Abstract
Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.
Highlights
Based on Baumans (2006) metaphor, the current context is liquid and technology is part of that state
Digital competence is one of the eight key competences for lifelong learning established by the European Parliament and is defined in European Digital Competence Framework, known as DigComp
In order to provide a more robust definition based on scientific evidence and, in turn, create a common language between Education and labor market, the European Commission published in August 2013 DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe
Summary
Based on Baumans (2006) metaphor, the current context is liquid and technology is part of that state. In order to provide a more robust definition based on scientific evidence and, in turn, create a common language between Education and labor market, the European Commission published in August 2013 DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. This project was carried out together with the Institute for Prospective Technological Studies (IPTS) and the Joint Research Center (JCR) to define accurate and official areas and descriptors of digital competence (Ferrari, 2013). As in the previous proposal, the new document includes five areas and twenty-one digital subcompetences: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving (table 1)
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