The Covid-19 pandemic has had a strong impact on teaching, highlighting the challenges related to the transition to distance and online teaching and in particular emphasising the difficulties of addressing through digital practices the students’ engagement and meeting their relational and emotional needs. This contribution proposes an analysis of the DigCompEdu (Redecker, 2017), the European framework for teachers’ digital competence, through a comparison with other operational models in order to hypothesise some possible integrations, in the light of the most relevant theories and evidence from the past period. The proposed integration includes dimensions related to communication and socio-relational skills, as well as elements related to digital well-being and awareness of local and global policies for a critical viewpoint at teaching practices with the educational technologies in use in different contexts.
La competenza digitale degli educatori: teorie, modelli, prospettive di sviluppo / Gabbi, E.; Ancillotti, I.; Ranieri, M.. - In: MEDIA EDUCATION. - ISSN 2038-3002. - 14:2(2023), pp. 5-23. [10.36253/me-14742]
La competenza digitale degli educatori: teorie, modelli, prospettive di sviluppo.
Ancillotti I.;
2023
Abstract
The Covid-19 pandemic has had a strong impact on teaching, highlighting the challenges related to the transition to distance and online teaching and in particular emphasising the difficulties of addressing through digital practices the students’ engagement and meeting their relational and emotional needs. This contribution proposes an analysis of the DigCompEdu (Redecker, 2017), the European framework for teachers’ digital competence, through a comparison with other operational models in order to hypothesise some possible integrations, in the light of the most relevant theories and evidence from the past period. The proposed integration includes dimensions related to communication and socio-relational skills, as well as elements related to digital well-being and awareness of local and global policies for a critical viewpoint at teaching practices with the educational technologies in use in different contexts.
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