Current Trends and Policies of Inclusive Digital Education
How can we build up and expand the innovation momentum for digital, inclusive education, that we’ve witnessed exploding in year 2020 as a response to emergency remote teaching? Last two years educators tested and experimented with technologically-enhanced learning environments, and the ground is prepared for a more strategically-led institutional transformation. Collaboration among education’s many stakeholders is at the forefront of ensuring that digitization of higher education is done through the equity and inclusion lens. In this module we provide an overview of European policy on digital education and current “state of the art”, and propose next steps for inclusive+digital institutional transformation.
Teachers have an important role to play in providing equal access to every student, by inviting every student to learn and to recognise, use and develop every student’s individual talents and learning possibilities. Nevertheless, they are only one of the little cogs in the entire social machinery affecting students and without institutional support from higher education institutions and broader implementation of the efforts to create inclusive and equitable environments, their efforts will have only marginal impact. In their teaching, teachers must deal with the structures of this broader context. What impacts their teaching is embedded in national and international policies, and shaped by decision-makers and stakeholders. Institutions need to be part of these policy dialogues and public consultations, to strengthen the whole process of interacting, reflecting, and challenging these broader structures.
Get acquainted with the existing frameworks relating to digital education, education and IT and higher education:
The Digital Education Action Plan (2021-2027) is a renewed European Union (EU) policy initiative that sets out a common vision of high-quality, inclusive and accessible digital education in Europe, and aims to support the adaptation of the education and training systems of Member States to the digital age.
The Digital Competence Framework for Educators (DigCompEdu): provides a general reference frame to support the development of educator-specific digital competences in Europe. It helps teachers/trainers to discover the level of their personal Digital Competences and provides recommendations on how to develop further.
UNESCO ICT Competency Framework for Teachers: is a tool to guide pre- and in-service teacher training on the use of ICTs across the education system. It incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology.
The Digital Teaching Professional Framework (The Education and Training Foundation) is a competency framework for teaching and training practitioners across all parts of the Further Education sector, including for learning providers in the workplace, community settings and prisons.
JISC’s Building Digital Capability develops capacities for new digital leadership, pedagogy and efficiency, by describing the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment. Also have a look at Teacher Profile in Higher Ed, framework by JISC.
ISTE Standards for Lecturers: ISTE Standards provides a road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning.
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