THIRD TASK

 THIRD TASK.    #RICT2425

DIGCOMPEDU

 





INTRODUCTION 

__________________________________________________________________________


In the rapidly evolving landscape of education, digital technologies have become indispensable tools for fostering accessibility, inclusion, and personalized learning experiences. The DigCompEdu framework, developed by the European Commission, provides a comprehensive guide for educators to integrate digital competencies into their teaching practices. This framework emphasizes the importance of leveraging digital tools to empower students, address diverse learning needs, and promote active engagement in the learning process.

The text provided focuses on Area 5: Student Empowerment, which highlights three critical dimensions: Accessibility and Inclusion, Attention to Personal Learning Differences, and Active Student Engagement in Learning. These dimensions underscore the transformative potential of digital technologies in creating equitable and inclusive educational environments. Additionally, the CUTIE project (Collaborative University Teaching Innovation and Excellence) aligns closely with these principles by prioritizing the integration of student voices in the development of digital teaching practices at the university level. This project seeks to bridge the gap between educators and learners, ensuring that digital tools and strategies are not only effective but also responsive to the unique needs and perspectives of students.

This task will explore how the principles outlined in DigCompEdu and the objectives of the CUTIE project can be applied to enhance student empowerment through digital technologies. By examining the specific competencies and practices detailed in the text, we will identify strategies for fostering accessibility, personalization, and active engagement in higher education.

The integration of digital technologies in education, as outlined in DigCompEdu and exemplified by the CUTIE project, represents a transformative approach to student empowerment. By focusing on accessibility and inclusion, educators can ensure that all students, regardless of their individual needs or circumstances, have equal opportunities to succeed. The emphasis on attention to personal learning differences highlights the importance of tailoring digital tools and pedagogical strategies to meet the diverse needs of students, fostering a more personalized and effective learning experience. Finally, the focus on active student engagement underscores the role of digital technologies in motivating students, encouraging responsibility, and promoting lifelong learning.

The CUTIE project's commitment to integrating student voices in the development of digital teaching practices further enhances these efforts. By involving students in the design and implementation of digital tools, educators can create more inclusive, responsive, and innovative learning environments. This collaborative approach not only aligns with the principles of DigCompEdu but also ensures that digital technologies are used in ways that truly empower students and support their academic and personal growth.

In conclusion, the competencies and practices detailed in the text provide a roadmap for educators to harness the potential of digital technologies in higher education. By embracing these principles and leveraging initiatives like the CUTIE project, universities can create more equitable, inclusive, and engaging learning experiences that prepare students for the challenges of the 21st century.

TIKTOK AREA:

Nowadays TIKTOK is one of the most famous and used social media. We want to to use this app but in a different way. 

Tiktok is a good way to trasnmitted information that can be relevant and can get wind of a lot of people, this is the reason why we are going to use this app, to explain the impact that social media can have in an academic level. Also we are going to focus on Empowering Learners but especially in the 3 differents sub-areas, Accesibility and Inclusion, Differentation and Personalisation and the last one, Actively Engagind Learners. 

The first thing we are going to explain is what is Empowering Learners. 

The first sub-area is Accesibility and Inclusion, focuses on ensuring that digital learning environments are accessible to all students, including those with disabilities or special educational needs. Educators are encouraged to:

  • Use assistive technologies like screen readers, speech-to-text tools, and captioning to help learners with disabilities.

  • Design inclusive digital content by ensuring that materials are available in various formats (text, audio, video) and are easy to navigate.

  • Personalize learning experiences to cater to different learning styles, abilities, and needs, providing alternative pathways for students who may require additional support.

  • Promote equity in digital learning, ensuring that all learners, regardless of socio-economic background, have access to necessary digital tools and resources.

The goal is to create a digital learning environment where all students feel included, supported, and capable of participating fully. 

INSTAGRAM AREA: 

Thanks to Instagram, we can involve students in the classroom while they learn and know more in depth the subject matter. 

Currently Instagram is one of the most used social networks by society due to its great versatility when it comes to creating content, e.g.: posts, stories, reels, live, etc. In addition, there are more than one accounts that have recognized the potential of instagram as an educational method and have begun to upload content aimed at helping students, with a large number of followers reaching even millions of them (@physicsisfun_official, @andy_math_dot_com, @mariaspeakenglish, and so many more). 

On the other hand, although Instagram serves as a great help to learn more about a subject, it is possible to use this application so that the students themselves, through their own tools that they know well from Instagram, create content on the subject they are giving at the time, reinforcing their learning and understanding the given agenda in a rigorous way. With this tool, students will feel motivated because it is an application that they use daily so it will not be tiring for them to carry out their work. Examples that we can put into practice when using Instagram in the school environment:

  • Create a class profile where students upload educational content.

  • Invite experts or teachers for live chats.

  • Have students create private accounts to document their learning.

  • Compare progress of a project or process in two images.

  • Write short stories that explain a concept in a creative way.

  • Use the survey function to ask questions about the subject matter.

  • Explain a topic in 30-60 seconds with graphics and examples through reels.

  • Explain a topic with images in a post.

  • Upload diagrams that summarize complex topics.

  • Organize stories into categories to review content later.

  • Save the best work or class projects.

  • We, have created an Instagram account where we upload each of the projects we are doing throughout the course with photos and videos documenting the process and showing our presentation and the final product. You can see our account here:

https://www.instagram.com/grupitotopp_?igsh=NTZxbDV4ZnRhbzV4&utm_source=qr


TWITTER AREA: 

YOUTUBE AREA: 

DIGCOMPEDU (Digital Competence Framework for Educators) is a framework developed by the European Commission to help educators assess, develop, and enhance their digital skills for effective teaching and learning. It is designed to support teachers, trainers, and other education professionals in integrating digital tools and pedagogical strategies into their practice to improve student learning outcomes. It consists of six key areas of digital competence. These areas cover everything from professional collaboration to student empowerment.

These six areas of competence are:

  • Professional Engagement: Using digital tools for collaboration, communication, and professional development.

  • Digital Resources: Finding, creating, and managing digital content.

  • Teaching and Learning: Using technology to enhance teaching strategies.

  • Assessment: Using digital tools to assess and provide feedback.

  • Empowering Learners: Personalizing learning and ensuring accessibility.

  • Facilitating Learners' Digital Competence: Helping students develop their own digital skills

DIGCOMPEDU defines six proficiency levels, similar to the Common European Framework of Reference for Languages (CEFR), ranging from beginner to advanced.


So the levels go from A1 to C2 being A1 the Newcomer and C2 being a pioneer. 


WHAT ARE THE BENEFITS?

So, as we can guess, DIGCOMPEDU has many benefits but we are only going to mention some of these. Like for example: 


 Develop a more inclusive and personalized learning environment.


 Stay up to date with the latest educational technologies and trends.


Strengthen their professional development and career growth.


CONCLUSION

DIGCOMPEDU is a valuable tool for educators in the 21st century. By following the framework, teachers can enhance their digital skills and better prepare students for the future.

Comments

Post a Comment

Popular posts from this blog

FIRST TASK

Image
 FIRST TASK.     #RICT2425  TPACK and PIC-RAT   INTRODUCTION ___________________________________________________________________________________ In our first task we have to find information about TPACK and PIC-RAT, we also have to create an information map, we choose Susan's Mind Map because for us is very structured, and is a good way to explain the key concepts of these topics, also is easy to understand all the information and for us, is the best way that can help people to learn new things.  QUESTIONS ___________________________________________________________________________________ 1. What is TPACK, and What is PIC-RAT exactly? (e.g., is it a technology tool, a theory, a model, an animal, a poem, an author? All these? About what?) TPACK (Technological Pedagogical Content Knowledge) is not a technology tool, animal, poem, or author. It is, in fact, a theoretical framework and educational model that helps educators integrate technology effectivel...
Read more

TRANSLATOR TASK 8

Image
 TRANSLATOR: PABLO    CONCEPTS In this eighth task we chose the following concepts, the first one is related to the geek component, the second one is focused on the methodological-pedagogical aspect and the other two concepts are related to the theoretical framework. Geek component: AI Bias Awareness AI systems can reflect human biases, leading to stereotypes or incomplete information. Recognizing and analyzing AI biases helps users critically evaluate AI-generated content. References American Consortium for Equity in Education. (n.d.). Ethical AI Practices. Retrieved from UNESCO.      Methodological-pedagogical aspect: Critical Thinking in AI Use Teaching students to use AI as a research tool rather than a source of direct answers fosters critical thinking and enhances their writing and analytical skills. References American Consortium for Equity in Education. (n.d.). Ethical AI Practices. Retrieved from UNESCO.      Theoretical framework: E...
Read more

ANALYST TASK 6

Image
ANALYST TASK 6: NATALIA AI Self-Reflection Helper Task 6: Codey Rocky . (made with Deepshek ) Hello! I’m here to help you reflect deeply on your work and learning. My role is to guide you in evaluating your task, identifying what you’ve learned, and ensuring you can demonstrate that the work is your own. I’ll do this by asking you thoughtful questions that encourage you to think critically about your process, outcomes, and growth. To get started, could you share the instructions or details of the task you’ve completed? Once you provide that, I’ll create 5 personalised questions to help you reflect on your work. Looking forward to hearing from you! 😊 The aim of the task was to create an activity for students from primary school using the robot codey rocky. We all planned to make a map of the city of Murcia with all the different famous monuments so that the students should write a "promp...
Read more