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oapen-20.500.12657-582882022-09-16T03:14:24Z Chapter Le competenze digitali degli insegnanti Ranieri, Maria digital competence DigCompEdu teacher professional development teacher school bic Book Industry Communication::J Society & social sciences::JN Education Over the last years, the interest in teachers’ digital competence has become the object of increasing attention. The progressive digitalization of our societies led the European legislator, in 2006, to reformulate the framework of key competences, introducing digital competence among the new knowledge that school has to promote. Of course, both future and in-service teachers need to be prepared to favour students’ digital skills. This brought the European Commission to release in 2017 the DigCompEdu framework. In this chapter, we will first review some of the main conceptual models inspiring the reflection and research around teachers’ knowledge and digital skills. Then, we will focus on the DigComEdu framework, to illustrate its main areas of competences and the operational values. 2022-09-15T20:07:17Z 2022-09-15T20:07:17Z 2022 chapter ONIX_20220915_9788855185875_84 2704-5870 9788855185875 https://library.oapen.org/handle/20.500.12657/58288 ita Strumenti per la didattica e la ricerca application/pdf Attribution 4.0 International 978-88-5518-587-5_6.pdf https://books.fupress.com/doi/capitoli/978-88-5518-587-5_6 Firenze University Press 10.36253/978-88-5518-587-5.6 Over the last years, the interest in teachers’ digital competence has become the object of increasing attention. The progressive digitalization of our societies led the European legislator, in 2006, to reformulate the framework of key competences, introducing digital competence among the new knowledge that school has to promote. Of course, both future and in-service teachers need to be prepared to favour students’ digital skills. This brought the European Commission to release in 2017 the DigCompEdu framework. In this chapter, we will first review some of the main conceptual models inspiring the reflection and research around teachers’ knowledge and digital skills. Then, we will focus on the DigComEdu framework, to illustrate its main areas of competences and the operational values. 10.36253/978-88-5518-587-5.6 bf65d21a-78e5-4ba2-983a-dbfa90962870 9788855185875 222 12 Florence open access
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Over the last years, the interest in teachers’ digital competence has become the object of increasing attention. The progressive digitalization of our societies led the European legislator, in 2006, to reformulate the framework of key competences, introducing digital competence among the new knowledge that school has to promote. Of course, both future and in-service teachers need to be prepared to favour students’ digital skills. This brought the European Commission to release in 2017 the DigCompEdu framework. In this chapter, we will first review some of the main conceptual models inspiring the reflection and research around teachers’ knowledge and digital skills. Then, we will focus on the DigComEdu framework, to illustrate its main areas of competences and the operational values.
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