Abstract
The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.
Highlights
IntroductionEvery educational process—including the delivery of competences—is mediated by Information and Communications Technology ICT
As a result of the theoretical conceptualization described above, we produced an evaluation form and a series of support documents that teachers can use for evaluating the videos in the platform
Teaching in the digital age requires teachers to be capable of interacting with digital resources in a curriculum [56], and to select the ones that can enhance their teaching or expand it beyond the limits of the classroom
Summary
Every educational process—including the delivery of competences—is mediated by Information and Communications Technology ICT. Whether used as tools for teaching, learning, work, or management in general, ICT is a sine qua non component of a new paradigm of society: the society of information, knowledge, and learning. Educational institutions have made important steps towards digitalization by having put major effort into the improvement of telecommunications infrastructure and electronic administration, as well as through connection services, network usage, and so on [1]. The step is to rethink the academic organization of classrooms and teaching processes in general, and to put Educational Technologies in the service of learning. It is crucial to move the focus from the mere presence of ICT to ensuring its impact on knowledge acquisition
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