Digital competence

from Wikipedia, the free encyclopedia

Digital competence is made up of digital (English digit "number" or Latin digitus "finger") and competence (Latin competentia , suitability '; competere' to meet ',' sufficient ',' to be capable of something ',' to be entitled ') together. It contains all the skills that an individual needs to find their way around, to learn and work in a digital society. Digital literacy encompasses more than pure computer application knowledge and “encompasses a wide range of behaviors, strategies and identities that are important in a particular digital environment”.

definition

Nowadays the term competence is used by many different sciences to describe basic human abilities that have arisen neither through maturation processes nor through genetics. Competence develops through interaction with one's own environment and is thus self-organized. When a person has a certain skill, they have a certain knowledge. Situation-related knowledge is of great importance as a basis for action.

An important basis for competent actions in general is the action competence model. It refers to the interactions between different competencies and the subsequent development. The model consists of 4 competence classes:

  • Technical and methodical competence class : People must be able to find solutions to technical problems in a self-organized manner and evaluate and organize their knowledge.
  • Activity-implementation-oriented competence class : People should act in a self-organized manner in order to be able to implement their plans and intentions.
  • Social-communicative competence class : People can deal with other people and communicate with them. That implies relationship-oriented action.
  • Personal competence class : People have to assess themselves as well as be able to develop further.

This model is also reflected in digital competence. This is now understood as one of the most important components in politics, education and business. The term does not only include skills related to computer technology, information literacy and media literacy . It also includes socio-cultural skills on the social and personal development and design level.

Nevertheless, digital competence can be roughly limited to seven sub-areas:

  • Media literacy :
  1. This includes media criticism , whereby the recognition and analysis of socially problematic processes is meant. But also applying this skill in one's own actions.
  2. In addition, there is media studies who require knowledge about media and media systems.
  3. A third component is media use , in which content is recorded or used interactively.
  4. Finally, it also concerns media design in which you yourself add something creative and innovative to the media system.
  • Communication and collaboration : This means active participation in social networks and in the educational sector.
  • Digital identity and career planning : Since every person has their own digital identity, it is not only important to build it, but also to maintain it.
  • IT competence : It is important to be able to handle digital technologies, both in your studies and at work, as well as in everyday life. This is the only way to ensure safe and adequate use.
  • Digital learning and teaching : For learning and teaching purposes, a confident approach must be found independently, but also in a collective with, for example, e-learning or distance learning.
  • Information literacy : This means a critical and competent handling of information and thus being able to obtain, evaluate and correctly use it.
  • Digital Science : This element includes the use and creation of digital data, sources and other digital research methods in order to achieve scientific goals.

However, the respective weighting of the elements of digital competence depends on the area of ​​benefit. For example, the areas of competence will be different at universities and in other educational sectors than in commercial companies.

The virtual medium reinvents reality and creates an expanded world of experience. In this new world, each individual must first learn to find their way around there, i.e. to organize themselves.

history

The term digital competence originated in the era of the 20th century. It is associated with a wide variety of terms such as media skills, digitization , digital education, learning 4.0 and Industry 4.0 . These are all thought contents and technical expressions of German-speaking educational science in the field of media education. Media literacy is one of the most widespread terms in media education and is also one of the most important achievements in the history of mass media. Digital competence results from the history of media competence. The term media competence was created at the end of the Second World War by Dieter Baacke and is indispensable for science. Media literacy has been an integral part of media education since the 1990s. The basic idea appeared earlier in history and is related to the industrialization of the 19th century. The advent of the mass press took a significant step in communication. Communication between mankind was constantly changing, as Dirk Baecker addresses several transitions in social communication. Our communication began with the introduction of the language, the so-called parent company . After Baecker, the second society, the ancient high culture , emerged through writing . The modern society has been shaped by the printing press. The last society named by Baecker, the next society , experienced a major upheaval with the introduction of the computer, both in terms of the way in which it interacts and within technology. Due to the requirements that arose due to the new digitized media, the demand for digital competence developed from media competence.

Digital competence is now considered to be a prerequisite for knowledge in our society. Central here is the critical attitude towards the media, which is essential for an enlightening and reflective society.

Media criticism includes being critical of media offers, consciously dealing with them and being able to assess them.

Digital competence transfer and education using the example of Austria

“Today's world of higher education and work demands digital skills”. It is therefore important that a contemporary university education adapts to social developments and “takes digitalization into all areas of life into account in its curricula”. But biographically, digital competence should not only be included in training with higher education and professional development, but should be taught at school, at the latest at the beginning of lower secondary level.

Educational institutions have the responsibility to impart digital skills to every student by revising the educational practice. Informal learning alone is not enough to ensure adequate digital skills. The educational practices are just as important as the use of technology in the classroom to improve digital skills.

The Digital Roadmap Austria demands: "No child should leave school without digital skills." Digital skills, as well as handling digital technologies and media, are key qualifications for participation in society and for increasing opportunities on the job market. Therefore, digital education should find its way into Austria's schools on a broad scale and as early as possible. Preferably already in kindergarten to counteract a digital divide. Of course, the introduction to digital skills must be appropriate to the age in order to “arouse lasting enthusiasm and interest in children and young people”. In addition to technical skills, the critical and reflective handling of technologies, awareness of data protection, the responsible handling of data and the critical handling of information should be learned.

The EU is aware of the importance of IT and media literacy for schoolchildren of all ages and expressly demands this in its digital agenda. Furthermore, the EU has dedicated one of the eight key competencies for lifelong learning to digital skills. In Austria, digital competence and IT education are secured by being laid down in curricula, teaching principles and educational issues.

The Federal Ministry for Education, Science and Research has therefore developed a competence model, digi.komp . “[T] his [s] defines target images of the digital and IT competences that students and teachers should have acquired at certain points in their school or professional career." and "contributes to the [...] practical implementation of [the] binding specifications." The collection of the competence models starts with elementary school and goes through middle school to upper school.

Therefore, the goal was set to meaningfully integrate new technologies into educational fields of action. The knowledge and commitment of the staff of educational institutions is crucial for the implementation of this goal, as they mainly acquire their skills in new technologies in their free time. In addition, the pedagogues' own competencies and experiences in dealing with PCs and the Internet are of great importance with regard to imparting media skills to children and young people.

For this reason digi.komp P (digital competence for educators) was launched. This competency model should u. a. represent an aid for teachers as an instrument for self-assessment and continuous professional development. Assistance of any kind is extremely important, especially for educators, to ensure that they do not have to master these major changes in educational practice on their own. Because it cannot be the task of individual teachers to fundamentally change pedagogy.

But digital skills are also becoming more and more present in extracurricular educational work. The PC and the Internet play an important role in the change in further training offers. With the internet, new concepts for further education can be created. Due to the new, changed requirements of further education, the demand for self-directed learning arises, whereby the extracurricular educational work is characterized by a high degree of personal initiative. First of all, the question arises to what extent the adult learners are able to meet the necessary requirements for self-directed learning. This gives rise to the second question, in what way learning via the Internet can be designed so that educators acquire media skills so that they can then use them for their educational offers.

See also

literature

  • R. Bader: Learning Communities on the Internet. Acquisition of network skills as a collective practice. A case study in continuing education. LIT Verlag, Münster 2001.
  • D. Baecker: Studies on the Next Society. Suhrkamp, ​​Frankfurt am Main 2007, ISBN 978-3-5182-9456-7 .
  • ML Frick: Media Education: Challenges for Learning and Education in the Media Age. In: Theo Hug (Ed.): Medienpädagogik. Innsbruck University Press, Innsbruck 2018.
  • A. Holdener, S. Bellanger, S. Mohr: "Digital competence" as a university-wide frame of reference in a strategy development process. In: Josef Wachtler et al. (Hrsg.): Digital media: Cooperation in education. Waxmann Verlag, Münster 2016.
  • T. Hug: Media education - terms, concepts, perspectives. In: Rusch Gebhard (Ed.): Introduction to media studies. Westdeutscher Verlag, Opladen 2002, ISBN 978-3-9031-8730-6 .
  • T. Hug: Media Education: Challenges for Learning and Education in the Media Age. In: Hug Theo (ed.): Challenges for learning and education in the media age - for an introduction. Innsbruck University Press, Innsbruck 2018, ISBN 978-3-9031-8730-6 .
  • H. Moser: Media and Reform Education. In: Uwe Sander, Friedericke Gross, Kai-Uwe Hugger: Handbook of Media Education. VS Verlag für Sozialwissenschaften, Wiesbaden 2008, ISBN 978-3-531-15016-1 .
  • H. Niesyto: media criticism. In: Uwe Sander, Friedericke Gross, Kai-Uwe Hugger: Handbook of Media Education. VS Verlag für Sozialwissenschaften, Wiesbaden 2008, ISBN 978-3-5311-5016-1 .
  • P. Trifonas: Learning the Virtual Life: Public Pedagogy in a Digital World. Routledge, New York 2012, ISBN 978-0-4158-9208-7 .
  • J. Reitinger: Teaching - Internet - Competence: Empirical analysis of functional and didactic competencies of future educators on the basis of a concrete action competence model. Shaker Verlag, Aachen 2007, ISBN 978-3-8322-6175-7 .
  • T. Vollmer, S. Jaschke, U. Schwenger: Digital networking of skilled work: Commercial-technical vocational training in a working world of the Internet of Things. W. Bertelsmann Verlag, Bielefeld, ISBN 978-3-7639-5811-5 .

Web links

Individual evidence

  1. ↑ a b c A. Holdener, S. Bellanger, S. Mohr: "Digital Competence" as a university-wide frame of reference in a strategy development process . Ed .: Wachtler Josef. Waxmann Verlag, Münster 2016.
  2. ↑ a b c Johannes Reitinger: Teaching - Internet - Competence: empirical analysis of functional and didactic competencies of future educators on the basis of a concrete action competence model . Shaker, Aachen 2007, ISBN 978-3-8322-6175-7 .
  3. ↑ a b Theo Hug: Media Education Challenges for Learning and Education in the Media Age . University of Innsbruck innsbruck university press iup, Innsbruck, ISBN 978-3-903187-30-6 .
  4. ↑ S. Ashoff, S. Grabmeier: Acquiring digital competence. 2015, accessed on January 28, 2020 (German).
  5. ^ A b H. Moser: Media and Reform Education . Ed .: Sander Uwe. 1st edition VS, Verl. Für Sozialwiss, Wiesbaden 2008, ISBN 978-3-531-15016-1 .
  6. ^ A b H. Niesyto: Media criticism . Ed .: Sander Uwe. VS Verlag für Sozialwissenschaften, Wiesbaden 2008.
  7. ^ Dirk Baecker: Studies on the next society . 1st edition Suhrkamp, ​​Frankfurt am Main 2007, ISBN 978-3-518-29456-7 .
  8. ↑ ML Frick: Media Education: Challenges for Learning and Education in the Media Age . Ed .: Hug Theo. Innsbruck University Press, Innsbruck 2018.
  9. ↑ a b B. Frischherz, D. MacKevett, J. Schwarz: Digital skills at the university of applied sciences. 2018, accessed on January 28, 2020 (German).
  10. ↑ Thomas Vollmer, Steffen Jaschke, Ulrich Schwenger (BAG ElektroMetall eV): Digital networking of specialist work in commercial-technical vocational training in a working world of the Internet of Things . 1st edition. W. Bertelsmann Verlag, Bielefeld, ISBN 978-3-7639-5811-5 .
  11. ↑ a b Peter Pericles Trifonas: Learning the virtual life: public pedagogy in a digital world . Routledge, New York 2012, ISBN 978-0-415-89204-9 .
  12. ↑ a b Digital Roadmap Austria. BBWFW Federal Chancellery and Federal Ministry for Science, Research and Economy, 2017, accessed on December 21, 2019 (German).
  13. ↑ a b c d Digital skills: Indispensable! BMBWF Federal Ministry of Education, Science and Research, 2016, accessed on December 30, 2019 (German).
  14. ^ A b c R. Bader: Learning Communities on the Internet. Acquisition of network skills as a collective practice. A case study in continuing education. LIT Verlag, Münster 2001.