Organisation: Kosovo Pedagogical Institute
Ismet Potera graduated in pedagogical sciences, did an MA in education management. He is currently completing his PhD studies in the field of teaching and learning. His main interest is teaching and professional development of teachers. In this regard he has conducted a series of researches, analyzes and comparative studies. He started his teaching career as a class teacher, to continue it as a Pedagogical Adviser, professor engaged in the Faculty of Education. He currently works as a researcher at the Pedagogical Institute and head of the research sector. For a while he worked in the Ministry of Environment where he headed the environmental education sector. Author and co-author of several books and professional articles published in different journals in Kosovo and abroad. He is the author of 50 educational TV emissions in public TV. Also he is licensed as trainer for some training programs for teachers and educational leadership.
Shala (1979) has a Master degree in Management in Education in Faculty of Education at University of Pristina. Her career started in 2001 as a school teacher and continued for 6 years in different levels in education. From 2007 up to now is working as a Researcher for innovation and comparative studies in Kosovo Pedagogical Institute. She was author and coauthor of some publication in education, done researches, analyses in pre university education in Kosovo. Her area of expertise is the training of school principals for school management and quality assurance and training of teachers for methodological approach teaching foreign languages through action research.
Mehmeti (1969) has completed master studies at the Faculty of Philosophy in University of Pristina, on the program Management in Education. Teaching career started since 1996 at Gymnasium in Gllogoc. From 2001, he has worked as a educational official in the Ministry of Education, Science and Technology. Since 2007, he is researcher for standards and evaluation in Kosovo Pedagogical Institute. From the Ministry of Education, Science and Technology, he has been a coordinator for the development of curricula in gymnasiums. His closely area of expertise is training of school principals in the program for management of education and quality assurance. During this time, he published many professional articles for the teacher professional development, curricula and evaluation.
Organisation: Kosovo Pedagogical Institute
Email: ismet.potera@rks-gov.net
Ismet Potera graduated in pedagogical sciences, did an MA in education management. He is currently completing his PhD studies in the field of teaching and learning. His main interest is teaching and professional development of teachers. In this regard he has conducted a series of researches, analyzes and comparative studies. He started his teaching career as a class teacher, to continue it as a Pedagogical Adviser, professor engaged in the Faculty of Education. He currently works as a researcher at the Pedagogical Institute and head of the research sector. For a while he worked in the Ministry of Environment where he headed the environmental education sector. Author and co-author of several books and professional articles published in different journals in Kosovo and abroad. He is the author of 50 educational TV emissions in public TV. Also he is licensed as trainer for some training programs for teachers and educational leadership.
Shala (1979) has a Master degree in Management in Education in Faculty of Education at University of Pristina. Her career started in 2001 as a school teacher and continued for 6 years in different levels in education. From 2007 up to now is working as a Researcher for innovation and comparative studies in Kosovo Pedagogical Institute. She was author and coauthor of some publication in education, done researches, analyses in pre university education in Kosovo. Her area of expertise is the training of school principals for school management and quality assurance and training of teachers for methodological approach teaching foreign languages through action research.
Mehmeti (1969) has completed master studies at the Faculty of Philosophy in University of Pristina, on the program Management in Education. Teaching career started since 1996 at Gymnasium in Gllogoc. From 2001, he has worked as a educational official in the Ministry of Education, Science and Technology. Since 2007, he is researcher for standards and evaluation in Kosovo Pedagogical Institute. From the Ministry of Education, Science and Technology, he has been a coordinator for the development of curricula in gymnasiums. His closely area of expertise is training of school principals in the program for management of education and quality assurance. During this time, he published many professional articles for the teacher professional development, curricula and evaluation.
The aim of this paper is to analyse the way digital literacy is addressed in the Education digitalization strategy and consequently in the Curriculum Framework (CF) and Core Curricula (CC) for grades 1 to 9 in Kosovo.
The purpose of this analysis is to identify the quantity and quality of digital literacy in the CF and CC and the challenges raised when implementing these contents in school practice in Kosovo. The new strategy for the digitization of education reflects the societal trends relevant to this issue in Kosovo. In Kosovo grades 1 to 9 are mandatory; therefore, the implementation of the new curriculum in terms of Learning Outcomes should lead to digital literacy.
Our analysis focused on the curriculum area ‘Life and work’, which is mainly focused
on digital literacy.
Based on the analysis, the inclusion of the digital component in the CF & CC is interdisciplinary, while the implementation challenges in other curricular areas are different from those in the area ‘Life and work’.
The implementation of digital literacy in classroom practice is found to be the most challenging because with respect to digital literacy students are often one step ahead of their teachers.
On the basis of the analysis of educational policies as represented by the CF & the Strategic Plan for institutions, we conclude with some recommendations for improving the teaching and learning of digital literacy.
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