DIGITAL COMPETENCE IN PRIMARY EDUCATION: A REVIEW OF LEARNING OUTCOMES

  • Esin Hazar Gazi University, Ankara

Abstract

This paper examines the current status of digital competence indicators in the Turkish primary school curricula. The European Commission had long been studying on developing a common digital competence framework for citizens and in 2016 a revised framework was published to be used as a reference in various sectors as well as education. In most official papers the importance of digital competence is highly stressed and studies to provide students with these skills are carried out by Turkish Ministry of National Education (MONE) and other governmental institutes. In this paper we explore the indicators of digital competence standards in the Turkish primary education. We identified the curricula of three compulsory subjects and analyzed the learning outcomes of these curricula to understand the place of digital competence standards in curricula and in which competence areas are emphasized mostly. The review was conducted using the curricula of three subject areas in primary education: the Turkish language, mathematics and personal and social development. The review of the learning outcomes in these curricula shows that 7, 5 % of learning outcomes emphasizes digital competence in the Turkish language curricula while this rate is %4 in mathematics and personal and social development subject areas when the top rates are considered. It is seen that most digital competence areas are ignored in each subject; communication and collaboration is totally excluded in all three subjects while data and information literacy was included in merely Turkish language curriculum; safety competence area was stated only in personal and social development curriculum and Mathematics curriculum contained learning outcomes merely related to the problem solving.

Author Biography

Esin Hazar, Gazi University, Ankara
Ph.D Candidate of Curriculum and Instruction at Gazi University

References

Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: Institute for Prospective Technological Studies. Retrieved from https://pdfs.semanticscholar.org/6282/f40a4146985cfef2f44f2c8d45fdb59c7e9c.pdf on 23.03.2017.

Anadolu Ajansı. (2017). Accessed http://aa.com.tr/tr/egitim/mebden-turkce-mufredatinda-koklu-degisiklik/728070 on 10.10.2017.

Ananiadou, K. and M. Claro. (2009), "21st Century Skills and Competences for New Millennium Learners in OECD Countries", OECD Education Working Papers, No. 41, OECD Publishing, Paris.

Arjomand, G., Erstad, O., Gilje, O., Gordon, J., Kallunki, V., Kearney, C., & von Reis Saari, J. (2013). KeyCoNet 2013 literature review: Key competence development in school education in Europe.

Berge, O. (2017). Rethinking Digital Literacy in Nordic School Curricula. Nordic Journal of Digital Literacy, 12(2) , 5-7.

Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K. (2016). Developing computational thinking in compulsory education – Implications for policy and practice; EUR 28295 EN; doi:10.2791/792158.

C21 Canada. (2012). Shifting minds: A 21st century vision of public education for Canada. Retrieved from: www.c21canada.org/wp-content/uploads/2012/11/Shifting-MindsRevised.pdf. on 13.01.2017

European Commission. (2015) digital competence framework for citizens ,Gallery of Implementations. Retrieved from https://ec.europa.eu/jrc/en/digcomp/implementation on 08.07.2017.

European Commission, (2008). Digital Literacy European Commission Working Paper and Recommendations from Digital Literacy High-Level Expert Group.

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Accessed http://digcomp.org.pl/wp-content/uploads/2016/07/DIGCOMP-1.0-2013.pdf on 05.01.2017.

Fullan, M. (2001). The New Meaning of Educational Change. New York: Teachers College Press.

Heintz, F., Mannila, L., Nygårds, K., Parnes, P., & Regnell, B. (2015). Computing at School in Sweden - Experiences from Introducing Computer Science within Existing Subjects. In A. Brodnik, & J. Vahrenhold (Eds.), Informatics in Schools. Curricula, Competences, and Competitions /Lecture Notes in Computer Science and General Issues (Vol. 9378, pp. 118-130). Springer. DOI: 10.1007/978-3-319-25396-1_11

Hoechsmann, M., & DeWaard, H. (2015). Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape. MediaSmarts.

Hung, D., Lee, S. S., & Lim, K. Y. (2012). Authenticity in learning for the twenty-first century: Bridging the formal and the informal. Educational Technology Research and Development, 60(6), 1071-1091.

Ilomäki, L., Taalas, P., & Lakkala, M. (2012). Learning environment and digital literacy: A mismatch or a possibility from Finnish teachers’ and students’ perspective. Living the virtual life: Public pedagogy in a digital world, 63-78.

Kaware, S. S.& Sain, S. K. (2015). ICT Application in Education: An Overview. International Journal of Multidisciplinary Approach & Studies, 2(1), 25-32.

Kivunja, C. (2014). Do You Want Your Students to Be Job-Ready with 21st Century Skills? Change Pedagogies: A Pedagogical Paradigm Shift from Vygotskyian Social Constructivism to Critical Thinking, Problem Solving and Siemens’ Digital Connectivism. International Journal of Higher Education, 3(3), p81.

Kluzer, S., & Rissola, G. (2015). Guidelines on the adoption of DigComp, Telecentre Europe. Retrieved from http://www.telecentre-europe.org/wp-content/uploads/2016/02/TE-Guidelines-on-theadoption-of-DIGCOMP_Dec2015.pdf on 29.02.2017.

Martin, A. (2005). DigEuLit – a European Framework for Digital Literacy: a progress report. Journal of eLiteracy, 131- 136.

MEB. (2011). Eğitimde Fatih Projesi. Accessed http://fatihprojesi. meb. gov. tr/tr/index. php] on 05.10.2016.

MEB. (2017) Accessed http://www.meb.gov.tr/googledan-yazilim-egitimi-destegi/haber/14587/tr on 01.10.2017.

OECD, (2016) "Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy Background Report", OECD Digital Economy Papers, No. 250.

Perlmutter, T., Ungerleider, C., Scott, S., Jones, B., Jenkins, T., Wilson, I., & Hoechsmann, M. (2010). Digital literacy in Canada: From inclusion to transformation. Media Awareness Network.

Siiman, L. A., Mäeots, M., Pedaste, M., Simons, R. J., Leijen, Ä., Rannikmäe, M., & Timm, M. (2016). An Instrument for Measuring Students’ Perceived Digital Competence According to the DIGCOMP Framework. In International Conference on Learning and Collaboration Technologies ( 233-244). Springer International Publishing.

Spengler, S. S. (2015). Educators' Perceptions of a 21 st Century Digital Literacy Framework (Doctoral dissertation, Walden University).

TUBITAK – ARDEB, (2017). Eğitim Çağrı Programı “1003-SBB-EGTM-2017-2. Gerçek Yaşam Temelli Materyaller” Çağrı Metni.

Uluyol, Ç. & Eryılmaz, S. (2015). 21. Yüzyıl Becerileri Işığında FATİH Projesi Değerlendirmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2).

Vuorikari, R., Punie, Y., Gomez, S. C., & Van Den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model (No. JRC101254). Institute for Prospective Technological Studies, Joint Research Centre.

Welsh Government, (2015) A curriculum for Wales – a curriculum for life. Digital Competence Framework. Retrieved from http://learning.gov.wales/resources/browse-all/digital-competence-framework/?skip=1〈=en on 03.04.2017.

Yıldırım, A. and Şimşek H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık

Published
2018-04-11
Section
Articles