Through a four-month of the Center for Civil Society Promotion (CCSP) implemented project, the digital competences of teachers in Sarajevo schools improved in such a way that each person participating in the project has the opportunity to practice the acquired knowledge, and integrate theoretical knowledge into practical teaching.
In the world of digital technologies, the question is not about their presence, but about the ways of use, protection of users and integration into regular school curricula.
The rapid advancement of technology poses a challenge to teaching staff to master skills and knowledge that are changing, becoming more complex and becoming more accessible day by day.
Access to technology is becoming easier, parents provide young people with digital technologies but not the knowledge of how to use them, be confident and encourage the processes of learning, innovation and progress. T
he digital environment requires users to have sophisticated skills and attitudes for proper and safe use in which students will be content creators rather than mere users in order to reflect the full potential of digital technologies on their growth and development.
The European Education Community has defined the key digital competences that teaching staff should possess in order to support the digital education of students in regular classes, and these competences are:
These competences are in line with the digital competences defined in more detail in the European Framework for the Development of Digital Competences, and the following units are categorized: skills, values, attitudes, knowledge and critical thinking.