Intellectual Output 3.2 : GUIDELINE: Tips and tricks for effective use of mobile devices in education
The emergence and development of the Internet in recent decades has led to a radical shift in our perceptions of education. From a closed, conservative system, it has become an open system in which education is no longer the exclusive attribute of certain institutions or individuals strictly qualified in this field. Opening schools to open-ended education has become a necessity and at the same time a challenge not only at the institutional but also at the individual level. The current society is characterized by an increasingly digitization. The fierce competition that characterizes the economic and social environment in which we operate is fully exploited by various great actors. The European Community makes no exceptions.
The European Commission adopted on 10 June 2016, The new Skills Agenda for Europe, that include 10 actions to make the right training, skills and support available to people in the EU. Among them, was established 'Digital Skills and Jobs Coalition' launched in December 2016 with the goal of improving the digital skills of the wider population, not just IT professionals.
The Coalition on Digital Competitions and Jobs, launched by the EU, aims at developing digital talents on a widespread scale. It also aims to ensure that individuals and the workforce in Europe have the appropriate digital skills required by the labour market.
The strategy developed for this ”includes:
◻ Establishing national digital skills coalitions connecting public authorities, business, education, training and labour market stakeholders.
◻ Developing concrete measures to bring digital skills and competences to all levels of education and training, supporting teachers and educators and promoting active involvement of business and other organisations.”
The focus is on digital skills, that must be develop at any level, in any context, in a close connexion between educators and other stakeholders, beneficiaries of skilled workers and, in a broad sense, citizens.
Given these issues, it is self-evident why the current trends in European legislation are so surprising. Although there are global initiatives that want to contribute to the development of digital skills not only of young people, but also of people of all ages, like Hour of Code or Code Week, to which the European Commission has also joined, it is often deny the role of such initiatives in personal development of digital abilities.
We have mentioned this movement, as it is an example of cooperation that involve official institutions together with organisations from industry and the non-profit sector in recognition of the vital need to empower young people to understand the theory and application of coding. This example can be spread for others initiatives, which will help the main purpose of empowering young generation with proper digital skills for labour life and not only.
As teachers, many of us also as parents, we are anyway in the middle of these disputes. That's why it's our job to look for solutions to the issues raised by the use of mobile devices and dedicated applications in order to achieve the goals listed above.
Why Mobile Devices? Because this is a trend, given the benefits offered, such as freedom of movement that does not restrict access to resources. And in terms of costs, this approach is better. If we also appeal to the BYOD method, the advantage that schools have it is obviously.
The exponential development of using the Internet and mobile devices for access and exploitation of digital resources by students has forced us to adapt the techniques and methods that we, as teachers, use in classrooms. However, these devices have expanded the educational process beyond the school boundaries, increasingly collaborating teacher-students, students-students or teacher-teachers, who are outside the same classroom, most of the time. But are we prepared for these radical changes in the educational paradigm? Young generations of teachers in some countries benefit from such specialized courses, during faculty, unfortunately only on a small scale. But what do we do with generations that have been educated before the emergence of such technical cooperation and communication possibilities?
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