=Paper=
{{Paper
|id=Vol-2733/paper16
|storemode=property
|title=Facilitating Digital Equity in Educational Contexts with Teenagers at Risk of Social Exclusion: the ICT Facilitator Competence Profile
|pdfUrl=https://ceur-ws.org/Vol-2733/paper16.pdf
|volume=Vol-2733
|authors=Patricia Santos,Judit Martinez-Moreno,Nuria Alonso,Martina Mayrhofer,Davinia Hernández-Leo
|dblpUrl=https://dblp.org/rec/conf/siie/SantosMAMH20
}}
==Facilitating Digital Equity in Educational Contexts with Teenagers at Risk of Social Exclusion: the ICT Facilitator Competence Profile==
https://ceur-ws.org/Vol-2733/paper16.pdf
Facilitating Digital Equity in Educational Contexts
with Teenagers at Risk of Social Exclusion: the ICT
Facilitator Competence Profile
Patricia Santos Judit Martinez-Moreno Nuria Alonso
Department of Information and Department of Information and Colectic
Communication Technologies Communication Technologies Barcelona, Spain
Universitat Pompeu Fabra Universitat Pompeu Fabra nuria.alonso@colectic.coop
Barcelona, Spain Barcelona, Spain
patricia.santos@upf.edu judit.martinez@upf.ed
Martina Mayrhofer Davinia Hernández-Leo
Colectic Department of Information and Communication Technologies
Barcelona, Universitat Pompeu Fabra
Spain martina.mayrhofer@colectic.coop Barcelona, Spain
davinia.hernandez-leo@upf.edu
Abstract—This research explores the possibility of defining the at risk of social exclusion [2]. During the 2016 International
competence profile of ICT facilitators aimed to ensure digital Conference of NGOs at UNESCO Headquarters the main topic
equity in educational settings. In order to define the professional of discussion was: “The challenge of the digital revolution”,
profile of the ICT facilitator, a selection of various competences is which gathered 250 NGO representatives from around the
presented as a survey study and distributed to digital literacy world. The conference was organized around four subthemes:
instructors working in areas of high risk of social exclusion. The “The digital revolution and its impact on the diversity of cultural
selection of competences was done first through a bibliography expressions”; “The challenge of access to digital information”;
search process based on the Spanish and Catalan (due to the local “Does e-learning address challenges of education systems
context of study) and European frameworks for digital literacy
worldwide?”; and, “Science and the digital revolution: which
skills. The selected competences were iterated with experts from a
non-profit organization specialized in digital literacy training in
ethical implications?”. Three of the four subthemes were
contexts with minors at risk of social exclusion. Finally, the survey especially oriented to discuss the importance of cultural
was administered to other ICT instructors with expertise in diversity, access to digital information and ethical implications
similar contexts asking them to assess the relevance of the as factors that are critical to ensure digital equity, especially in
competences that an ICT facilitator should have to promote digital contexts of minors at risk of social exclusion. This means that
equity. Competences that have been identified as highly important from a pedagogical perspective there is a need to think how to
are the following ones: communication, respect, interdisciplinary consider aspects of social inclusion to reduce the digital divide
coordination, relational skills and interpersonal skills. This [3 and 4]. As Warschauer [5] states, traditionally the original
research contributes to the current debate of proposals to sense of ‘digital divide’ is attached to the importance of the
guarantee digital equity in formal education environments physical availability of computers and connectivity rather than
through the definition of the ICT facilitator’s competence profile. to issues of content, language, education, literacy or community
and social resources.
Keywords—Social exclusion, digital culture, digital equity, ICT
in education, teacher education This paper presents a study elaborated by a group of
researchers and members of an NGO from a disadvantaged area
I. INTRODUCTION of Barcelona (Catalonia, Spain) named Colectic, situated at the
In the report ‘Rethinking Education in the Age of ‘Raval’ district. The main aim of Colectic is to work for the
Technology’ [1], the authors state that the worlds of private inclusion, autonomy and empowerment of people and
schooling, home-schooling, and informal learning spaces have communities in the social, labour and technological fields,
been more receptive to the advantages promised by new media understanding and using technology as a tool for participation
technologies than the context of formal education (i.e. schools). and social transformation. Colectic understands technology as a
Non-profit organizations (NGOs) focused on digital literacy facilitating tool for the autonomy of people. They develop
training play a fundamental role in areas with minors/teenagers transversal projects with the aim of improving the quality of life
of the residents of the Raval, with special attention to groups at
This work has been partially funded by the Barcelona City Council (Makers per risk of social exclusion (migrant population, women, young
la inclusió project). Dr. Santos acknowledges the support by the Ramón y Cajal people and the elderly). This study is framed in the ‘Makers for
programme. Dr. Hernández-Leo acknowledges the support by ICREA under the inclusion’ project. This project is focused on trying to
the ICREA Academia programme.
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0)
palliate the digital inequality of the disadvantaged area of the royalties, and being able to program informatic programs or
Raval of Barcelona. Raval is a district in Barcelona where modify existing ones and use it for educational purposes;
approximately 50% of its inhabitants are from outside the EU. Fourthly, the security area for protecting the devices used,
There are more than 40 nationalities living together. In this protecting personal data and digital identity, avoiding health
context, and as described in more detail in this paper, there is a risks, and protecting the environment. And lastly, the problem-
high risk of social exclusion for teenagers especially when solving area includes to be able to solve technical problems,
digital equity it is not considered as a pedagogical strategy action identify needs for using resources and how to provide solutions,
to be facilitated by ICT instructors. Makers for the inclusion is innovate and use technology creatively using it as a source of
aimed at children and young people, women, vulnerable groups expression, and identify which digital skills should be improved
or at risk of exclusion, families, agents of the educational in oneself and the others. In this framework, ‘cultural diversity’
community, non-profit organizations, and social education is included as an aspect to be considered only when students
professionals. The main aim of this study is to define the share information in online and virtual environments, but not as
professional profile of digital literacy instructors in an a factor to consider within your own group of students to design
educational context with minors at risk of social exclusion by adequate digital literacy educational activities for them.
identifying the most relevant competences that are needed to
In a more regional level, the government of Catalonia
ensure digital equity in this context. To define the set of
competences for this profile, the team of researchers and experts proposes a document specifying the digital literacy skills that
from Colectic developed a first iteration of competences (based students need to have to be able to interact successfully with
on the literature and their expertise accumulated across today’s society [9,10]. In Catalonia, for schools it is mandatory
projects). And a second iteration of the collection of to plan and propose the scholar curriculum for the correct use of
competences was done by distributing a survey to 12 instructors digital technologies. This has to be done in the context of “pla
with previous experience in this type of contexts. TAC” standing for Technologies for Learning and Knowledge
(Tecnologies per l’Aprenentatge i el Coneixement, in Catalan)
This paper is structured as follows. First, we discuss the which is the method that facilitates the organizational planning
current proposals from educational committees locally in for the introduction of these technologies. There are ten
Catalonia, Spain (due to the context of this study) and Europe, competences classified in four dimensions. The dimensions are:
with the main aim of identifying the 21st century digital skills in (1) Tools and applications; (2) Information management and
educational settings and how they consider digital equity on organization of the learning and working environments; (3)
them. Next, in the Study section we describe the local context of Interpersonal communication and collaboration; and (4) Digital
this study, and how the survey was designed and distributed. In identity, civic-mindedness and habits.
the same section we also present the results obtained after the
analysis of the responses provided by 12 ICT instructors with In the dimension for tools and applications, the competences
expertise in contexts with minors at risk of social exclusion. that should be developed are: selecting, using and programming
Finally, we conclude with a discussion of the most relevant digital devices depending on the tasks that are being carried out,
results and future plans. using the basic functions of text editors, number editors and
multimedia presentations, and using programs and applications
II. STATE OF THE ART for creating and editing drawings, sounds and videos. In the
second dimension, information management and organization of
21st century digital skills in educational settings the learning and working environments, the competences that
There are different actions to introduce the development of should be developed are the ability of searching, comparing and
students’ and teachers’ digital literacy skills in the context of selecting digital information considering different sources,
formal and informal education in Spain and Europe [6 and 7]. constructing personal knowledge through the use of digital
First, we review how this is dealt in the national/regional case of devices, and organizing the work and learning in digital
Spain for formal and informal educational settings. Second, we environments. In the third dimension, interpersonal
describe the European perspective. communication and collaboration, the student has to develop the
competence for communicating virtually and using digital
In the case of Spain, the document proposed by the Spanish publications, and for working in teamwork taking advantage of
Ministry of Education [8] is a reference framework describing virtual collaborative environments. Lastly, in the dimension for
the digital competences that teachers need to have for digital identity, civic-mindedness and habits, the competences
conducting their teaching practice. It structures different skills that have to be developed are health usages of technology and
in five different areas, and it establishes six levels of expertise. responsible, critical and prudent way of acting when using
The areas that it considers are: (1) Information and data literacy, digital technologies by considering ethical, legal, security,
(2) Communication and collaboration, (3) Digital content sustainability and digital identity issues. Again, in this case, we
creation area, (4) Safety, and (5) Problem solving. Firstly, the observe how the aspects related to ‘cultural diversity and ethics’
information and informational literacy area refers to the ability are only considered from the point of view of building a virtual
for searching, evaluating, and storing data collected from digital identity in social media channels. But not from a critical thinking
resources. Secondly, the communication and collaboration area perspective stimulating the debate of digital equity.
refer to the interaction, sharing, citizenship participation,
collaboration with others, behave properly and administer In the case of Spain, the figure of the ‘ICT facilitator’
digital identity through digital applications. Thirdly, the digital (Dinamizador TIC, in Spanish) also exits. The role of the ICT
content creation area is related to developing new digital content facilitator begins to be outlined in numerous communities as part
or using the existing one modifying it, taking into account the of the infrastructure to support teachers in schools. Its figure is
incorporated with the purpose of promoting the use and Secondly, cultural awareness means to show cultural
integration of ICT in the pedagogical activities of the formal understanding and respect towards online communication with
educational centres [11 and 12]. This is still a process in people from different cultures; Thirdly, flexibility includes the
progress, it is expected that at least one person will occupy this skills to adapt one’s thinking, attitude or behaviour to changing
position, typically the computer science teacher of the ICT environments; Fourthly, self-direction is the ability to use
educational centre. However, some centres are also considering ICT to set goals for oneself, take control of them, take steps
the presence of two people, one dedicated to the management of towards the goals and monitor the progress; And finally, lifelong
technical equipment and another one in charge of promoting the learning for constantly explore new opportunities when using
use of ICT from a pedagogical perspective. There is still no ICT to create useful knowledge individually.
consensus on the role of the ICT facilitator and for this reason it
is important to identify the competences needed to perform this In this line and based on the different initiatives presented,
position. In order to identify the most relevant competences we think it is necessary to identify the most relevant
(beyond the ones related to the technical knowledge) and with social/contextual competences of ICT facilitators to facilitate a
the aim of integrating a digital equity strategy, we think it is digital equity strategy for educational contexts. To accomplish
necessary to consider the opinion from digital literacy this objective, we believe it is critical to bring into this debate
the experience of digital literacy instructors working in contexts
instructors with experience in contexts of social inclusion to this
debate. This is the objective that we pursue in this study, but first of social exclusion. For this reason, our study is focused on
we have also considered the European perspective in relation to identifying the most relevant competences that should be
the competences that are recommended to work digital literacy prioritized based on the experience of these professionals.
in educational contexts. III. MATERIALS AND METHOD
From a European point of view, it is proposed that the 21st A. Context of Study
century skills (in general) and the digital skills (in particular) are
concepts that emphasize a broad spectrum of skills [13 and 14]. Considering the professional experience of digital literacy
There have been defined seven core dimensions of the 21st instructors in contexts of digital inequality, it is critical to ensure
century digital skills, which are: (1) Technical aspects; (2) a digital equity strategy in educational settings. This study has
Information management; (3) Communication; (4) been framed as part of the ‘Makers for the inclusion’ project,
Collaboration; (5) Creativity; (5) Critical thinking; and (7) collecting opinions from professionals working in a socio-
Problem solving. economically underdeveloped area of the city of Barcelona.
‘Raval’ is one of the most densely populated areas in the world
Firstly, the technical aspects such as understanding and using where 444 inhabitants per hectare coexist, with more than 40
information and communication technologies (ICT); Secondly, different nationalities, with predominance of Pakistan, the
the information management in relation to the fact of defining Philippines and Bangladesh. The 7.9% of the population of the
the research statement using ICT, accessing the information district have insufficient studies (7.6% in Barcelona), 54% have
from online sources, evaluating the usefulness and sufficiency compulsory studies (39.5% in Barcelona), 17% have higher
of information using ICT and managing the organization of the studies (25.3% in Barcelona), and only 21% have university
information using ICT; Thirdly, communication based on the studies (27.5% in Barcelona). The 90% of the students in
skills to use ICT to transmit information to others; Fourthly, schools from this district come from immigrant families [16].
collaboration thanks to the use of ICT to develop a social
network and work in team; Fifthly, creativity, using ICT to There is a disturbing distance between two contexts: the
generate new or unknown ideas or to create new products or home context and the school, which contributes to processes of
services; Sixthly, critical thinking developed through the correct segregation and social and economic inequality in general, and
use of ICT to make informed judgements and choices clarifying that have direct repercussions on the students in the
questions, judging the suitability of a source, invoking neighbourhood. 90% of the students of the educational centres
arguments, linking ideas and suggesting new ideas for come from immigrant families, but only 49% of the people who
discussion; And finally, problem solving using ICT to live in the neighbourhood are foreigners, this phenomenon also
cognitively process and understand a problem and find a occurs in the field of non-formal education organizations. The
solution acquiring implicit and explicit knowledge and applying digital inequity in this particular context produces the following
it. consequences:
According to Van Laar et al [15] five 21st century There is a low "science capital", few children/teenagers from
dimensions of digital skills should be also connected to the core this district have access to higher education or university levels.
ones mentioned in the previous paragraph, these are the In general, the youth unemployment and school drop-out rates
contextual ones. These competences bring the possibility to take are higher in disadvantaged districts.
into consideration the social context where the digital activity is
going to be performed: (1) Ethical awareness; (2) Cultural Schools in disadvantaged areas as the Raval, have difficulties to
awareness; (3) Flexibility; (4) Self-direction; and (5) Lifelong allocate time or resources to promote digital literacy
learning. competences. Consequently, these competences are facilitated
Firstly, ethical awareness means to behave in a socially through public civic spaces organized by NGOs in a format of
responsible way making a responsible use of ICT and informal learning activities.
understanding its social, economic and cultural impact;
Based on this situation, we have approached professionals (educational functions, theories of development and
with experience in this social context with the main aim of learning, teaching role ...).
identifying the most relevant competences to facilitate digital
- Promotion of autonomous learning: Promote the students’
equity in educational contexts with teenagers at risk of social
exclusion. autonomous learning based on the objectives and contents
of the course and develop strategies that avoid exclusion
B. Methodology
and discrimination.
A survey study is conducted to investigate which is the - Evaluation: To use the evaluation in its pedagogical
competence profile of a digital literacy instructor in an
educational context with minors at risk of social exclusion. This function and not merely accrediting itself as a regulator and
study involved: an entity (i.e. non-profit institution aimed to promoter of the improvement of the learning.
teach digital literacy in contexts at risk of social exclusion) and - Orientation: Tutoring students through specific steps.
12 instructors of robotics and programming education. The - Theoretical: Be familiar with the most recognized and
content of the survey was designed in two phases: First, we
accepted basic educational theories.
selected a set of competences based on a bibliography search
process (detailed in the previous section). Second, 3 members of - Adaptation: Know, evaluate and decide on the adequacy of
Colectic, with high expertise in contexts of high risk of social the available materials for the teaching of robotics.
exclusion, helped us to iterate the selection of competences and
improve the description associated to each competence. Finally, 3. Communication
the survey contained the following sections to collect
- Communication: Develop communication processes in an
information from the instructor’s profile and their opinion about
the set of competences needed in the context of study: effective way (reception, interpretation, production and
transmission of messages through different channels and
- Background data: demographics, level of studies and previous
media according to the context).
professional experience related to the context.
- Interdisciplinary coordination: Participate in
- A set of competences to be selected considering their priority
interdisciplinary teams in a coordinated way, vertically and
following six categories. The survey contains an open question
horizontally; To lead and / or collaborate in training and
at the end to include new competences in case they thought that
evaluation activities; Generate new ideas and manage
relevant ones are missing:
teaching projects adapted to new situations and needs
based on the objectives and resources available.
1. Critical thinking
- Interpersonal: Participate and collaborate efficiently and
- Open to questions: Stimulate debate and collaboration in
constructively in social and professional life; Solving
the classroom.
conflicts that are inherent in the interaction with other
- Social: Bring the conversation to social media to explore
individuals or groups in personal and public contexts,
possibilities outside the classroom context.
based on the codes of conduct and generally accepted uses
- Ethics: To promote an attitude of critical and responsible
in the different societies and environments; Respecting the
citizenship between students.
integrity of people and social and cultural diversity and
- Reflection: Reflect on the problems that technology
fostering intercultural and interpersonal communication,
introduces in our society and favour responsible and
equality and non-discrimination of any kind.
critical use of them both in the professional and in the
- Respect: Respect the cultural and personal differences of
personal context.
the students and other members of the educational
- Cultural: Knowing how to acquire knowledge about
community.
different cultures and their values and how to understand
- Relational: Establish a good relationship with the
them.
child/teenager.
2. Pedagogy
4. Creativity and inventiveness
- Organization: Organize the agenda and the time correctly
- Innovation: Actively apply alternatives and processes of
to cover the content in its entirety.
change in the design, development and evaluation of
- Methodology: To favour and enhance the learning and
teaching activities according to each context and aimed at
development of personal and professional competences, by
improving the quality of teaching and learning of students.
applying appropriate methodological and assessment
Be willing to innovate and try both teaching techniques,
strategies, in accordance with pedagogical and ethical
educational applications, ICT tools and electronic devices.
models adapted to each context and educational situation.
- Understanding of educational processes: Understand the
complexity of educational and teaching-learning processes
- Design and development: Design and develop educational About the competences related to critical thinking, most of
projects that allow the content of the course to be adapted the professionals considered that it is very important to be open
to questions (75%) or at least quite important (25%). The social
to the socio-cultural context.
field was also considered as very important by most of them
- Adaptation: Know, evaluate and decide on the adequacy of (66.7%), indicating the perceived importance of bringing the
the available materials for the teaching ICT content. debate to the social networks to explore possibilities out of the
class. Furthermore, the cultural field was also considered as very
5. Technical and resolute competences important (66.7%), referring it to the necessity to know how to
- Technology: Use, in an imaginative, critical and selective acquire knowledge about different cultures, their values and its
comprehension. Reflection and potentiation of a critical
way, Information and Communication Technologies as a citizenship attitude was considered as fairly important (41.7%),
means and support for the development and improvement and ethics was considered as slightly important (50%).
of the teaching-learning process.
In relation to the competences regarding pedagogy, most of
- Knowledge of the contents: Know the contents that will be the instructors indicated as very important self-learning (83.3%)
taught. and two persons considered it fairly important (16.7%). The
- Resolution: To know how to provide different solutions to methodology and the evaluation were also considered very
the same problem. important (66.7% each), the first one regarding the importance
of supporting students’ learning as well as their personal and
- Interdisciplinarity: be able to combine different disciplines
professional skills development, and the second one regarding
to achieve the resolution of the problem the function of evaluation as a learning potentiator. Adaptation
- Creativity: find innovative or different formulas to face a of the materials and tools and comprehension of the educational
situation processes were also considered as very important for half of the
teachers (50% each). On the other hand, orientation was
considered as fairly important by half of them (50%), and the
6. Transversal competences organization competence was considered as fairly important
- Commitment: Be committed to the work and education of (33.3%) and very important (33.3%). Nearly half of the
children / teenagers. instructors considered that theory was slightly (41.7%) and fairy
- Tolerance: Do not prejudge and treat all students alike. important (41.7%).
- Gender Equity: Ensure that equality of opportunities The competences related to communication were considered
among all the participants is guaranteed, with special as highly important. Respect was considered as very important
emphasis on disassembling stereotypes related to the role by most of the instructors (83.3%), referring to respect the
cultural and personal differences of students. Relational
of girls in the technological areas.
competences related to the importance of establishing a good
relationship with the infant or adolescent, were also considered
The participants of the survey had to indicate in which level as very important (75%). Interpersonal competences and
they thought it is important to have the different competences to interdisciplinary coordination were considered as very
be an instructor in an educational context with minors at risk of important by two thirds of the participants (58.3%). Finally,
social exclusion. They did it by answering a Likert scale which communication was considered as important by most of the
responded to “not appropriate”, “not at all important”, “slightly participants (66.7%) and very important only by one of them
important”, “fairly important” and “very important”. (33.3%).
Descriptive statistics were used to report results of the closed About the competences related to creativity and
questions in the questionnaires. The statistical analysis has been inventiveness, most of the instructors considered that innovation
performed using SPSS (IBM Corp.). An inductive thematic and adaptation are two very important competences (66.7%
analysis based on our research questions was used to report the each). The first one, innovation, refers to the ability to apply
results of the open questions. changes in the class design, development and evaluation to
improve the teaching quality as well as students’ learning. The
IV. ANALYSIS AND RESULTS
second one, adaptation, refers to the ability to know, assess and
A total of 12 instructors participated in the survey study (4 decide the adaptation of the available materials oriented to teach
females, 8 males; age: M = 39.67, SD = 7.07). Most of them had robotics and programming. Design and development has been
completed bachelor’s degree studies (66.7%), as well as other considered as fairly important by half of the instructors (50%)
courses (66.7%) or self-learning (50%). Their academic and very important by nearly half of them (41.7%), referring to
background was about Programming and robotics (50%), the ability to design and develop educational projects that allow
Computer Sciences and Communication (41.7%), Sociocultural to adapt the course material to the sociocultural context.
services (25%), Arts and Humanities (16.7%) and Education
(8.3%). Most of them had previous experience working in a In relation to the technical and resolutive competences,
fieldwork related to technology (58.3%) as well as developing nearly all the instructors indicated that it is very important to be
robotics related activities (57.1%). creative (91.7%) in relation to being able to find innovative ways
to face a situation. Technology knowledge was also considered
as very important by most of them (66.7%), followed by
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V. DISCUSSION AND CONCLUSION
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The main conclusion of this study is that beyond technical
competences, the competences related to the social context and
the capacity of development in environments of social exclusion
are even more important. A next step in our plan is to distribute
the survey to a higher number of ICT instructors in Spain and
also in Europe to extend the study.
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