A Practical Guide to Implement e-Competencies at School

25 February 2005
A Practical Guide to Implement e-Competencies at School

The I-Curriculum project offers teachers a set of guidelines to adapt their practices to the requirements of the Knowledge Society.

How ICT should be embedded into the school curricula? What key skills do learners need to be digitally literate? What is the difference in being able to operate technology and having it transform thinking?

The I-Curriculum project has developed a framework to answer these questions. This framework maps the skills required to achieve a number of basic e-competencies and provide criteria for its assessment. The aim of I-Curriculum is to provide a useful tool to plan the activities for the classroom. The project seeks to stimulate the use of ICT in order to foster knowledge creation rather than simply operational.

The main output is a set of guidelines that can be downloaded from the I-Curriculum website. The ‘Teachers’ Guidelines’ are one of the principal documents produced: .

The guidelines are structured among two main axes: the horizontal axis categorizes the type of competency outcomes. The vertical axis represents the levels of skills / competencies being pursued by the curricula.

The horizontal axis is introduced below:

  • Operational Skills: learning to use the tools and technology effectively. 

  • Integrating Curriculum: is where the uses of technology are applied to current curricula and organization of teaching and learning. 
  • Transformational Curriculum: is based on the notion that we might know, and how and when we come to know it has changed by the existence of the technologies we use and therefore the curriculum and organization of teaching and learning need to change to reflect those changes.
  • The vertical axis divides the activities associated with using digital technologies into four subgroups:

    • Exchanging and sharing information; communication and collaboration. 
    • Researching: Finding things out. 
    • Modeling: Developing ideas and making things happen. 
    • Working practices and attitudes.

    These axis draw a matrix that show the main competencies that should be developed by the learner within the use of ICT. The matrix also provides criteria for the teacher to assess the level of pursued learning.

    The I-Curriculum Guidelines also offer elements for practical reflection: a set of aspects that needs to be reflected upon in any activity context undertaken with ICT. Finally, the Guidelines introduce some practical information on how teachers can assess what has been done and transform what is to be done. A set of parameters has been identified to understand learning scenario, to observe its own activity, to analyze the whole information or to assess their own practice.

    The I-Curriculum project offers a first approach for the efficient use of ICT in the classroom setting. The matrix below shows a summary of the main parameters of the four meta-competencies according to the three levels of competency outcomes. 




    Exchanging and sharing Information AND Communication and collaboration
  • Make matrix to evaluate the benefits of an (ICT) activity
  • To work within a community of practice on knoledge-risk tasks
  • To recognize and infer information from different formats
  • To know the style for communicating effectively
  • To know the terms used
  • To understand the basics or computers
  • Researching: Finding things out
  • Design or evaluate systems that are commesurate, valid, communicative, authentic, reliable, legible and plausible, explicitly consider the limitations and constraints
  • To recognize appropiate level of detail for task
  • To recognize the need to analyze these data sources, e.g., is it reliable?
  • To use spreadsheets, word processing tools, databases -add elements, format, checking procedures, etc.
  • Developing ideas and making things happen
  • Evaluate the assumptions and values embodied in particular models and modelling systems
  • Be able to relate the results to instructions and outcomes
  • To be able to read the values given by the technologie
  • Working practices and attitudes

  • To analyse societal and individual consequences of the use of ICT in economic, political and cultural terms and how information affects opinion
  • To be aware of questions of equity in acces to, and use of, ICT
  • To know risks and advantages of using technology and how to act prudently
  • The Education Department of Flanders (Belgium) has identified some 70 competencies to be achieved by the students of Primary Education. The article ICT Competencies for Children in Primary Education summarizes this work.

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    Publication Date
     25 February 2005
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