TRANSLATOR TASK 3

TRANSLATOR:  PABLO


 

After finishing this third task, we have chosen four concepts to understand better our work.


    Firstly, the geek concept of this task is social media, this are online platforms and technologies that enable users to create, share, and interact with content and each other in a digital environment. These platforms facilitate communication, networking, and the exchange of information, often in real time. They encompass various formats, including text, images, videos, and live streaming, and serve diverse purposes such as personal expression, marketing, news dissemination, and community building.

    Examples of popular social media platforms include Facebook, Instagram, Twitter (now X), LinkedIn, TikTok, and YouTube, each catering to different types of user engagement and communication styles.

    This concept is important to understand how we have reflected and interacted with lots of people to present our project.

    Secondly, referring to the methodological-pedagogical aspect, we have highlighted the concept of digital competence, this refers to the set of skills, knowledge, and attitudes required to effectively and responsibly use digital technologies for communication, information processing, problem-solving, and content creation. It encompasses technical proficiency, critical thinking, ethical awareness, and the ability to adapt to evolving digital environments.

    Finally, regarding to the theoretical framework, DigCompEdu (The Digital Competence Framework for Educators) is a framework developed by the European Commission to define and support the development of digital competence among educators. It provides a structured approach to help teachers, trainers, and education professionals integrate digital technologies effectively into their teaching and professional practices.

  Another important concept is the Media Literacy, which refers to the ability to access, analyze, evaluate, and create media content in a variety of forms. It enables individuals to critically engage with media messages, understand their influence, and participate effectively in digital and traditional media environments.

References

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59-68.

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230.

Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. JRC Technical Reports, European Commission.

Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. European Commission.

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.

European Commission (2017). Digital Competence Framework for Educators (DigCompEdu)

NAMLE (2021). Core Principles of Media Literacy Education. National Association for Media Literacy Education.

UNESCO (2011). Media and Information Literacy: Curriculum for Teachers. United Nations Educational, Scientific and Cultural Organization.

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