Digital Competences That Are Broad and Not Attached To Specific Technology

This evening I've been reading a fascinating global education monitoring report from UNESCO called, "Technology in Education: A Tool On Whose Terms?" There is so much for me to digest in this report. 

One of the recommendations to governments particularly caught my eye. It made reference to the issue in learners developing skills that could only really learn through using a very narrow choice of applications available in Hwb, something that I've been writing about recently. An example I gave, was my concern that if the new updated DCF made reference to using generative AI to create images for example, then the only application that primary school learners could realistically use, because of their age and the Wales wide focus on using the Hwb platform, is Adobe Express. I raised the question, "Are we at risk of teaching 'how to use a specific product' rather than 'how to be digitally competent'?" Here's what the UNESCO report says about this point:

"Does this use of technology support sustainable education futures? Digital technology should not be seen as a short-term project. It should be leveraged to yield benefits on a sustainable basis and not be led by narrow economic concerns and vested interests.

Governments should therefore:
Establish a curriculum and assessment framework of digital competences that is broad, not attached to specific technology, takes account of what is learned outside school, and enables teachers and learners to benefit from technology’s potential in education, work and citizenship." page 24

The report actually points out that countries around the world who have digital skills standards (which I believe would include the DCF), have often had those skills defined by non-state, mostly commercial actors or entities. Interestingly they also mention something else I've recently written about, the "lock-in effects." This is where students and teachers are compelled to use specific software or platforms tied to particular hardware, such as those produced by Google, Apple, and Microsoft and the knock on effect of turning our learners potentially into lifelong customers of these companies. Cautioning that curriculum and assessment frameworks for digital competences should remain broad and not be attached to specific technologies.

Looking forward to seeing a draft of the new DCF which must surely be published soon??