ABSTRACT
From an increasingly early age, girls and boys handle technology, and digital education must become an essential part of the training of young people. The European Union has recognized that it is urgent to strengthen training in digital competence throughout Europe so that Member States can recover from the crisis caused by the Covid-19 pandemic, in addition to building the foundations for a more ecological and digital Europe. In line with European policies, Spain has designed a national plan for digital skills, providing a strategic framework aligned with the 2030 agenda and the Sustainable Development Goals (SDGs). From the private sector, digital education initiatives have also been proposed. Thus, the Vodafone Spain Foundation has designed and is carrying out an educational program for the development of digital competence. In this educational program, gamification is part of both the training activities and the evaluation process, and in both cases, it is understood as a strategy aimed to promote engagement to the training process. This chapter presents the educational program DigiCraft for the development of digital competence and the evaluation process designed to verify their acquisition, in which the game has a fundamental pedagogical role. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
From an increasingly early age, girls and boys handle technology, and digital education must become an essential part of the training of young people. The European Union has recognized that it is urgent to strengthen training in digital competence throughout Europe so that Member States can recover from the crisis caused by the Covid-19 pandemic, in addition to building the foundations for a more ecological and digital Europe. In line with European policies, Spain has designed a national plan for digital skills, providing a strategic framework aligned with the 2030 agenda and the Sustainable Development Goals (SDGs). From the private sector, digital education initiatives have also been proposed. Thus, the Vodafone Spain Foundation has designed and is carrying out an educational program for the development of digital competence. In this educational program, gamification is part of both the training activities and the evaluation process, and in both cases, it is understood as a strategy aimed to promote engagement to the training process. This chapter presents the educational program DigiCraft for the development of digital competence and the evaluation process designed to verify their acquisition, in which the game has a fundamental pedagogical role. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The global public health crisis unleashed by the COVID‐19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital‐competence levels in the area of communication of Spanish basic‐education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross‐sectional design was used. The sample comprised 807 students, and data collection was based on a problem‐solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.