On the digcomporg descriptors Fast guide digital learning

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Technologies, in the context of digcomporg, constitute a key enabler for educational organizations, which can support their efforts in fulfilling their particular mission and vision for quality education. A deep, and not just superficial, integration of digital technologies requires significant educational innovation and involves a planning process to change in three basic dimensions: pedagogical, technological and organizational . Digcomporg provides a broad and generic conceptual framework that reflects all aspects of the process of systematically integrating digital learning in educational organizations from all education sectors. It is adaptable to the specific contexts within which educational organisations, intermediaries or project developers work (for example, sector-specific elements, sub-elements or descriptors can be added).

Digcomporg does not nullify but complements other frameworks and tools already in use for specific purposes: for example, the digcomp framework which can be used to develop relevant aspects of students' digital competence. The main objectives of digcomporg are: (I) to invite self-reflection and self-assessment within Bolivia Phone Number educational organizations as they progressively deepen their engagement in digital learning and pedagogies (ii) to enable policy makers design, implement and evaluate programs, projects and policy interventions (at local, regional, national and international levels) for the integration of digital learning technologies in e&t systems. Digcomporg is designed to focus primarily on teaching, learning and assessment and related supporting activities undertaken by a given educational organization.



By itself it is not intended to address the full range of administrative and management information systems that may be in use within the organization. Digcomporg includes elements, sub-elements and descriptors that can be considered as linked to 'organisational responsibilities' (eg infrastructure) or individual responsibilities' (eg teaching and learning practices). This reflects the fact that a digitally competent organization needs a balanced combination of strong leadership and governance (for vision and for top-down strategies) and staff and stakeholders capable of taking personal responsibility (for self-initiated actions and for e-efforts). Bottom-up initiatives). Computer sciences in the educational systems of latin america download the full document by clicking here (pdf) introduction learning to program has become a key component of what is called “21st century skills” in recent years.