School as Digitally Competent Educational Organization: Specific Preparation for Work Positions and Educational Roles

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

School as Digitally Competent Educational Organization: Specific Preparation for Work Positions and Educational Roles

Popis výsledku v původním jazyce

The utilization rate of e-learning and e-assessment at all school levels goes hand in hand with the ICT (digital)competencies of teachers. Teachers can develop their ICT competencies in specialized courses, undergraduate preparation,further education and/or through informal learning. The development of ICT and its use in education has prompted schoolsto establish the position of ICT coordinator, which, in the majority of cases, is held by one of the teachers. Moreover, it hasalso been proven that the effectiveness of ICT is influenced by particular managerial activities of the school management.Based on an analysis of teacher's professional standards, teacher's digital competency standards and the EuropeanFramework for Digitally-Competent Educational Organization the article defines the subjects implementing and supportingthe application of ICT in school using a model of digitally competent school agents. The model makes it possible to identifyspecific areas of preparation for ICT for each participant, taking into account their teaching subjects and the functionexecuted at school. This study is outcome of IRNet project (International Research Network for study and development ofnew tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and interculturalcompetences), which is co-financed by the European Union in7 th Framework Programme for Research.

Název v anglickém jazyce

School as Digitally Competent Educational Organization: Specific Preparation for Work Positions and Educational Roles

Popis výsledku anglicky

The utilization rate of e-learning and e-assessment at all school levels goes hand in hand with the ICT (digital)competencies of teachers. Teachers can develop their ICT competencies in specialized courses, undergraduate preparation,further education and/or through informal learning. The development of ICT and its use in education has prompted schoolsto establish the position of ICT coordinator, which, in the majority of cases, is held by one of the teachers. Moreover, it hasalso been proven that the effectiveness of ICT is influenced by particular managerial activities of the school management.Based on an analysis of teacher's professional standards, teacher's digital competency standards and the EuropeanFramework for Digitally-Competent Educational Organization the article defines the subjects implementing and supportingthe application of ICT in school using a model of digitally competent school agents. The model makes it possible to identifyspecific areas of preparation for ICT for each participant, taking into account their teaching subjects and the functionexecuted at school. This study is outcome of IRNet project (International Research Network for study and development ofnew tools and methods for advanced pedagogical science in the field of ICT instruments, e-learning and interculturalcompetences), which is co-financed by the European Union in7 th Framework Programme for Research.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 16 th European Conference on eLearning

ISBN

978-1-911218-59-3

ISSN

2049-100X

e-ISSN

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Počet stran výsledku

9

Strana od-do

344-352

Název nakladatele

Academic Conference and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Porto

Datum konání akce

1. 1. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000457842600044