Promoting digital competence in secondary education: are schools there? Insights from a case study

• Published in: Journal of new approaches in educational research Vol. 5; no. 1; pp. 57 - 63
• Main Authors: Sancho Gil, Juana M., Padilla Petry, Paulo
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 2016; Universidad de Alicante; NAER - Journal of New Approaches in Education Research; Universitat d'Alacant; University of Alicante; Universitat d´Alacant / Universidad de Alicante; Springer
• Subjects: Access to information; Alfabetització digital; Case Studies; Classroom Observation Techniques; Competencia digital; Competencia transversal; Competency Based Education; Computer literacy; DIGITAL COMPETENCE; Digital literacy; Educació secundària; Education; Education policy; Educational Change; EDUCATIONAL POLICY; Educational Practices; Ensenyament secundari; Escuela secundaria; Foreign Countries; INFORMATION PROCESSING; Interviews; Learning; Methodology; Metodologia; Métodos de enseñanza; Original; Política educativa; Schools; Secondary Education; SECONDARY SCHOOL; Skills; Student Attitudes; Students; Teacher Attitudes; Teaching; TEACHING METHODS; Technological Literacy; TECHNOLOGY USES IN EDUCATION; TRANSVERSAL COMPETENCE; Tratamiento de la información; Usos educativos de la tecnología; España; Spain; Transversal Competence; Digital Competence; Secondary School; Information Processing; Educational Policy; Teaching Methods; Technology Uses In Education
• ISSN: 2254-7339; 2254-7339
• DOI: 10.7821/naer.2016.1.157

In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students’ digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence.