ICT complexity

Selection of teaching scenarios according to the complexity of ICT application 

The proposed use of information and communication technology (ICT) in individual e-Schools teaching scenarios is uniform in all activities of a single scenario in the sense of performance complexity, i.e. the degree of complexity of ICT application in teaching proposed in that scenario.

The use of digital tools and contents in teaching assumes a certain level of complexity of the digital competency of the teacher, which, according to the “Framework for the Digital Competence of Users in Schools”, can be initial, intermediate, and advanced. The level of performance complexity of the teaching scenario is broadly consistent with the level of complexity of digital competence. Competences consist of knowledge, skills, and attitudes.

Teachers can, of course, apply scenarios at a higher or lower level of performance complexity if they assess they can the ICT proposed in the selected teaching scenario. An individual can in some dimensions and areas of digital competence be at a higher or a lower level. For example, you may have a bit more knowledge about creating digital content as opposed to knowledge on solving technical problems. However, estimates of levels of different dimensions and areas of digital competence can be used to average and evaluate the level of complexity of an individual’s digital competence.

Starting level

  • in the field of knowledge, it corresponds to recognizing and identifying digital technology tools that can be applied to perform certain activities
  • in the field of skills, it means simple skills of using the basic functions of digital technology tools
  • in the field of attitudes, it means expressing interest, recognition, and appreciation and the advantages of using certain digital technology tools in everyday work, and independence and responsibility are expressed by performing a set of simple tasks using instructions (or with direct guidance) under well-known conditions.

Middle level

  • in the field of knowledge, it means the ability to apply, that is, knowledge of the specific use and adaptation of certain digital technologies in everyday work
  • in the field of skills, it means the ability to actively use a wider spectrum of digital technology functionalities
  • in the field of attitudes, the middle level corresponds to representation, advocacy, and readiness to apply certain digital technologies in everyday work. Independence and accountability are demonstrated by performing complex tasks and assuming responsibility for their performance, with customizing own behaviour within the established guidelines under well-known conditions.

Advanced level

  • in the field of knowledge, it is marked by the level of analysis, synthesis, and evaluation, i.e. the level of knowledge that enables independence in organization and critical judgment in the application of digital technologies, with the ability to innovate
  • in the field of skills, it means the ability to perform complex operations, adaptation of skills, and the ability to create new motor patterns in performance
  • in the field of attitudes, it is the level of complete adoption and complete independence and responsibility for the application of digital technologies in mutable and partially unpredictable conditions.

Detailed information on dimensions and areas of digital competencies is available in the Framework for the Digital Competence of Users in Schools and in the Manual for the same Framework. These documents are available in the Croatian language.