Le, B. C., & Palsole, S. (2022, August), Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40867

\bibitem{asee_peer_40867}
  Le, B. C., \& Palsole, S. (2022, August), \emph{Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40867

Brandon  Chi-Thien  Le and Sunay Palsole.  "Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40867 Internet.  22 Dec, 2024

\bibitem{asee_peer_40867}
  Brandon  Chi-Thien  Le and Sunay Palsole.
  "Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40867 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_40867
author = "Brandon  Chi-Thien  Le and Sunay Palsole"
title = "Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40867}
number = {10.18260/1-2--40867}
}

TY  - CPAPER
AB  - The COVID-19 pandemic has increased dependency on technology in education and the workforce, and being able to use technology critically has become a necessity for all age groups. Digital competency is described by the European Union as the ability to use technology crucially, confidently, and responsibly in work, education, and general participation in society. As outlined by the EU Digital Competence Framework for Citizens (2016), digital competence has five core areas: 1) information and data literacy; 2) communication and collaboration; 3) digital content creation; 4) safety; and 5) problem-solving. This research paper explores the need to master digital competency in primary and secondary education, discusses the motivations and purposes of introducing digital competency, and proposes the extent of each implementation through a comprehensive framework.

There is an important distinction between digital competence, literacy, and skills, in which competence reflects the encapsulation of knowledge, skills, and attitudes of technology. The increased tools, social interactions, and threats to technology justify the introduction of digital competence as early as primary school. We define the current standard of digital education  in the United States through the ISTE Standards for Students, the most widely adopted set of criteria for K-12 education in technology. While nearly every state has adopted the standards, none have assessed the need to master the criteria.

An observational analysis will be conducted by surveying industry professionals and higher education institutions about their attitudes towards digital competency in primary and secondary education. We hope to get an understanding of whether or not digital competency is viewed as a life skill, an academic necessity, and as important as other academic subjects such as mathematics, language arts, social studies, and science. Finally, we suggest additional research be taken towards attitudes of digital competency from a student perspective. We also suggest research looking into why state academic institutions have not implemented assessments for digital competency.
AU  - Brandon  Chi-Thien  Le
AU  - Sunay Palsole
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work in Progress: Exploring Digital Competency Integration in Primary and Secondary Education
UR  - https://peer.asee.org/40867
DO  - 10.18260/1-2--40867
ER  -