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The European Commission’sscience 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

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Stakeholder Consultation

Desk ResearchLiterature Review Inventory Meta-Analysis

ValidationeTwinning Workshops Expert Workshop

Draft Framework

Final Framework

Expert Consultation

Literature Review Transposition Expert Consultation

Trial PhaseOnline Consultation Expert Interviews

Self-Assessment Questionnaire

Final Self-Assessment Tool

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June-Aug 2016

Sept 2016

Sept-Nov 2016

December 2016

Jan-Mar 2017

April 2017

April-May 2017

June 2017

DigCompEduProject Methodology

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Some ExamplesUNESCO ICT-CFT

UNESCO ICT Competency Framework for Teachers, 2011

 

http://unesdoc.unesco.org/images/0021/002134/213475e.pdf.

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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:

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http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/

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Some ExampleseTQFEuropean project (2008-10)

Framework Self-Assessment toolTraining manuals

Implementation: ???

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4 levels

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Some ExamplesSweden: LIKA

http://lika.skl.se/

Online tool for schoolsIncluding an Assessment of Teachers' Digital Competence

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Some ExamplesFinland: OPEKAOpeka 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

5 Ar

eas

Measured on a scale form 0 to 4

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Some ExamplesSpain

Based on the European Digital Competence Framework for Citizens (DIGCOMP)

Competence areas Competences

1. I nformation 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 I nteracting 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 I ntegrating 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 I dentifying needs and technological responses 5.3 Creatively using digital technologies 5.4 I dentifying digital competence gaps

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DIGCOMP Implementation

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Framework Development: Methodology

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DigCompEduFramework: Areas

1. Technological dimension 3. Pedagogical dimension

4. Facilitating learners' digital competence 5. Professional engagement

2. Educational resources

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

DigCompEduFramework

3. Pedagogical dimension

3.1 Embedding digital technologies3.1.1 Manage digital tools in learning process3.1.2 Enhance teaching & learning strategies

3.2 Innovating pedagogic strategies3.2.1 Collaborative learning3.2.2 Authentic learning 3.2.3 Self-directed learning 3.3 Assessment 3.3.1 Peer assessment and self-reflection3.3.2 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, suitability2.1.3 Share & publish2.2 Creating and adapting educational content 2.2.1 Create 2.2.2 Adapt

1. Technological dimension1.1 Technological fluency1.1.1 Digital tools in the learning process1.1.2 Digital tools for communication1.1.3 Managing, monitoring and recording data 1.2 Technological commitment1.2.1 Solve technical problems1.2.2 Transfer technological knowledge1.3 Digital responsibility 1.3.1 Protect devices and data 1.3.2 Protect privacy1.3.3 Apply copyright and licences1.3.4 Protect health and wellbeing

4. Facilitating learners' digital competence

4.1 Facilitating learners' digital fluency4.1.1 Information skills4.1.2 Content creation4.1.3 Communication and collaboration4.1.4 Technical and problem solving skills 4.2 Facilitating learners' digital citizenship4.2.1 Online safety 4.2.2 Responsible and ethical use 4.2.3 Health and wellbeing4.2.4 Copyright and plagiarism

5. Professional engagement

5.1 Communication and collaboration5.1.1 Online communication5.1.2 Online collaboration

5.2 Continuous Professional Development5.2.1 Enhance digital competence5.2.2 Online opportunities for CPD

5.3 Developing a vision for innovating education 5.3.1 Innovate educational practice5.3.2 Innovate organisational practice

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

Thank you

christine.redecker@ec.europa.euriina.vuorikari@ec.europa.eu