Digital Competence Features of Teachers in Hungary and Norway

- Hodlevska, K. and Kotun, Kirill (2020) Digital Competence Features of Teachers in Hungary and Norway Comparative Professional Pedagogy, 4 (10). ISSN 2308-4081

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Abstract

Digital competence is one of the eight key competences (Recommendation of the European Parliament and of the Council on Key Competences for lifelong learning, 2006) and refers to the confident and critical usage of the full range of digital technologies for information, communication and basic problem-solving in all aspects of life. This may sound simple to many of us but, according to the Digital Agenda Scoreboard 2015, 40% of the EU population has an insufficient level of digital competence, including 22% who do not use the Internet. It is also important to consider that as a transversal competence, digital competence also helps us master other key competences, such as communication, language skills, or basic skills in maths and science. The article is devoted to the problems of teacher digital competence features in education of Norway and Hungary. The European Union Council Framework Program on new key competences for lifelong learning and structure of ICT competence of teachers (UNESCO Recommendations) are highlighted. European Research Center of the European Commission, which organized a working group, developed and presented a Digital Competence Framework for citizens (DigComp) are considerated. We were shown that in a digital environment of Hungary teachers can apply digital technology methods and tools. That is why the Government of Hungary was created appropriate legislation, for example: The Resolution of the Ministry of Human Resources “On Common Requirements for Teacher Training and Initial Requirements for Certain Pedagogical Faculties”; The Teacher Career Model; Digital Education Strategy and its projects. Attention is drawn to the fact that the monitoring and evaluation of digital competence of teachers in the educational process at the national level, specially created Norwegian Centre for ICT in education. The content and process using online tools for self-evaluation of digital competence of teachers are described. The examples of estimation of digital competence through online tools «Teacher Mentor» are presented. Recommendations for the use of progressive ideas of the Hungarian and Norwegian experience for the education system of Ukraine are outlined

Item Type:	Article
Keywords:	digital competence, ICT, teachers, students, education, Norway, Hungary, Ukraine.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 377 Specialized instruction. Vocational, technical, professional training. Vocational colleges, institutes. Polytechnics Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Department of Foreign Systems of Pedagogical and Adult Education
Depositing User:	Катерина Василівна Годлевська
Date Deposited:	06 Apr 2021 22:14
Last Modified:	06 Apr 2021 22:14
URI:	https://lib.iitta.gov.ua/id/eprint/724427

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