When reading about digital competence in JRC Science For Policy Report European Framework for the
Digital Competence of Educators, DigCompEdu, I find a broad definition. Digital competence can be seen “as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (Redecker, 2017, s. 90). I stop for a moment when I read the words critical and creative use. The combination of these words points out something that I have thought about for a while. Both the ability to be creative and the ability to be critical is something both children in preschool and students in higher education should practice.
In another text (Evans & Robertson, 2020) I read what I think many teachers have felt sometimes: It can be seen as a challenge to educate, so-called, digital natives. To reach them. As I understand it, since both criticality and creativity should be practiced, such practice could be one way (of several ways) to succeed in reaching children and students in our education systems – who most of them can be categorised as a kind of digital natives.
Sources
Evans, Chris & Robertson, Wenqian (2020). The four phases of the digital natives debate. Hum, Behav & Emerg Tech. 2, ss. 269-277.
Redecker, Christine (2017) In Punie, Yves (editor) European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
