Teachers' Digital Competence: A draft framework for discussion
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The document outlines the development of a digital competence framework for teachers as part of the DigCompEdu project, emphasizing the importance of teachers' digital skills in fostering students' digital citizenship. It details the methodology used, including stakeholder consultations, literature reviews, and expert workshops to validate the framework. Additionally, it discusses various examples and standards adopted across Europe and the U.S. concerning digital competence in education.
Teachers' Digital Competence: A draft framework for discussion
- 1. 1 The European Commission’s science and knowledge service Joint Research Centre Teachers' Digital Competence as a lever for students' Digital Citizenship C. Redecker & R. Vuorikari eTwinning Conference Athens 27-29 October 2016
- 2. 2 Stakeholder Consultation Desk Research Literature Review Inventory Meta-Analysis Validation eTwinning Workshops Expert Workshop Draft Framework Final Framework Expert Consultation Literature Review Transposition Expert Consultation Trial Phase Online Consultation Expert Interviews Self-Assessment Questionnaire Final Self-Assessment Tool FrameworkSelf-AssessmentTool June-Aug 2016 Sept 2016 Sept-Nov 2016 December 2016 Jan-Mar 2017 April 2017 April-May 2017 June 2017 DigCompEdu Project Methodology
- 3. 3 Some Examples UNESCO ICT-CFT UNESCO ICT Competency Framework for Teachers, 2011 http://unesdoc.unesco.org/images/0021/002134/213475e.pdf. 1 2 3 4 5 5Areas 3 levels
- 4. 4 Some Examples ISTE Standards-T http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf http://www.iste.org/standards/standards/iste-standards Part of a set of standards (for students, educators, administrators, coaches and computer science educators) Established by the US-based International Society for Technology in Education. In the US, formally adopted by 12 State Departments. In Europe, used as basis for the Estonian Digital Competence Framework for teachers, developed by HITSA: 1 2 3 4 5 5Areas 4competenceseach =20competences no levels http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/
- 5. 5 Some Examples eTQF European project (2008-10) Framework Self-Assessment tool Training manuals Implementation: ??? 1 2 3 4 4Areas 4 levels
- 6. 6 Some Examples Sweden: LIKA http://lika.skl.se/ Online tool for schools Including an Assessment of Teachers' Digital Competence
- 7. 7 Some Examples Finland: OPEKA Opeka is used to evaluate how teachers use ICT and the ICT environment and culture in the school Technological readiness Procedures Attitudes Pedagogical use ICT-skills 5Areas Measured on a scale form 0 to 4
- 8. 8 Some Examples Spain Based on the European Digital Competence Framework for Citizens (DIGCOMP) Competence areas Competences 1. Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content 1.2 Evaluating data, information and digital content 1.3 Managing data, information and digital content 2. Communication and collaboration 2.1 Interacting through digital technologies 2.2 Sharing through digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies 2.5 Netiquette 2.6 Managing digital identity 3. Digital content creation 3.1 Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps 1 2 3 4 5 5Areas 3 proficiency levels (to be converted into 8)
- 10. 10 Framework Development: Methodology 1 2 3 4 5 1 2 3 4 5 6 Frameworks A B 2 4 5 1 2 3 4 6 1 b 1 a 3 b 3 a 5 b 5 a A B Mapping A B Backcasting 2 4 5 1 2 3 4 6 1 b 1 a 3 b 3 a 5 b 5 a 2.2 4.1 1.1 2.1 3.1 4.2 1.3 2.1 4.1 3.1 1.2 2.2 - 4.2 Analysis A B 2 4 5 1 2 3 4 6 1 b 1 a 3 b 3 a 5 b 5 a 2 5 3 4 3 b 5 b A B Clustering 1 2 3 4 4 6 1 a 5 a 1 2 1 b 3 a DigCompEdu Framework 1 2 3 1.1 1.2 1.3 2.1 2.2 3.1 4 4.1 4.2 5 b
- 11. DigCompEdu Framework: Areas 1. Technological dimension 3. Pedagogical dimension 4. Facilitating learners' digital competence 5. Professional engagement 2. Educational resources
- 12. Thinking of these 5 areas: What do you think are the main points for teachers' digital competence? Write down these points on separate post-its Go to the flipscharts and stick your ideas where they fit Post-it Session
- 13. DigCompEdu Framework 3. Pedagogical dimension 3.1 Embedding digital technologies 3.1.1 Manage digital tools in learning process 3.1.2 Enhance teaching & learning strategies 3.2 Innovating pedagogic strategies 3.2.1 Collaborative learning 3.2.2 Authentic learning 3.2.3 Self-directed learning 3.3 Assessment 3.3.1 Peer assessment and self-reflection 3.3.2 Effectiveness and diversity 3.3.3 Reward learners' use of digital tools 2. Educational resources 2.1 Finding, evaluating, sharing digital resources 2.1.1 Search, find, organise 2.1.2 Assess credibility, usefulness, suitability 2.1.3 Share & publish 2.2 Creating and adapting educational content 2.2.1 Create 2.2.2 Adapt 1. Technological dimension 1.1 Technological fluency 1.1.1 Digital tools in the learning process 1.1.2 Digital tools for communication 1.1.3 Managing, monitoring and recording data 1.2 Technological commitment 1.2.1 Solve technical problems 1.2.2 Transfer technological knowledge 1.3 Digital responsibility 1.3.1 Protect devices and data 1.3.2 Protect privacy 1.3.3 Apply copyright and licences 1.3.4 Protect health and wellbeing 4. Facilitating learners' digital competence 4.1 Facilitating learners' digital fluency 4.1.1 Information skills 4.1.2 Content creation 4.1.3 Communication and collaboration 4.1.4 Technical and problem solving skills 4.2 Facilitating learners' digital citizenship 4.2.1 Online safety 4.2.2 Responsible and ethical use 4.2.3 Health and wellbeing 4.2.4 Copyright and plagiarism 5. Professional engagement 5.1 Communication and collaboration 5.1.1 Online communication 5.1.2 Online collaboration 5.2 Continuous Professional Development 5.2.1 Enhance digital competence 5.2.2 Online opportunities for CPD 5.3 Developing a vision for innovating education 5.3.1 Innovate educational practice 5.3.2 Innovate organisational practice
- 14. Decide which area you are most interested in and go to the corresponding group Try to self-assess yourself (only in your group's areas): The levels are cumulative and ascending Discuss the self-assessment rubric and the post-its in the group: What is missing? Wrong? Strange? What should be changed, added, deleted? Summarize your discussion on a flipchart Group Session