CHECK & DESIGN: AN EUROPEAN CURRICULUM ON DIGITAL INFORMATION LITERACY
Università Cattolica, Italy
According to “Digital Education at School in Europe 2019” by Eurydice, there is a consistent approach to defining digital competence as a key competence across Europe but less than a half of the European education systems refer to the European key competence definitions for digital competence. In particular at upper secondary level digital competences are not explicitly addressed in the national curricula. Half of the European education systems are currently reforming the curriculum related to digital competence.
Teachers across Europe receive very little guidance from top-level authorities on the assessment of digital competences in the classroom as mostly take place within the framework of the official examinations to certify students' digital competences at the end of this education level. Notwithstanding the huge amount of efforts deployed by DigComp, DigCompEdu and the SELFIE tool the spreading and institutionalization of digital competences at school is far to be completed.
Teachers face the same challenge as “Digital Competence of Educators” stresses and teachers training in ICT is rarely compulsory. A lack of European educational coordination concerning digital education came up: no common curricula, competences area, assessment frameworks (Eurydice 2019).
Starting from this background, one of the three output of the “Check&Design” Erasmus+ project, lead by Cremit-Università Cattolica, is to reflect with schools involved (teachers and students) on digital competence overcoming a technocratic conception and fostering new Media Literacy’s approach (Rivoltella, 2020), to conceptualize it as a new dimension of citizenship.
To develop recommendations for an innovative digital curriculum for secondary school teachers, we develop a research project that adopts Bassey’s action research model (Bassey, 1998).
Schools started undertaking a research and collecting the main patterns from European national curricula, are guided in analisying the local curriculum through a document’s grid that will highlight the main differences between the different settings and highlights the best practices. This framework will be discuss in the panel.
This report and the data collected by an assessment tool to recognize teachers and students digital habits, information literacy and critical thinking translated in 6 European languages (English, Italian, Polish, Portuguese, Spanish and Hungarian) will be used to sharing ideas and structure to develop the research concerning policies, tools, procedures and assessment reviews concerning their national digital curricula as well as search settings for best practices retrivial on the field.
Bassey, M. (1998). Action research for improving educational practice. In R. Halsall, Teacher Research and School Improvement: Opening Doors from the Inside (pp. 93-108). Buckingham: Open University Press.
Rivoltella P.C. (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Brescia: Scholé.
DIGITAL CITIZENSHIP AND DIGITAL LITERACY TO GIVE VOICE TO TEENAGERS: A PARTICIPATORY RESEARCH PROJECT
1Università di Torino, Italy; 2Università di Torino, Italy; 3Università di Torino, Italy
DIGITAL CITIZENSHIP AND DIGITAL LITERACY TO GIVE VOICE TO TEENAGERS:
A PARTICIPATORY RESEARCH PROJECT
Boeris Cristina Università di Torino (DFE) email@example.com
Gozzelino Giulia Università di Torino (DFE) firstname.lastname@example.org
Matera Federica Università di Torino (DFE) email@example.com
KEY WORDS: DIGITAL CITIZENSHIP. PARTICIPATORY RESEARCH, STUDENT VOICE, GLOBAL EDUCATION, CIVIC EDUCATION
The paper takes on a theoretical frame of reference related to the concept of active, democratic and intercultural citizenship (Milani, Gozzelino & Boeris, 2020). It sits within a complex vision that takes into consideration the tendency towards the universality of human rights, interculturality and interdependency as well as the concept of citizenship as a concrete way of living and acting where there is a sense of collectivity to ultimately pursue common good and global education (CoE, 2016).
The authors present data and reflections emerging from the project “The discomfort of teenagers during the COVID-19 pandemic and lockdown: educational problems and pedagogical reflections” (P.I. Lorena Milani, Università degli Studi di Torino). Teenagers from Val di Susa and Rivoli have actively participated in the research project supported by participatory research methodology (White, 1991).
Students have been involved in the project as protagonists, actors and research subjects (Santerini, 2020). They have been considered social problems “experts” and have been involved in the process of making questions as well as creating the research method: an analysis of the discomfort experienced by teenagers (14-19 years of age) during the COVID-19 pandemic has become an opportunity for advocacy, development, digital citizenship and leadership (Rivoltella, 2020).
Over 500 teenagers to this day have participated in the study filling a survey. They have been given the opportunity to express their opinions in terms of what they believe to be important to ultimately be heard and taken care of by the adults (Gemma & Grion, 2015). Furthermore, they have become protagonists of the research process together with the researchers by participating in research training, utilising digital tools and analysing the findings (Lanfrey & Solda, 2018).
Council of Europe (2016). Competenze per una cultura della democrazia. Vivere insieme in condizioni di parità in società democratiche e culturalmente diverse.
C. Gemma & V. Grion (Eds.) (2015). Student Voice. Pratiche di partecipazione degli studenti e nuove implicazioni educative. Barletta: Cafagna.
D. Lanfrey, D. Solda (2018). Cos’è il Curriculum di educazione civica digitale e perché serve alle scuole e all’Italia. “Agenda Digitale”, 28 gennaio 2018.
L. Milani (a cura di) (2019). Trame di costruzione della cittadinanza. Riflessioni a 30 anni dalla Convenzione ONU sui diritti dell’Infanzia e dell’adolescenza. Bari: Progredit.
L. Milani, G. Gozzelino & C. Boeris (2020). As-saggi interculturali. Bari: Progredit.
P.C. Rivoltella (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Brescia: Scholé.
M. Santerini (2020). Democrazia partecipativa e nuova cittadinanza. “Rivista di Scienze dell’educazione”, LVIII, n. 3, pp. 345-356.
M. B. Tiven, E. R. Fuchs, A. Bazari & A. MacQuarrie (2018). Evaluating Global Digital Education: Student Outcomes Framework. New York, NY: Bloomberg Philanthropies and the Organisation for Economic Co-operation and Development.
W. F. White (1991). Participatory action research. London: Sage.
DIGITAL CITIZENSHIP EDUCATION IN THE FIRST CYCLE OF EDUCATION. FIRST RESULTS OF A COLLABORATIVE RESEARCH IN LOMBARDY AND MOLISE (ITALY)
1Università degli Studi del Molise, Italy; 2Università Cattolica del Sacro Cuore, Italy
Digital Citizenship Education is part of Civic Education consolidating the role of schools to promote the education of citizens. Acquiring digital skills in today’s society is a key element, emphasizing the importance of considering technologies as subject of reflection and not only educational tools. The aim is to help students to develop a critical mindset, responsibility and ethical awareness, elements on which media education insists from the beginning.
Since the school year 2018-19, CREMIT (Research Center about Media Education, Innovation and Technology) of the Catholic University of the Sacred Heart and University of Molise are leading a research project to design vertical curricula (from preprimary to lower secondary education) for the development of media skills. 14 schools in Lombardy and 5 schools in Molise were chosen on the basis of the significance of past experiences in the field of media education and in order to represent all the provinces of the two Italian regions.
The research project, which caused Covid-19 health emergency has been postponed by one year, is structured as follows: a first year for designing the curriculum and a second year for experimenting paths of Digital Citizenship Education, in line with the indications of the Italian Syllabus of Digital Civic Education. The aim is to design, experiment, document and disseminate educational solutions, organized in vertical curricula, aimed at developing digital civic competences in students.
Collaborative research has been chosen. It allowed the direct involvement of teachers as co-investigators, real researchers who implement a cyclical process of review of design ideas experimenting on the field, documenting the practices, evaluating the outcomes of the work in the classes and, finally, reflecting.
The first results can be summarized as follows: many good teaching practices can be transferred to other educational contexts and the genuine interest of children and families in media education is evident. Finally, collegiality is an essential condition for the full inclusion of media education in curricular teaching.
Bruni, F., Garavaglia, A. & Petti, L. (2019). Media Education in Italia, in F. Bruni, A. Garavaglia, L. Petti, Media Education in Italia. Oggetti e ambiti della formazione. FrancoAngeli, Milano.
Carenzio, A., Petti, L. & Triacca, S. (2019). Integrare l’educazione civica digitale nel curricolo verticale della scuola del primo ciclo, Essere a Scuola (4), 20-25.
Hobbs, R. (2000). Media Literacy. Mountain Lakes: Newsweek Education Program.
Desgagné, S. (1997). Le concept de recherche collaborative: l’idée d’un rapprochement entre chercheurs universitaires et praticiens enseignants. Revue des sciences de l’éducation, 23(2), 371-393.
Masterman, L. (1997). A scuola di media. Educazione, media e democrazia nell’Europa degli anni ’90. Brescia: La Scuola.
Rivoltella, P.C. (2020). Nuovi alfabeti. Educazione e culture nella società post-mediale. Brescia: Morcelliana Scholè.
Rivoltella, P.C. (2017). Media Education. Idea, metodo, ricerca. Brescia: La Scuola.
Silverstone, R. (2009). Mediapolis. La responsabilità dei media nella civiltà globale. Milano: Vita e Pensiero.
Schön, D.A. (1993). Il professionista riflessivo. Per una nuova epistemologia della pratica, tr. It. Dedalo, Bari, 1993.
DIGITAL CITIZENSHIP IN K-12 EDUCATION: A SYSTEMATIC LITERATURE REVIEW DESCRIBING HOW IT IS IMPLEMENTED
1University for Teacher Education Fribourg, Switzerland; 2University of Fribourg, Switzerland; 3Centre de recherche sur l'enseignement/apprentissage par les technologies numériques
Digital citizenship has been introduced in compulsory education, targeting as an essential skill for future citizens. Accordingly, a growing number of publications focus on this concept. A systematic literature review was conducted to identify how it has been operationalized within teaching practices. The results highlighted that digital citizenship is often an umbrella concept used to justify a project related to technological trends. In addition, mainly with older students, digital citizenship is often associated with project-based learning out-of-school community. Interdisciplinary perspectives are proposed to teach digital citizenship, but some discipline like philosophy or ecology is missing. Finally, digital tools/environments are never questioned, so a critical approach of digital citizenship is not developed. Accordingly, the practical implication of the current state of literature is discussed.
DIGITAL CITIZENSHIP: A SURVEY ON TEACHERS' PERCEPTION AND TEACHING PRACTICES
University of Catania, Italy
Nowadays citizens live in communities made up of complex interweaving of physical reality, technologies, digital media and social networks and are faced with a completely new set of challenges and opportunities that require a critical and cultured citizenship, capable of dealing with differences in a way responsible and humane. Digital citizenship is defined as the acceptable, ethical, and responsible use of technology that emphasizes a more collaborative, creative, and self-empowering use of technology in education as well as in personal use.
Teachers are essential in helping students develop digital citizenship skills as they model and teach digital citizenship in their classrooms. Teachers then can empower students to use technology responsibly to learn, create, and participate as digital citizens and develop critical thinking abilities, enhance digital communication skills, and influence their communities by connecting their in-school learning with their out-of-school civic participation.
The contribution intends to detect the perception of digital citizenship of teachers of different school levels and the learning methodologies, materials and resources used by them to incorporate digital citizenship education into the curriculum and into their school community. To this end, the Digital Citizenship Scale and a questionnaire was administrated to a non-probabilistic sample of 50 teachers. Specifically, the questionnaire aims to investigate issues related to media literacy, online security and responsibility, disinformation, as well as the use of technologies to promote and protect human rights and foster active participation in democratic processes. Both qualitative and quantitative research methods were employed.
The results can help to highlight teacher practices and bring out the training needs of in-service teachers so that they would help their students to become digital and ethical citizens in digital learning environments.