DigCompEdu Framework

Abstract

The teaching profession faces rapidly changing demands that require a new, broader and more sophisticated skill set than ever before. The ubiquity of digital devices and apps in particular requires educators to develop their digital skills. The European Framework for Digital Competence for Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference framework to support the development of educator-specific digital competences in Europe.

#3 Practical Application

teams of 4-5 teachers
80 minutes

Step 1

> individually and in dyads

> 20 min

Explore the information on DigCompEdu, on this website and in the document below.
Determine which 3 ideas are most relevant to yourself from this reading.
What is your own perceived level of competence for the 6 competence areas? (Level of competence: A1/A2, B1/B2, c1/C2 respectively)
At the end, you will have 3 minutes to share your 3 relevant ideas with your colleague/colleague, according to the trainer's instructions.

DigCompEdu is aimed at teachers at all levels of education, from early to higher and adult education, including general and vocational education and training, special needs education and non-formal learning contexts.

Provides a common reference of what it means to be digitally competent
Supports teachers and educators to assess and further develop their digital competence
Covers all educational levels, from educators to university teachers and adults

DigCompEdu CheckIn self-reflection is available for the following educational sectors:

pre-primary education
primary, secondary and VET education
higher education
adult education or continuing vocational training of other professionals

The DigCompEdu framework explains how digital technologies can be used to improve and innovate teaching practices.

The DigCompEdu framework does not focus on technical skills!

DigCompEdu - European Framework_EN.pdf

The DigCompEdu framework distinguishes six different areas in which teachers' digital competence is expressed using a total of 22 competences.

There are 22 statements that relate to the 22 competences: For each of the statements in the questionnaire, participants are asked to indicate the extent to which the statement in question reflects their own practice by selecting one of five options. The five response options are structured in a progressive way, reflecting the general progress within DigCompEdu and the specific progress characteristic of each competence.

For most items, this development follows the following structure:

(0) no involvement

(1) partial appropriation

(2) occasional use

(3) increasing variety/intensity

(4) systematic/extensive use.

The scoring rule of the tool allocates 0 points for the lowest level answer option, 1 for the second lowest level and so on, so that the maximum number of points for each question is 4.

The maximum total number of points is 88.

Self-reflection tool based on the DigCompEdu framework
Online and applicable/available to all
Helps teachers record their strengths and areas for further improvement
Provides feedback and asks respondents to improve their digital skills

With DigCompEdu

we provide teachers with a first idea of their level of digital competence.
we give teachers detailed feedback on how they can improve their digital competence, taking into account their current level.
we adapt the educational content we facilitate in the "digital pedagogy" module according to the questionnaire output, by level.
we work differentiated with teachers, by proficiency levels, so as to address the need for development/improvement as objectively, applied and practical as possible.

AREAS AND SCOPE OF THE DIGCOMPEDU FRAMEWORK

European Framework for the Digital Competence of Educators: DigCompEdu; https://ec.europa.eu/jrc/en/digcompedu

COMPETENCIES AND RELATED LINKS

European Framework for the Digital Competence of Educators: DigCompEdu; https://ec.europa.eu/jrc/en/digcompedu

These six DigCompEdu areas focus on different aspects of teachers' professional activities.

Domain 1:

PROFESSIONAL INVOLVEMENT

Using digital technologies for communication, collaboration and professional development.

Domain 2:

DIGITAL RESOURCES

Search, create and share digital resources.

Domain 3:

TEACHING AND LEARNING

Managing and orchestrating the use of digital technologies in teaching and learning.

Area 4:

EVALUATION

Using digital technologies and strategies to improve evaluation.

Domain 5:

LEARNER CAPACITY

Using digital technologies to improve inclusion, personalisation and active student engagement.

Domain 6:

STUDENTS FACILITATING THE DIGITAL COMPETENCE

Allowing students to use digital technologies creatively and responsibly for information, communication, content creation, wellness and problem solving.

Domains 1, 2 and 3 are embedded in the characteristic stages of any teaching process, whether supported by technology or not.

The competences listed in these domains detail how to use digital technologies effectively and innovatively in: planning (Domain 2), implementation (Domain 3) and assessment of teaching and learning (Domain 4).

Area 5 focuses on the potential of digital technologies for learner-centered teaching and learning strategies. It cuts across Domains 2, 3, and 4, as it contains a set of guiding principles relevant and complementary to the competencies specified in these domains.

COMPETENCIES PROGRESS MODEL

The DigCompEdu framework distinguishes 6 different proficiency levels, which progressively evolve in line with the Common European Framework of Reference for Languages proficiency levels: Newcomers (A1), Explorers (A2), Integrators (B1), Experts (B2), Leaders (C1) and Pioneers (C2).

Within this framework, these levels are designed to describe the specific stages and roles that teachers go through when integrating digital technologies into their professional practices.

European Framework for the Digital Competence of Educators: DigCompEdu; https://ec.europa.eu/jrc/en/digcompedu

Moving to the next stage usually requires a set of actions typical of this stage.

E.g. to move from the second stage, Explorer (A2), to the third stage, Integrator (B1), teachers usually need to expand their repertoire of digital strategies. However, to move from the Integrator (B1) to the Expert (B2) level, rather than an increase in variety, a more strategic and systematic approach is needed.

A1 / < 20

Newcomers are aware of the potential of digital technologies to improve pedagogical and professional practices. However, they have had very little contact with digital technologies and use them mainly for lesson preparation, administration or organisational communication. Newcomers need guidance and encouragement to expand their repertoire and apply their current digital competence in education.

A2 / 20 - 33

Explorers are aware of the potential of digital technologies and are interested in exploring them to improve pedagogical and professional practices. They have started to use digital technologies in some areas of digital competence, without, however, following a comprehensive or coherent approach. Explorers need to be encouraged, informed and inspired, e.g. by the example and guidance of colleagues, all embedded in a collaborative exchange of practice.

B1 / 34 - 49

Integrators experiment with digital technologies in different contexts and for different purposes, integrating them into many of their practices. They use them creatively to enhance various aspects of their professional work. They are keen to expand their repertoire of practices. However, they are still struggling to understand which tools work best in which situations and to adapt digital technologies to their pedagogical strategies and methods. Integrators just need some more time for experimentation and reflection, complemented by sharing encouragement and knowledge through collaboration, to become Experts.

B2 / 50 - 65

Experts use a range of digital technologies with confidence, creativity and critical thinking to improve their professional activities. They deliberately select digital technologies for particular situations and try to understand the advantages and disadvantages of different digital strategies. They are curious and open to new ideas, knowing that there are many they have not yet experienced. They use experimentation as a way of expanding, structuring and consolidating their repertoire of strategies. Experts are the backbone of any educational organisation when it comes to innovative practices.

C1 / 66 - 80

Leaders have a coherent and comprehensive approach to using digital technologies to improve pedagogical and professional practice. They draw on an extensive repertoire of digital strategies, from which they know how to choose the most appropriate for a given situation. They constantly reflect on and develop their practices. By exchanging ideas with colleagues, they keep abreast of new developments and ideas. They are a source of inspiration to others, to whom they pass on their knowledge.

C2 > 80

Pioneers question the adequacy of contemporary digital and pedagogical practices, for which they themselves are Leaders. They are concerned about the constraints or drawbacks of these practices and are driven by the impulse to innovate further in education.

Pioneers experiment with highly innovative and complex digital technologies and/or develop new pedagogical approaches. Pioneers are a unique and rare species. They are at the forefront of innovation and are role models for young teachers.

For all skills, the progression of proficiency levels is cumulative, in the sense that each higher level descriptor includes all lower level descriptors except the first level, Beginner (A1).

E.g. being an Expert (B2) means being able to adhere to all statements from A2 to B2, but not to C1 and C2.

Beginner level (A1) is largely described by the absence of certain competences, i.e. knowledge, skills or attitudes, existing at A2 levels or higher.

Thus, Explorers (A2) are those who have overcome concerns or doubts existing at the Beginner (A1) level.

PROGRESS MODEL BY FIELDS, respectively by COMPETENCE LEVEL

Each competence has a certain progression, depending on the characteristics of the competence in question and how it evolves in general when a higher level of competence is reached. However, some key words are common to the same level of competence in all skills within a domain.

Level of experience

3. Field: Teaching and Learning

3.1 Competence: Teaching

European Framework for the Digital Competence of Educators: DigCompEdu; https://ec.europa.eu/jrc/en/digcompedu

#3 Practical Application

Step 2

> The trainer will assign each team one of the 6 DigCompEdu competence areas.

> 30 min

1. Explore the assigned area of competence, then answer the following questions:

What are the 2 pillars of learning in the digital age?
Why is this area of competence relevant to learning?
What are the opportunities and challenges of using the DigCompEdu framework from the perspective of this competence?
What is your own perceived level of competence for this competence?
How could you work with this competence in the classroom/school?
What resources and tools (open, for a fee) are available that you could link to this competence area?
What are your first ideas for designing and planning your own educational and professional improvement in this competence area?
How could you promote the use of this competence area to teachers in your school?

2. At the end, agree on a way to present the team's conclusions in plenary. This could be: a drawing, a list of key words, a graphic representation, a mime, an artistic/theatrical skit, a song, a film, a separate reading, etc. Decide who will participate in the presentation, what the roles are and fit the presentation into the time available (5 minutes).

Step 3

> 20 min

Each team presents its findings in turn.

# Homework

individual
20-30 minute

Step-UP 1 > DigCompEdu CheckIn

complete the DigCompEdu CheckIn questionnaire by clicking on the button below

< DigComp

DigCompEdu CheckIn Self-reflection

DigCompEdu CheckIn is a self-reflection tool developed by the European Commission's Research Centre for Education: https://ec.europa.eu/jrc/en/digcompedu/self-assessment. At the same time, DigCompEdu CheckIn in English, is translated by the School of Values, with credit and only with permission for use as specified here https://ec.europa.eu/jrc/en/open-education/reproduction-reuse.The School of Values makes this tool available to all teachers in Romania free of charge. Link to DigCompEdu CheckIn EN: http://eusurvey.escoaladevalori.ro/eusurvey/runner/DigCompEduProject information: https://escoaladevalori.ro/digcompedu-checkin-ro/DigCompEdu CheckIn was first published, in English, in 2018, under the title "DigCompEdu CheckIn" by the Joint Research Centre of the European Commission © European Union. It was translated into Romanian in 2021 by the School of Values Association. The European Commission is not responsible for this translation and cannot be held liable for any consequences resulting from the re-use of the document.

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