(1992…)
EU: Eurydice
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
ASSSESSMENT
PROGRAMS
PISA
TALIS
PIRLS
TIMSS
ESLC

8. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: NEW COMPETENCES REQUIRED
EIGHT KEY COMPETENCES
BASIC COMPETENCES
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
Communication in mother
tongue
Communication in foreign
languages
Mathematical competence
Cultural awareness and
expression
CROSS-CURRICULAR
COMPETENCES
Digital competence
Social and civic competences
Sense of initiative and
entrepreneurship

9. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: NEW COMPETENCES REQUIRED
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

10. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: DIGITAL COMPETENCE IN EUROPE
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
DIGCOMP report for Developing and
understanding digital competence
in Europe (Ferrari, 2012) proposes:
 Competence areas
 Digital competence descriptors
 Different levels
For developing citizens´ digital
competence

11. Mapping Digital Competence as a new subject in the Primary School curriculum
1. OVERALL CONTEXT: DIGITAL COMPETENCE IN SPAIN
First of all with the LOE (2006) the digital competence
was a cross-curricular competence widely explained.
In January 2014 it was presented the
Draft about Common Frame for
Teachers´ Digital Competence.
A copy of the DIGCOMP report for
Developing and understanding digital
competence in Europe (Ferrari, 2012)
for citizens.
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

12. RESEARCH QUESTIONS
Mapping Digital Competence as a new subject in the Primary School curriculum
Are the teachers
prepared in these
competences?
Do the teachers feel
confident to teach
digital competences
without any formal
contents to support it
(books, resources,
materials...)?
Are the
teachers
prepared to
teach these
competences?
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
Are the students using
new technologies?
How many times a
day?
Are students surfing
the Internet without
any formal
education? How
long?
What do the teachers
feel about being required
in these competences?

13. 2. PREVIOUS WORK:
PURPOSE STATEMENTS IN THE CASE STUDY:
 To introduce media literacy in Primary School
 To improve digital skills, digital knowledge and digital
competencies using a digital device: the iPad
 To develop new materials related to these digital
skills, knowledge and competences
Motivation and
previous
knowledge
Developing
new
materials
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
Classes with
the lessons
Checking
the learning
DEVELOPMENT:
Mapping Digital Competence as a new subject in the Primary School curriculum

14. Mapping Digital Competence as a new subject in the Primary School curriculum
2. PREVIOUS WORK: RESOURCES
http://proyectoconectados.blogspot.com.es/
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

15. Mapping Digital Competence as a new subject in the Primary School curriculum
1. PREVIOUS WORK: OUTCOMES
Digital competence = cross curricular
competence = becomes a blurred
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
competence
Children 7-8 years of age are Internet
users without any formal training, so
formal contents about DC are pertinent in
Primary School preferably at first levels
Even though there are teachers really
interested in the inclusion of ICT at school
there are no acknowledged contents
about digital competence to be taught
it in a proper manner

16. Mapping Digital Competence as a new subject in the Primary School curriculum
3. RESEARCH: THE PURPOSE STATEMENT
If the digital competence is a cross-curricular
competence it means there is no formal training and
no specific contents about it
Due to the network society where we live this fact
supposes a lack of contents in the compulsory school
Subsequently the purpose of this research will be study
the perception and self perception teachers and
students have about the digital competence in order
to propose a stand-alone subject about digital
competence
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

17. Mapping Digital Competence as a new subject in the Primary School curriculum
3. APPROACH TO RESEARCH: RESEARCH PURPOSE
TEACHERS
Study of necessities for teachers from Primary
Education starting from their perception and
attitude towards digital competence.
Measuring the necessities that teachers
perceive that they have about digital
competencies
STUDENTS
Study to evaluate how students are using
Internet and new devices and to confirm it
would be normal for them study a subject
related to digital competence because is
something they face in their daily life
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

18. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
POPULATION
Private and public schools,
spread in the nine regions of
Castilla y León: Salamanca,
Zamora, Valladolid, León,
Burgos, Soria, Ávila, Segovia
y Palencia. About 670 public
schools and 181 private
schools

19. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: STUDY WITH TEACHERS
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

20. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: TEACHER´S QUESTIONNAIRE
 A 70 items questionnaire which was validated by a judges group
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

21. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: TEACHER´S QUESTIONNAIRE
 The survey has given a data matrix of 100 variables of study
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

22. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: STATE OF AFFAIRS
 We have collected data
from 7 regions
 50 teachers from Primary
education
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

23. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: STUDY WITH STUDENTS
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

24. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: STUDY WITH STUDENTS
 A 44 items
questionnaire
which was
validated by a
group
 The survey has
given a data
matrix of 150
variables of study
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

25. Mapping Digital Competence as a new subject in the Primary School curriculum
3. STRATEGIES OF INQUIRY: STUDY WITH STUDENTS
 We have collected data
from 4 regions
 220 students from Primary
education
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

26. Mapping Digital Competence as a new subject in the Primary School curriculum
EXPECTED OUTCOMES: NEXT YEAR
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca

27. DISCUSSION
Mapping Digital Competence as a new subject in the Primary School curriculum
Are the teachers
prepared in these
competences?
Do the teachers feel
confident to teach
digital competences
without any formal
contents to support it
(books, resources,
materials...)?
Are the
teachers
prepared to
teach these
competences?
Ana Pérez Escoda and Mª José Rodríguez Conde, University of Salamanca
Are the students using
new technologies?
How many times a
day?
Are students surfing
the Internet without
any formal
education? How
long?
What do the teachers
feel about being required
in these competences?

28. Thank you for your attention
Ana Pérez Escoda, @Ape_Panda
Mª José Rodríguez Conde, @mjrconde
Find the presentation: Ana Pérez-Escoda on Slideshare