Abstract
Technological progress, which sets scenarios for the development of humanity, affects the pattern of human behaviour in the most direct way and becomes an integral part of life, serving as progressives and at the same time also as regressive means in the educational process. The school should follow the modern digital age so it is necessary to offer students to learn the content of learning in an interactive, understandable, achievable and educational way. In order to facilitate the interaction of the digital competence of student’s with knowledge-building in the learning process of History and Culturology, two years of development resulted in the creation of a website enabling students to learn more successfully history and culturology. It should also be noted that the European Commission highlights the digital competence as one of the key competences for lifelong learning: it is recommended that the European Union should raise and improve the level of digital competences at all stages of education and training (European Commission, 2018). The aim of this article is, highlighting the importance of digital competence and information technology in the education process, identify students' growth rates in History and Culturology studies using the learning platform developed and tested www.pavelsjurs.lv. The article reflects the introduction of innovation in the History and Culturology subjects through an open interactive learning platform that can be used in daily education at school and for online learning.
Highlights
With the entry of digital technologies, the learning process is becoming more versatile and diverse, adapting to societal and labour market requirements, educational content conditions and the preconditions for the cognitive and metacognitive development of students'
The article reflects the introduction of innovation in the History and Culturology subjects through an open interactive learning platform that can be used in daily education at school and for online learning
If a student has access to an intelligent and standard-appropriate digital educational content, the learning process is to some extent facilitated by the student – different smart devices can be used at all times and places, educational content becomes more accessible, providing opportunities for self-learning and better preparation, such as upcoming exams, and new opportunities for learning through distance learning
Summary
With the entry of digital technologies, the learning process is becoming more versatile and diverse, adapting to societal and labour market requirements, educational content conditions and the preconditions for the cognitive and metacognitive development of students'. The concept of digital competence as noted by the European Commission in its report “Key Competences for Lifelong Learning – A European Framework”, involves the convincing and critical use of information society technologies for work, leisure and everyday communication They are based on computer skills for obtaining, evaluating, storing, creating, presenting, exchanging information, communicating and networking over the Internet. Being aware of the rapid development of information technologies and the need to promote students' digital competence in educational establishments, including Latvia, the new competence-based basic education content, which was approved at the end of 2018, defines digital competence as one of the key competences in order to use digital technologies responsibly and effectively, acquire knowledge, create new content, share content and communicate, critically and constructively assess the role of technology and media society (Ministru Kabineta noteikumi Nr. 747, 2018). By bringing together the various approaches described above in the content of the concept of digital competence, recognising the need to promote digital competence in the learning process, it can be concluded that digital competence is: (I) students' knowledge and skills, by carefully analysing and critically evaluating, obtaining and processing information; (II) safe and dignified virtual cooperation between students' using different forms of communication; (III) knowledge, skills and dignity of students' in the development, storage and distribution of digital content; (IV) students' knowledge, skills and responsibility for security and problemsolving aspects in the digital environment
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