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Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System

Antonella Nuzzaci
Copyright: © 2011 |Volume: 2 |Issue: 2 |Pages: 16
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781613506547|DOI: 10.4018/jdldc.2011040102
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MLA

Nuzzaci, Antonella. "Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System." IJDLDC vol.2, no.2 2011: pp.11-26. http://doi.org/10.4018/jdldc.2011040102

APA

Nuzzaci, A. (2011). Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System. International Journal of Digital Literacy and Digital Competence (IJDLDC), 2(2), 11-26. http://doi.org/10.4018/jdldc.2011040102

Chicago

Nuzzaci, Antonella. "Technological Literacy in the Profile of Skills of University Professor in the New European Higher Education System," International Journal of Digital Literacy and Digital Competence (IJDLDC) 2, no.2: 11-26. http://doi.org/10.4018/jdldc.2011040102

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Abstract

This article describes the new requirements of the European Higher Education Area (EHEA) - international and cross-cultural, Information and Communication Technologies (ICTs) that are important in all fields of university studies and take on a central role for learning and teaching. The literature review showed that, despite the considerable attention focused on the technological know-how of university teaching, few studies have examined the characteristics of these actors. The purpose is to focus more on teachers, clearly defining the technological skills necessary to develop the new European System of Higher Education in order to facilitate the development of skills, general learning, disciplinary, and professional digital education. This paper analyzes why this adaptation is necessary, the difficulties encountered, the objectives, and the response of teachers to these changes. On the other hand, university education acts on three fronts: the integration and use of new educational technologies in universities, the European convergence and application of ICT, the innovation and education needed to bridge the gap between universities, and teachers facing reality, both socially and professionally. This study contributes to the debate on the interactions between academic literacy, technological skills, and employment prospects for university teachers.

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