Поняття цифрової компетентності в освітніх документах Норвегії: визначення та сутність

Abstract

The article presents the theoretical and methodological aspects of educational policy of Ukraine and analyzes the activity and competence approaches to the formation of digital competencies of Ukrainian students. Based on the analysis of modern literature sources, the author of the article presents the Ukrainian research on the Norwegian education system, in particular the formation of digital competencies in educational institutions, and considers the problem of developing the skills of using the latest information technologies in the educational space of Norway. The author of the article analyses modern legislative normative acts, which form the educational policy of Norway, describes the competencies of government institutions in determining the principles of educational policy, and investigates the main statistical data on the development of the preschool education system. The life skills that are developed in Norwegian educational institutions are identified as speaking skills, reading skills, numeracy, writing skills, and digital skills. These skills are cross-cutting for all education curricula. The educational standards and educational normative documents of Norway determine the introduction of the latest information technologies in the educational process of preschool institutions. The descriptors presented in the documents of the educational policy of Norway guide the development of relevant skills, describe a certain type of behavior that certifies the acquisition of skills and achievement of a certain level of knowledge. The essence of the descriptors of the first level of skills development in the use of the latest information technologies is clarified and the requirements for the formation of preschool children’s competencies in the process of using the latest technologies by the teachers in their professional activity are highlighted. It is agued that the knowledge and competencies of teachers are the decisive factors in the successful implementation of the policy on the formation of digital skills of preschool children. The main digital practices that teachers implement in the daily work of preschool education in Norway are described. Keywords: digital competence, information, and communication technologies, media literacy, descriptor, preschool education institution.