the actual carrying out of certain learning processes to other physical places, normally the student’s home. The purpose is to use the available time in the classroom to focus on areas where the teacher’s experience and help is needed the most.
Through Digital Competence for Teachers Challenge, you will learn to use technologies to perform different stages of the teaching process – training that allows you to find and select third party content through an inductive approach with your students. This allows your students to have a prior knowledge and expectation before class. Additionally, you can create your own content for the same purpose, share and transfer resources to your students, and you can also monitor their activity.
Digital Competence for Teachers, is actually more a pedagogical model than a methodology. It proposes the transfer of the actual carrying out of certain learning processes to other physical places, normally the student’s home. The purpose is to use the available time in the classroom to focus on areas where the teacher’s experience and help is needed the most.
This model has its roots in the Woodland Park institute, Colorado. In 2007, two of the institute’s teachers, Jonathan Bergman and Aaron Sams, began recording classes in PowerPoint presentations with the aim being that students who could not attend class could still access the lessons.
Combining this model’s application with the use of technologies applied to education allows students to be able to complete tasks that involve lower-level cognitive demands at home, or anywhere else away from the classroom. If we take Bloom’s taxonomy as a foundation (revised for the 21st century), we find the different thinking skills that are part of the learning process: memory, understanding, application, analysis, evaluation and creation. Digital Competence for Teachers model proposes that the first three categories (considered lower-level) can be worked on at home through the use of tools and resources, whereas the last three – analysis, evaluation and creation – can be worked on in class under the teacher’s guidance.
Lastly, it is worth mentioning that this model places the students at the centre of the teaching process – learning, taking into account the model’s qualities when choosing the technologies in use, and the methodologies which are best suited to our class’s needs (project work, collaborative work, problem based learning, etc …)