An Instrument for Measuring Students’ Perceived Digital Competence According to the DIGCOMP Framework

Siiman, Leo; Mäeots, Mario; Pedaste, Margus; Simons, Robert; Leijen, Äli; Rannikmäe, Miia; Võsu, Külli; Timm, Maarja

doi:10.1007/978-3-319-39483-1_22

Cited by 23 publications

(17 citation statements)

References 7 publications

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“…In the study, it is seen that the information and data literacy levels of the students are higher than the other skill levels (Siiman et al, 2016). It can be said that this is due to the interactive board in the classrooms and the ease with which students have access to information with the help of digital tools.…”

Section: Discussionmentioning

confidence: 90%

Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

Hazar

Akkutay

Keser

2021

IJTES

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The aim of this study is to examine how middle and high school curricula and practices support students to acquire information, media and technology skills. In the qualitative dimension of the study which was designed according to the mixed method, document analysis, observation and interview were used. The 23-itemed Information, Media and Technology Skills Competency Scale was used for the quantitative dimension of the study. Content analysis was performed for analysing the curricula, data obtained through observations and interviews. In the analysis of the data obtained from the scale, frequency, percentage, arithmetic mean and standard deviation values were used in the central and prevalence measurements. The results of the curricula analysis show that problem solving and information and data literacy skills were outnumbered in all analysed curricula. The activities carried out in the classroom during the observation and interview process were mostly related to information and media literacy and problem solving. According to the results of the scale; middle and high school students considered themselves to be relatively moderate in their information, media and technology skills. While the highest score of the students was of information and data literacy; programming skills were the weakest dimension.

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Section: Discussionmentioning

confidence: 90%

Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

Hazar

Akkutay

Keser

2021

IJTES

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“…In this paper, we will rely our analysis on the DigComp 2.0 framework as presented in Table 1. It is one of the most recent, well-known and up-to-date frameworks covering a wide range of competence areas and has been the basis of many studies in different disciplines such as education and healthcare [19][20][21]. It is also a very appropriate framework as it covers a wide range of competence areas and accordingly is rather exhaustive.…”

Section: Definition Of Digital Competences and The Digcomp 20 Frameworkmentioning

confidence: 99%

Exploring Digital Competence Requirements for Junior Financial Analysts in the UK Banking Industry

Darvish¹,

Prinz²,

Bick³

2020

Lecture Notes in Computer Science

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Although young adults familiar with digital technology join the workforce and bring in more advanced digital competences, the demand for digital competences in many industries increases even faster. In this study, we place the focus on the banking industry in the United Kingdom and aim for exploring those digital competences that are required for junior financial analysts. For this purpose, we apply a qualitative research approach which consists of two steps. First, we analyze job advertisements and code the identified competences by using the DigComp 2.0 framework. Second, we conduct interviews to validate and discuss our findings from the previous step. Our analysis reveals that the most important required competence categories are information and data literacy, followed by digital content creation. This paper contributes to the research field of digital competences and provides relevant insights for, amongst others, applicants, HR professionals, and training and education providers.

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“…In the context of the DigComp framework, the term 'digital competence' refers to the use of ICT to achieve goals related to citizens' work, employability, learning, leisure time, citizenship participation, skills and attitudes [17]. From 2013 to now, DigComp has been used extensively in the context of employment, education and training and lifelong learning [14].…”

Section: Figure 1 Digital Competence Domainsmentioning

confidence: 99%

“…In Estonia, studies are being conducted using the DigComp framework to investigate the digital competences of 6 th and 9 th grade students. These studies are partially financed by the European Union [17].…”

Section: Introductionmentioning

confidence: 99%

A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum

Hazar¹

2019

ujer

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The position of information and communication technologies (ICT) in the Turkish compulsory education has been strengthened in the recent years. As well as ICT infrastructure, production of digital content and teacher training initiatives, the recent curricula reforms support the use of digital technologies in many subjects. A separate compulsory ICT course is offered in middle school for the 5 th grades. In order for the citizens to improve digital competence, the European Commission offered a tool known as The European Digital Competence Framework (DigComp). This paper articulates alignment of this theoretical framework with the Turkish ICT curriculum for 5 th grades. A comparison between the DigComp framework and the Turkish ICT course has been carried out using the categories, subcategories and learning outcomes. The study shows that even if the concepts identified in the competence dimensions differ in some way, the standards in the framework and the outcomes in the curriculum are closely related. It has been observed that out of 77 learning outcomes in the Turkish ICT curriculum, 33 are relevant to the DigComp standards but the other 34 are mostly related to the technical aspect of ICT. Some issues regarding netiquette and civic participation are ignored and some of problem solving competences are not attributed in the curriculum as well.

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An Instrument for Measuring Students’ Perceived Digital Competence According to the DIGCOMP Framework

Cited by 23 publications

References 7 publications

Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

Exploring Digital Competence Requirements for Junior Financial Analysts in the UK Banking Industry

A Comparison between European Digital Competence Framework and the Turkish ICT Curriculum

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