Portare le competenze di data literacy nelle scuole secondarie
Barra laterale dell'articolo
Pubblicato:
Dec 5, 2023
Parole chiave:
Competenze di Data Literacy, Scuole Secondarie, Progetti Finanziati dalla Comunità Europeaa, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
L'importanza di sviluppare competenze di data literacy nelle scuole secondarie è stata sempre più riconosciuta nel corso degli anni. Al fine di sviluppare le competenze di data literacy tra insegnanti e studenti della scuola secondaria, è necessario analizzare i curricula attuali, attuare progetti di data literacy a scuola e focalizzarsi sui risultati dell'apprendimento. Individuare le principali sfide che insegnanti e studenti devono affrontare in questo processo assume un ruolo di primaria importanza. Questo documento presenta i risultati di ricerca dello studio pilota condotto nell'ambito dei progetti Data Literate e Dalfys - due progetti finanziati dall'UE che mirano a promuovere la diffusione delle competenze di data literacy nel contesto della scuola secondaria. I risultati mostrano un notevole interesse degli insegnanti e degli studenti a sviluppare competenze di alfabetizzazione dei dati, ma l'introduzione dell'alfabetizzazione dei dati nei curricoli tradizionali richiede risorse adeguate. Dovrebbero essere promosse soluzioni temporanee, come l'introduzione della data literacy in specifiche materie di studio, per colmare tempestivamente il gap esistente nello sviluppo di queste competenze.
Dettagli dell'articolo
Fascicolo
Sezione
Articoli - Numero speciale
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
Boyd, D., & Crawford, K. (2012). Critical questions for big data - Provocations for a cultural, technological, and scholarly phenomenon. Informacios Tarsadalom, 2), 7–23. https://doi.org/10.1080/1369118X.2012.678878
Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2021). Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks. Sustainability (Switzerland), 13, 227–249. https://doi.org/10.15581/004.41.006
European Commission, Directorate-General for Education, Youth, Sport and Culture, Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training, Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/28248
Filderman, M. J., Toste, J. R., Didion, L., & Peng, P. (2022). Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes. Remedial and Special Education, 43(5), 328–343. https://doi.org/10.1177/07419325211054208
Gebre, E. H. (2018). Young Adults’ Understanding and Use of Data: Insights for Fostering Secondary School Students’ Data Literacy. Canadian Journal of Science, Mathematics and Technology Education, 18(4), 330–341. https://doi.org/10.1007/s42330-018-0034-z
Ghodoosi, B., West, T., Li, Q., Torrisi-Steele, G., & Dey, S. (2023). A systematic literature review of data literacy education. Journal of Business & Finance Librarianship, 28(2), 112–127. https://doi.org/10.1080/08963568.2023.2171552
Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21–31. https://doi.org/10.1016/j.stueduc.2017.11.001
Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and information technologies, 13(4), 279-290. https://doi.org/10.1007/s10639-008-9069-5
Mandinach, E., & Gummer, E. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60. https://doi.org/10.1016/j.tate.2016.07.011
Mei Wei, L., Yan Piaw, C., Kannan, S., & Moulod, S. A. (2016). Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS). Malaysian Online Journal of Educational Technology, 4(4), 36–52. Retrieved from https://mojet.net/index.php/mojet/article/view/88
Ndukwe, I. G., & Daniel, B. K. (2020). Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00201-6
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118(November 2020), 106636. https://doi.org/10.1016/j.chb.2020.106636
Rubin, A. (2020). Learning to reason with data: How did we get here and what do we know?. Situating Data Science (154-164). Routledge. https://doi.org/10.1080/10508406.2019.1705665
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(April), 101602. https://doi.org/10.1016/j.ijer.2020.101602
Seymoens, T., van Audenhove, L., van den Broeck, W., & Mariën, I. (2020). Data literacy on the road: Setting up a large-scale data literacy initiative in the DataBuzz project. Journal of Media Literacy Education, 12(3), 102–119. https://doi.org/10.23860/JMLE-2020-12-3-9
Shreiner, T. L., & Dykes, B. M. (2021). Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge. Theory & Research in Social Education, 49(2), 262-306. https://doi.org/10.1080/00933104.2020.1850382
Touron, J., Martin, D., Navarro Asencio, E., Pradas, S., & Inigo, V. (2018). Validation de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista Espanola de Pedagogia, 75(269), 25–54. https://doi.org/10.22550/REP76-1-2018-02
Tso, W.W.Y., Reichert, F., Law, N., Fu, K. W., de la Torre, J., Rao, N., Kan Leung, L. …Ip, P. (2022). Digital competence as a protective factor against gaming addiction in children and adolescents: A cross-sectional study in Hong Kong. The Lancet Regional Health - Western Pacific, 20, 100382. https://doi.org/10.1016/j.lanwpc.2022.100382
Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., & Kortuem, G. (2016). Creating an Understanding of Data Literacy for a Data-driven Society. The Journal of Community Informatics, 12(3). https://doi.org/10.15353/joci.v12i3.3275
Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2021). Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks. Sustainability (Switzerland), 13, 227–249. https://doi.org/10.15581/004.41.006
European Commission, Directorate-General for Education, Youth, Sport and Culture, Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training, Publications Office of the European Union, 2022. https://data.europa.eu/doi/10.2766/28248
Filderman, M. J., Toste, J. R., Didion, L., & Peng, P. (2022). Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes. Remedial and Special Education, 43(5), 328–343. https://doi.org/10.1177/07419325211054208
Gebre, E. H. (2018). Young Adults’ Understanding and Use of Data: Insights for Fostering Secondary School Students’ Data Literacy. Canadian Journal of Science, Mathematics and Technology Education, 18(4), 330–341. https://doi.org/10.1007/s42330-018-0034-z
Ghodoosi, B., West, T., Li, Q., Torrisi-Steele, G., & Dey, S. (2023). A systematic literature review of data literacy education. Journal of Business & Finance Librarianship, 28(2), 112–127. https://doi.org/10.1080/08963568.2023.2171552
Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21–31. https://doi.org/10.1016/j.stueduc.2017.11.001
Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and information technologies, 13(4), 279-290. https://doi.org/10.1007/s10639-008-9069-5
Mandinach, E., & Gummer, E. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60. https://doi.org/10.1016/j.tate.2016.07.011
Mei Wei, L., Yan Piaw, C., Kannan, S., & Moulod, S. A. (2016). Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS). Malaysian Online Journal of Educational Technology, 4(4), 36–52. Retrieved from https://mojet.net/index.php/mojet/article/view/88
Ndukwe, I. G., & Daniel, B. K. (2020). Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00201-6
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118(November 2020), 106636. https://doi.org/10.1016/j.chb.2020.106636
Rubin, A. (2020). Learning to reason with data: How did we get here and what do we know?. Situating Data Science (154-164). Routledge. https://doi.org/10.1080/10508406.2019.1705665
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103(April), 101602. https://doi.org/10.1016/j.ijer.2020.101602
Seymoens, T., van Audenhove, L., van den Broeck, W., & Mariën, I. (2020). Data literacy on the road: Setting up a large-scale data literacy initiative in the DataBuzz project. Journal of Media Literacy Education, 12(3), 102–119. https://doi.org/10.23860/JMLE-2020-12-3-9
Shreiner, T. L., & Dykes, B. M. (2021). Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge. Theory & Research in Social Education, 49(2), 262-306. https://doi.org/10.1080/00933104.2020.1850382
Touron, J., Martin, D., Navarro Asencio, E., Pradas, S., & Inigo, V. (2018). Validation de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista Espanola de Pedagogia, 75(269), 25–54. https://doi.org/10.22550/REP76-1-2018-02
Tso, W.W.Y., Reichert, F., Law, N., Fu, K. W., de la Torre, J., Rao, N., Kan Leung, L. …Ip, P. (2022). Digital competence as a protective factor against gaming addiction in children and adolescents: A cross-sectional study in Hong Kong. The Lancet Regional Health - Western Pacific, 20, 100382. https://doi.org/10.1016/j.lanwpc.2022.100382
Wolff, A., Gooch, D., Cavero Montaner, J. J., Rashid, U., & Kortuem, G. (2016). Creating an Understanding of Data Literacy for a Data-driven Society. The Journal of Community Informatics, 12(3). https://doi.org/10.15353/joci.v12i3.3275