Zusammenfassungen
This reports aims to identify, select and analyse current frameworks for the development of
Digital Competence of every citizen. Its objective is to understand how Digital Competence is
currently conceived and implemented in fifteen (15) cases, drawn from school curricula,
implementation initiatives, certification schemes and academic papers. It develops a
proposal for a common understanding of Digital Competence and identifies the subcompetences
that compose it.
Von Klappentext im Buch Digital Competence in Practice (2012) auf Seite 7With the 2006 European Recommendation on Key Competences,1 Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness). It is related to many of the so-called 21st Century skills which should be acquired by all citizens, to ensure their active participation in society and the economy.
This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The project is being carried out between January 2011 and December 2012.3 The objectives of the project are:
This report contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
Von Klappentext im Buch Digital Competence in Practice (2012) auf Seite 7This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The project is being carried out between January 2011 and December 2012.3 The objectives of the project are:
- To identify the key components of Digital Competence in terms of the knowledge, skills and attitudes needed to be digitally competent;
- To develop Digital Competence descriptors that will feed a conceptual framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available;
- To propose a roadmap for the possible use and revision of a Digital Competence framework and descriptors of Digital Competence for all levels of learners.
This report contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
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Zitationsgraph
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4 Erwähnungen 
- International Computer and Information Literacy Study - Assessment Framework (Julian Fraillon, Wolfram Schulz, John Ainley) (2013)
- Preparing for Life in a Digital Age - The IEA International Computer and Information Literacy Study International Report (Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Eveline Gebhardt) (2014)
- Notions of disruption - A collection of exploratory studies written and commissioned by the Swiss Science and Innovation Council SSIC (Schweizerischer Wissenschafts- und Innovationsrat) (2017)
- 3. Digital competences - Paper commissioned by the Swiss Science and Innovation Council SSIC (Sabine Seufert) (2017)
- 3. Digital competences - Paper commissioned by the Swiss Science and Innovation Council SSIC (Sabine Seufert) (2017)
- ICILS 2018 #Deutschland - Computer- und informationsbezogene Kompetenzen von
Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (Birgit Eickelmann, Wilfried Bos, Julia Gerick, Frank Goldhammer, Heike Schaumburg, Knut Schwippert, Martin Senkbeil, Jan Vahrenhold) (2019)
- Das Konstrukt der computer- und informationsbezogenen Kompetenzen und das Konstrukt der Kompetenzen im Bereich ‚Computational Thinking‘ in ICILS 2018 (Martin Senkbeil, Birgit Eickelmann, Jan Vahrenhold, Frank Goldhammer, Julia Gerick, Amelie Labusch)
- Das Konstrukt der computer- und informationsbezogenen Kompetenzen und das Konstrukt der Kompetenzen im Bereich ‚Computational Thinking‘ in ICILS 2018 (Martin Senkbeil, Birgit Eickelmann, Jan Vahrenhold, Frank Goldhammer, Julia Gerick, Amelie Labusch)
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Beat und dieses Buch
Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Aufgrund der wenigen Einträge im Biblionetz scheint er es nicht wirklich gelesen zu haben. Es gibt bisher auch nur wenige Objekte im Biblionetz, die dieses Werk zitieren.