Session Information
31 ONLINE 22 A, Digital Citizenship Education and Foreign Languages: challenges for foreign language teachers
Symposium
MeetingID: 867 9519 8404 Code: kK90NS
Contribution
Technology is evolving and is present in every field of our lives. The world is more than ever a place of continuous and multimodal interaction, where we are able to access and share information almost instantly. Within the Erasmus+ Digital Citizenship Education and Foreign Language Learning project, henceforth DICE.Lang (2020-1-DE01-KA203-005712;10/2020-09/2023), we started from the evidence that there is a “lack of awareness among educators of the importance of digital citizenship competence development for the well-being of young people growing up in today’s highly digitalized world” (Council of Europe, 2017, p.9). The project consortium will support (pre and in-service) foreign language (FL) teachers in the process of developing the skills and willingness to actively engage in digital societal practices, in order to become responsible global citizens and learn about implementing these in their classrooms. We intend to present the Teacher Training Package created within this project, which comprises: (i) a Free Online Training Course for Self-guided Professional Development for in-service language teachers and (ii) a Teacher Education Module available for Curricular Integration at University level addressed to pre-service teachers in training courses and focusing on DCE in FL. Regarding the Teacher Education Module, the project members have organised it following a context-sensitive approach. The module consists of 2 sessions (3 hours each) to be included within a specific Curricular Unit of Teacher Education Degrees and aims at raising awareness among (future) FL teachers of the importance of digital citizenship competence for the well-being of young people. By engaging pre-service teachers in active learning methodologies supported by digital technologies, we expect them to understand the implications of using digital environments and to design learning activities which require their pupils to manage digital identities responsibly and to identify, prevent and react to inappropriate digital behaviours. The module has been pre-piloted in Latvia and will be piloted in Portugal, Munich and Limerick in the Spring Semester 2022. Results from the pre-pilot suggest that pre-service teachers valued the sessions and found them useful and meaningful. Topics explored enabled them to consider DCE to be their responsibility as future FL teachers and understand more about DCE. Following the pre-pilot, minor adjustments were added to the module and data collection instruments were created. In this symposium we intend to present the final version of the module, as well as results from the pilots in each country, collected by means of questionnaires and written reflections.
References
Council of Europe (2021). A Portfolio of Competences for Democratic, Council of Europe. Council of Europe Publishing. Council of Europe (2021). Assessing Competences for Democratic Culture: Principles, Methods. Council of Europe Publishing. Council of Europe (2018). Reference Framework of Competences for Democratic Culture: Descriptors of Competences for Democratic Culture. Council of Europe Publishing. Council of Europe (2019). Digital citizenship education handbook. Council of Europe Publishing.
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