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Digital skills and competencies in schools

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Published
Publication date5/12/2014
Host publicationKey competencies in ICT and informatics: implications and issues for education professionals and management : IFIP WG 3.4/3.7 International Conferences, KCICTP and ITEM 2014, Potsdam, Germany, July 1-4, 2014, Revised selected papers
EditorsDon Passey, Arthur Tatnall
Place of PublicationBerlin
PublisherSpringer Verlag
Pages165-177
Number of pages13
ISBN (Print)9783662457696
Original languageEnglish

Publication series

NameIFIP Advances in Information and Communication Technology
PublisherSpringer
Volume444

Abstract

This paper will compare a range of recently developed frameworks, which identify digital skills and competencies drawn from the United Kingdom (UK), from across the wider European Union, and internationally to include Australia. It will also briefly explore who and what is driving this agenda. The models will be set within the context of recent evidence that highlight the deficits that exist in children and young people’s skills and competencies in order to emphasise the need for schools to address this issue. In order to consider the issue more practically, it will explore the digital skills and competencies of one young person who is currently in transition to explore how useful the frameworks are for the development of their skills. It will show the correspondence and divergence between the different frameworks and the composite headings which can be drawn from the content. Examples of these dimensions will be outlined to show how digital technologies, and particularly digital skills and competencies, can influence a specific transition from school to college.