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Bibliografická citace

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0 (hodnocen0 x )
BK
Luxemburg : Publications Office of the European Union, 2019
151 stran : barevné ilustrace, mapy ; 30 cm

objednat
ISBN 978-92-9492-998-3 (brožované)
Eurydice report
Nad názvem: European Commission
Na rubu titulní strany: Education, Audiovisual and Culture Executive Agency
Terminologický slovník
Obsahuje bibliografii na stranách 103-108 a bibliografické odkazy
001490892
Main Findings // Digital competence in school curricula // Competence areas and related learning outcomes Eight essential competences // Development of teacher-specific digital competences before entry to the profession // Support measures for the continued development of teacher-specific digital competences // Assessment of digital competences in national tests // Guidance on the assessment of digital competences in the classroom // Recognition of digital competences on certificates awarded at the end of secondary education // Use of digital technologies in national testing // Digital education strategies, monitoring and implementation // Support to schools // Introduction // Chapter 1: Curriculum // 1.1. European and national definitions of digital competence // 1.2. Curriculum approaches to digital competence and current developments // 1.2.1. Main approaches in primary and secondary education curricula // 1.2.2. Instruction time for digital competences taught as a compulsory separate subject // 1.2.3. Ongoing curriculum reforms related to digital competences // 1.3. Competence areas and learning outcomes related to digital competence // 1.3.1. Coverage of the digital competence areas in national curricula // 1.3.2. Focus on eight essential competences // Chapter 2: Digital Competences for Teachers: Professionalisation and Support // 2.1. Building digital professionalism before entry to the teaching profession // 2.1.1. Teacher competence frameworks // Specific digital competence frameworks for teachers General teacher competence frameworks Use of teacher competence frameworks // 2.1.2. Regulations or recommendations on teacher-specific digital competences in initial teacher education // 2.1.3. Assessment of teacher-specific digital competences // 2.2. Support measures for the continued development of teacher-specific digital competences //
2.2.1. Continuing Professional Development (CPD) // 2.2.2. Self-assessment tools // 2.2.3. Teacher networks // Digital Education at School in Europe // Chapter 3: Assessing Digital Competence and Using Digital Technologies in Assessment 61 // 3.1. Assessing digital competence 63 // 3.1.1. Assessing digital competence through national tests 64 // 3.1.2. Guidance on the assessment of digital competences in the classroom 68 // 3.1.3. Recognition of digital competences on certificates awarded at the end of secondary education 72 // 3.2. Use of digital technologies in assessment and testing 73 // 3.2.1. Technology-supported national tests 74 // 3.2.2. Test format and environment 78 // Chapter 4: Strategies and Policies 81 // 4.1. Strategies, monitoring and implementation 81 // 4.1.1. Current strategies for digital education in schools 82 // 4.1.2. Monitoring and evaluation of policies 83 // 4.1.3. Agencies and bodies responsible for digital education at school level 86 // 4.2. Specific measures to support schools in developing digital education 89 // 4.2.1. Investment in IT infrastructure 89 // 4.2.2. Requirements for a school digital plan 92 // 4.2.3. Digital leadership in schools 93 // 4.2.4. Involving and supporting parents in digital education 96 // 4.2.5. Development and quality assurance of digital learning resources 98 // 4.2.6. External school evaluation 100 // References 103 // Glossary 109 // I. Definitions 109 // II. ISCED Classification 113 // Annexes 115 // Acknowledgements 147

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