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Digital Competence In K-12. Theoretical Models, Assessment Tools and Empirical Research
PROCEEDINGS

, , , University of Florence, Italy

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Over the last years the theme of the digital competence in its different aspects has been object of a growing interest. In a number of official documents and communications, international bodies underlined the significance of this competence for lifelong learning and to participate in the so-called ‘information society’. Within this context, education research has the duty to provide realistic conceptual models coherent with the school’s objectives and which can be put into practice within the school curriculum. In the present paper, we shall introduce a theoretical model, education oriented, to represent this competence and a set of tools to assess it in the school context, i.e., the Instant DCA (iDCA) and the Situated DCA. Then we shall focus on iDCA and on the results of the testing carried out over the last two years in the Italian secondary school.

Citation

Ranieri, M., Calvani, A. & Fini, A. (2011). Digital Competence In K-12. Theoretical Models, Assessment Tools and Empirical Research. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 539-548). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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