Nowadays modern technologies can be found everywhere in our digital era leading to and requiring new competencies to be able to fully participate in society; consequently, digital competencies are indispensable for students. How- ever, the development of students’ competencies requires teachers’ competencies, in particular knowledge and abilities to initiate processes for developing learners’ competencies in learning environments which can be both technologically rich and adaptive to new technologies. The new mathematical competencies required by students are becoming reflected in national and international policy documents and address numerous aims of globally stated directions. This chapter elaborates two areas, Teaching and Learning and Assessment, from the European Frame- work for the Digital Competence of Educators (DigCompEdu), through six examples that highlight possible uses of digital technologies in mathematics and illustrate how technologies can enhance the development of students’ com- petencies. These examples attempt to illuminate learners’ and teachers’ experi- ence (and understanding) of mathematics and assessment (and how they might change) through integration of innovative, as well as commonly used, technolo- gies. We summarize and generalize some main results in a way that could be taken as recommendations for teachers, teacher educators, and policymakers in relation to the implementation of digital technologies in the upcoming digital era.
The Use of Digital Technologies in Teaching and Assessment
Eleonora Faggiano;
2023-01-01
Abstract
Nowadays modern technologies can be found everywhere in our digital era leading to and requiring new competencies to be able to fully participate in society; consequently, digital competencies are indispensable for students. How- ever, the development of students’ competencies requires teachers’ competencies, in particular knowledge and abilities to initiate processes for developing learners’ competencies in learning environments which can be both technologically rich and adaptive to new technologies. The new mathematical competencies required by students are becoming reflected in national and international policy documents and address numerous aims of globally stated directions. This chapter elaborates two areas, Teaching and Learning and Assessment, from the European Frame- work for the Digital Competence of Educators (DigCompEdu), through six examples that highlight possible uses of digital technologies in mathematics and illustrate how technologies can enhance the development of students’ com- petencies. These examples attempt to illuminate learners’ and teachers’ experi- ence (and understanding) of mathematics and assessment (and how they might change) through integration of innovative, as well as commonly used, technolo- gies. We summarize and generalize some main results in a way that could be taken as recommendations for teachers, teacher educators, and policymakers in relation to the implementation of digital technologies in the upcoming digital era.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
