
This self-assessment tool is based on the European Digital Competence Framework for Educators (DigCompEdu). DigCompEdu sets out 22 competences organized in six Areas. The competences are explained at six different levels of proficiency (A1, A2, B1, B2, C1, C2). The focus of the framework is to support and encourage teachers in using digital tools to enhance and innovate education.
This tool aims to allow you to reflect on your strengths and weaknesses in using digital technologies in education. We invite you to self-assess yourself against 22 items that are representative for the 22 competences in DigCompEdu.
https://digital-competence.eu/
Educators are role models for the next generation. It is therefore vital for them to be equipped with the digital competence all citizens need to be able to actively participate in a digital society. The European Digital Competence Framework for Citizens (DigComp) specifies these competences. DigComp has become a widely accepted tool for measuring and certifying Digital Competence and has been used as a basis for teacher training and professional development across and beyond Europe. As citizens, educators need to be equipped with these competences to participate in society, both personally and professionally. As role models, they need to be able to clearly demonstrate their digital competence to learners and to pass on their creative and critical use of digital technologies.
However, educators are not just role models. They are first and foremost learning facilitators, or more plainly: teachers. As professionals dedicated to teaching, they need, in addition to the general digital competences for life and work, educator-specific digital competences to be able to effectively use digital technologies for teaching. The aim of the DigCompEdu framework is to capture and describe these educator-specific digital competences. The DigCompEdu framework distinguishes six different areas in which educators’ Digital Competence is expressed with a total of 22 competences.
https://joint-research-centre.ec.europa.eu/
This chapter describes more in depth what it means for educators to be digitally competent. For each of the 22 elementary competences, the competence descriptor is complemented by a list of typical activities. A progression model along six levels is proposed, for which a rubric with proficiency statements for self-assessment is supplied.
Esther Wojcicki is an American journalist, author, educator, and vice chair of the Creative Commons board of directors. In this interview she shares her views about digital revolution in the classroom. The interview is subtitled in 23 languages.
Facilitating learners' digital competence is the sixth chapter of DigCompEdu. For the full document, see https://joint-research-centre.ec.europa.eu/digcompedu_en
To incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and compare and critically evaluate the credibility and reliabilité of information and its sources.
https://joint-research-centre.ec.europa.eu/digcompedu_en
To incorporate learning activities, assignements and assessments which require learners to effectively and responibly use ditgital technologies for communication, collaboration and civic participation.
https://joint-research-centre.ec.europa.eu/digcompedu_en
To incorporate learning activites, assignments and assessements which require learners to express themselves through digital means, and to modify and create digital content in differnet formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.
https://joint-research-centre.ec.europa.eu/digcompedu_en
To incorporate learning activities, assignemnts and assessments which require learners to identify and solve technicla problems, or to transfer technological knowledget creatively to new situations.
https://joint-research-centre.ec.europa.eu/digcompedu_en
To take measures to ensure learners' physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly.
https://joint-research-centre.ec.europa.eu/digcompedu_en
Dr. Francesca Caena has an
interdisciplinary background in education research, policy and practice. Her
professional experiences and interests span policy-oriented international
studies, school and teacher education, and competence frameworks. She has
worked for the European Commission’s in-house science service (JRC Unit Human
Capital and Employment – researcher for LifeComp European Key Competence
Framework development), the European Commission DG Education and Culture
(research support for the Working Group School Policy and Teacher Professional
Development), and for the OECD (high-level expert for TALIS Initial Teacher
Preparation study). Dr Caena has MA degrees in Modern Foreign Languages as well
as Education Research (Venice University); her PhD Ed. (2010, Padua University)
focused on comparative analysis of European Teacher Education case studies
following the Bologna process. Her track record (book publications, reports,
articles in peer-reviewed journals; invited keynote contributions to
international conferences; reviewer/editor for research journals, e.g. the
European Journal of Education) reflects sustained interest and participation in
debate on education and training policy and practice across stakeholder groups.
Her latest publications regard theoretical underpinnings of LifeComp European
Competence Framework (2019), and conceptualisations of the Learning to Learn
competence (2020). (https://www.tandfonline.com/)
Francesca Caena speaking about "European Teacher Education: boundary crossings" at EDiTE's Final Conference: "Teacher Education and Teacher Education Policies in the European Union“, 3rd and 4th July, 2014, Budapest, Hungary.
You
have access to the subtitles in your language by clicking on
European Journal of Education, Volume 54, Issue 3, September 2019, https://onlinelibrary.wiley.com/doi/full/10.1111/ejed.12345
The Padagogy Wheel is designed to help educators think – systematically, coherently, and with a view to long term, big-picture outcomes – about how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it’s a way of thinking about digital-age education that meshes together concerns about mobile app features, learning transformation, motivation, cognitive development and long-term learning objectives.
The Padagogy Wheel brings together in the one chart several different domains of pedagogical thinking. It situates mobile apps within this integrated framework, associating them with the educational purpose they are most likely to serve. It then enables teachers to identify the pedagogical place and purpose of their various app-based learning and teaching activities in the context of their overall objectives for the course, and with reference to the wider developmental needs of their students.
https://www.teachthought.com/