Marco Común de Competencia Digital Docente (versión en inglés)

Common framework for
DIGITAL COMPETENCE OF
TEACHERS
V 2.0
Project "Common Framework for Digital Competence of Teachers" from the Digital Culture at School
Plan, 2013.

Table of Contents
1. Introduction ..............................................................................................................................................3
2. Project objectives and lines of action. ......................................................................................................5
3. Conclusions to comparison of existing frameworks. ................................................................................7
4. Overview of the DIGCOMP Proposal. .......................................................................................................9
Definition of Digital Competence .............................................................................................................9
Common Digital Competence framework ..............................................................................................10
Areas and competences..........................................................................................................................11
5. The Digital Competence Framework (description according to IPTS proposed areas) ..........................13
Area 1: Information.................................................................................................................................13
Area 2: Communication ..........................................................................................................................17
Area 3: Content creation.........................................................................................................................25
Area 4: Safety..........................................................................................................................................30
Area 5: Problem solving..........................................................................................................................35
6. Proposed digital competence descriptors for teachers..........................................................................42
Area 1: Information.................................................................................................................................42
Area 2: Communication ..........................................................................................................................44
Area 3: Content creation.........................................................................................................................49
Area 4: Safety..........................................................................................................................................52
Area 5: Problem solving..........................................................................................................................54
Annex I: Glossary.........................................................................................................................................58
Annex II: Summary of digital competence descriptors for teachers by levels............................................61
Initial Level..............................................................................................................................................61
Medium Level .........................................................................................................................................64
Advanced Level .......................................................................................................................................67
References ..................................................................................................................................................71

1. Introduction
Digital competence is one of the 8 key competences that every young person should have developed by
the end of compulsory education to equip them for adult life and permanent lifelong learning, according
to European Parliament indications on key competences for lifelong learning (Recommendation
2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences
for lifelong learning, Official Journal L 394 of 30.12.2006). Digital competence not only provides the
ability to make use of the wealth of new possibilities associated with digital technologies and the
challenges posed, it is increasingly necessary to participate meaningfully in the new knowledge society
and economy of the twenty-first century.
The "Rethinking Education" strategy, which the European Commission presented in November 2012,
highlights the importance of training in the competences needed in today's society of the twenty-first
century and in future environments, the need for technology to be fully exploited and integrated
effectively in training centres, as well as improving access to education through open educational
resources and the unprecedented opportunities that new media offer for professional collaboration,
problem-solving and quality improvement and equity in education. Digital competence is a prerequisite
for students of all ages to fully benefit from the new possibilities offered by technology for more
effective, motivating and inclusive learning (as described in "Education and Training Monitor 2013", pg.
19).
Educational standards should therefore include the kind of knowledge and skills that can help students
to develop the new competences required in today's society, which are enhanced by technology,
especially those related to knowledge management. In a number of respects, those who are responsible
for teaching students of the new millennium have to be able to guide them in their educational journey
through the new media. Teachers need a clear political message in this regard: public recognition of
what is expected to develop these competences as a priority in their areas or specialties. This public
recognition will in turn require priority attention in teacher training systems and the recognition of their
professional development. The need to ensure high quality teaching has become one of the priorities of
the "European Strategic Framework for Education and Training". (ET 2020).

Competence training is a curriculum imperative that, in the case of digital competence, has until now
had an undeveloped and diverse specification in its descriptors in the absence of a common reference
framework. Developing digital competence in the education system requires a correct integration of ICT
in the classroom and ensuring that teachers have the necessary training in that competence. The latter
is probably the most important factor for the development of a digital culture in the classroom and to
ensure the educational system is in tune with the new "network society". Connectivity and equipment
will arrive in all classrooms, but it will be more difficult for there to be a sufficient widespread level of
digital competence in education if there is no reference framework that allows its widespread
accreditation (not as something optional or reserved for those interested in computer applications and
devices) and development of a coherent training plan with a proposal for measurable indicators to
strengthen one of the worst served areas of teaching training in the initial stages. It is something that
has already been done in other countries, although with different nuances, orientations and levels of
specificity.
The project "Common Framework for Digital Competence of Teachers" was created with the intention of
providing a descriptive reference that can be useful in training and evaluation and accreditation
processes. It is part of both the " Digital Culture at School Plan" and the "Strategic Framework for
Professional Teaching Development", whose series of projects are the result of the joint reflection
process that the Ministry started with the active participation of the Autonomous Communities (AC) and
reports in which external experts and those responsible for various units of the MECD (Ministry of
Education, Culture and Sport) are also involved. At meetings of working groups for Learning
Technologies (former ICT Committee) and Teacher Training (former Technical Training Committee), with
representatives from all AC, the corresponding lines of action for projects have been submitted, and
which are developing in an area of collaboration, discussion and joint decision, so that the resulting
proposals have a national dimension and general approval and consensus.

2. Project objectives and lines of action.
The Committee of the project "Common Framework for Digital Competence of Teachers" was set up in
the meeting of 3 December 2012, in which the following objectives were established:
To allow teachers to know, help and evaluate the digital competence of students.
 Provide a common reference with descriptors of digital competence for teachers and trainers.
 Help to be more demanding with regard to digital competence of teachers (University does not
currently give sufficient training to future teachers in digital competence and, moreover, it is not
required either for the practice of teaching in Public Administration)
 Allow everyone to have a list of minimum teaching competences.
 Help teachers to have the digital competence necessary to use digital resources in their
teaching work.
 Influence the onset of methodological change in both the use of technological means and
educational methods in general.
The Committee members stated that the framework should bear in mind both the initial and continuing
training of teachers.
In the first meeting the following lines of action were established:
 Line 1: Proposal for a common reference framework.
 Line 2: Plan for evaluation and accreditation of Teachers and Facilities.
 Line 3: Parallel encouragement of teacher training in digital competence.
In subsequent meeting, the Committee members agreed to work on the following deliverables in
relation to the first line of action:
1. Report on analysis and conclusions of existing frameworks (AC and international ones) for digital
competence of teachers.
1.1 Preparation and sending of surveys to AC for data collection.

1.2 Preparation of summary analysis of international frameworks on DCT (digital competence of
teachers).
1.3 Conclusions of analysis on international and AC descriptive frameworks of DCT.
2. Draft with proposed common reference framework for digital competence of teachers.
It was agreed to work on the 5 areas of digital competence in the DIGCOMP project implemented by the
IPTS:
AREA 1: Information
AREA 2: Communication
AREA 3: Content creation
AREA 4: Safety
AREA 5: Problem-solving
The proposed common framework should achieve the widest possible consensus. In order to do this, it
is proposed that it be submitted for discussion at a Workshop on Digital Competence of Teachers with
participation of the AC, experts and researchers and other institutions and stakeholders who wish to
make their contributions. Thus, it could overcome another possible constraint limiting the smooth
execution of the project, which is that the proposal does not have enough recognition and
dissemination to be used for training and evaluation.
The discussion and collection of contributions will enable the development of a proposed framework for
digital competence of teachers that can be used to subsequently address the following lines of action in
the project, related to evaluation, accreditation and training plans.

3. Conclusions to comparison of existing frameworks.
In the " Report on analysis and conclusions of existing frameworks (AC and international ones) for digital
competence of teachers", prepared as part of the project work and shared in the common Committee
area in CConectAA, it is concluded that the existing situation is quite diverse regarding plans to develop
digital competence of teachers and that there is a clear lack of a common reference framework with
standards and indicators to facilitate its evaluation and accreditation. All the AC have ICT training plans,
but this training has not always led to better digital professional competence of teachers; common
standards related to a digital competence framework are only taken as a reference in a few cases. The
most widely used international benchmark, when any is used, is the one proposed by UNESCO (2008)
regarding ICT competence standards for teachers. The "ICT training" generally provided has been mainly
focused on the most instrumental aspects of technology and less on the actual use of new digital media
and resources in the classroom or their role in professional development of teachers, continuous
updating and the creation of virtual learning communities and professional collaboration in the use of
educational resources.
According to the TALIS report (2009) and the "European schools survey on ICT in education" (2013),
Spain has been in the first position in ICT training in Europe in recent years regarding the most number
of hours per teacher in this type of training; however, in the actual surveys teachers consider their
training to be low for full integration of technological means. A paradox which suggests the need to
rethink the effectiveness of ICT training that is not generally oriented towards the digital immersion of
teachers and teacher adaptation to new media. The proportion is low with respect to students who have
teachers that often create digital resources and participate in the school’s website or virtual learning
and social media environments for professional collaboration. At the same time, we can already talk of a
generation in Spain that are digital natives, where more than 90% of students from the last stages of
Primary Education already own and use their own mobile devices and a computer connected to the
Internet to perform some tasks, and enjoy their leisure time or communicate with their friends in social
environments. Over 75% of these students have teachers who never or almost never communicate
online with their families, evaluate the use of ICT by students, assess digital resources for their subject
or post schoolwork aimed at students online.

The above TALIS report concludes that in many countries "education is still far from becoming a
"knowledge industry", for which principals and teachers are required to act as a professional
community, who have the authority to act, the necessary information to make the right decisions, and
access to effective support systems to help them meet the challenges". A key to this, and so that they
can routinely use new digital technologies in the classroom, is their training in digital competence. The
major flaw in such training can already be detected in the initial training, with digital competence
training of future teachers hardly being included in their curricula. As Gutiérrez Palacios and Torrego
(2010) indicate, "even regular users of new technologies ignore their educational potential and possible
forms of integration in compulsory education curricula. The possibility of considering ICT as a means of
creative expression, and democratic participation, is far removed from the current perceptions of
student teachers".
In order to determine what training is needed for such digital competence skills, both in initial and
ongoing training, we need the reference of a sufficiently recognized common framework, specifying
measurable indicators for each area of digital competence. None of the frameworks reviewed in this
report have general, consolidated recognition. The most widely mentioned is the UNESCO ICT
competency standards framework (2008), for which the institution itself has recognized that it needs a
thorough review. Moreover, the diversified proposal of standards put forward by the ISTE, which
differentiates between standards for students, teachers and educational administrators, is welcomed. It
is the digital competence of teachers that concerns us in our project.
The most recent proposal, and the only one generated by the EU so far, is the one by the IPTS (Institute
for Prospective Technological Studies), one of the Joint Research Centres of the European Commission,
which in September 2013 published the final report with the results of the DIGCOMP project
(http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html), launched in 2010 with the objective of
developing a proposed framework for the digital competence all European citizens. The report details
the various aspects of digital competence through a list of 21 competences described in terms of
knowledge, skills and attitudes, which have been specified after a process of data collection (including a
review of existing studies, case studies and an online survey) that was subjected to consultation with
stakeholders (through analysis workshops, online discussions, input from experts, presentations at
seminars and conferences). This framework, which is the result of over two years of work with the
participation of experts from across Europe, is the one we considered that should serve as a common
reference for an adaptation applied to the teaching profession, with measurable indicators that can be
accredited after the relevant training activities. And having the reference of an agreed and newly
developed European framework seems a good starting point to reach the widest possible consensus in
our environment.

4. Overview of the DIGCOMP Proposal.
The DIGCOMP study was launched by the JRC - IPTS IS Unit, under an administrative agreement with the
European Commission’s Directorate General for Education and Culture, in order to contribute to better
understanding and development of digital competence in Europe. The project objective was to identify
comprehensive descriptors of digital competence. The project started in January 2011 and the final
study was published in September 2013: DIGCOMP: A Framework for Developing and Understanding
Digital Competence in Europe.
In the DIGCOMP study it was proposed to create a European agreement on the components of Digital
Competence, through the development of a conceptual framework that could serve as a reference for
frameworks, initiatives, curricula and current certifications.
Definition of Digital Competence
The 2006 European recommendation outlined digital competence as a fundamental core competence,
with the following definition:
"Digital competence involves the confident and critical use of Information Society Technologies(IST) for
work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve,
assess, store, produce, present and exchange information, and to communicate and participate in
collaborative networks via the Internet "(European Parliament and the Council, 2006).
In this definition we find the main skills of digital competence. The definition and explanation of the
components of competence provided in the recommendation offer an overview of digital competence,
it being evident that, when digital tools are used, the operational capacities are a small proportion of the
necessary knowledge. Following the recommendation, information management, communication in
social settings and the ability to use the Internet for learning have become highly relevant fields, also for
critical thinking, creativity and innovation. However, the access devices are increasingly diverse, and we
do not only gain access from the computers that were mentioned in 2006.

As Ferrari (2012) indicates, discourses on literacy tend to focus on the decoding and encoding argument,
i.e. reading and writing, but here we prefer to refer to digital competence as the collection of
knowledge, skills and attitudes needed today to be functional in a digital environment. Therefore, in
addition to the changes introduced by new technologies in reading and writing literacy, we can argue
that digital competence requires a new set of skills, knowledge and attitudes. The acquisition of
competence in the digital age requires an attitude that allows the user to adapt to the new
requirements established by technologies, but also their appropriation and adaptation to one's own
ends and to interact socially around them. Appropriation implies a specific way of acting and interacting
with technology, understanding it and being able to use it for better professional practice.
In general, digital competence can also be defined as the creative, critical and confident use of
information and communication technologies to achieve the objectives related to work, employability,
learning, leisure, inclusion and participation in society.
Common Digital Competence framework
The DIGCOMP framework created by IPTS can be used as a reference tool in order to track the areas and
levels to consider in training plans. The DIGCOMP framework is divided into five descriptive dimensions.
These dimensions reflect a different aspect of the descriptors and different definition phase.
Dimension 1: competence areas that have been identified.
Dimension 2: competences that are pertinent to each area.
Dimension 3: proficiency levels that are foreseen for each competence.
Dimension 4: examples of the knowledge, skills and attitudes applicable to each competence (examples
are not differentiated in proficiency levels).
Dimension 5: examples on the applicability of the competence to different purposes. Here we focus on,
education and learning.
Each of the 21 competences that have been defined are presented in a tabular format that includes: a
brief definition of the competence, descriptors for the three proficiency levels, examples of knowledge,

skills and attitudes related to the competence, and examples of potential usefulness of the competence
for specific purposes, learning, employment, etc.
Areas and competences
The areas of digital competence can be summarised as follows:
1. Information: identify, locate, retrieve, store, organise and analyse digital information, judging its
relevance and purpose.
2. Communication: communicate in digital environments, share resources through online tools,
link with others and collaborate through digital tools, interact with and participate in
communities and networks, cross-cultural awareness.
3. Content-creation: Create and edit new content (from word processing to images and video);
integrate and re-elaborate previous knowledge and content; produce creative expressions,
media outputs and programming; deal with and apply intellectual property rights and licences.
4. Safety: personal protection, data protection, digital identity protection, security measures, safe
and sustainable use.
5. Problem-solving: identify digital needs and resources, make informed decisions on most
appropriate digital tools according to the purpose or need, solve conceptual problems through
digital means, creatively use technologies, solve technical problems, update own and other's
competence.
Areas 1, 2 and 3 are rather linear while areas 4 and 5 are more transversal. This means that while areas
1 to 3 deal with competences that can be re-traced in terms of specific activities and uses, areas 4 and 5
apply to any type of activity carried out through digital means. This does not mean that areas 1, 2, and 3
are not inter-related. Although each area has its own specificity, there are several forced overlapping
points and cross-references to other areas. At this point we need to discuss "Problem solving" (area 5),
competence area which is the most transversal of all. In the framework it is a stand-alone competence
area, but on the other hand elements of problem solving can be found in all of the competence areas.
For instance, the competence area "Information" (area 1) includes the competence "evaluating
information", which is part of the cognitive dimension in problem solving. Communication and content
creation include several elements of problem solving (namely: interacting, collaborating, developing
content, integrating and re-elaborating, programming…). Despite including problem solving elements in

relevant competence areas, it was seen necessary to have a dedicated stand-alone area about problem
solving, owing to the relevance this aspect has on the appropriation of technologies and digital
practices. It can be noted that some of the competences listed in areas 1 to 4 can also be mapped into
area 5.
For each of the above competence areas, a series of related competences have been identified.
Competences in each area vary in number from a minimum of 3 to a maximum of 6. Competences are
numbered, however the progression does not refer to a different degree of attainment (proficiency
levels are foreseen in Dimension 3). The first competence in each area is always the one that includes
more technical aspects: in these specific competences, the knowledge, skills and attitudes have
operational processes as a dominant component. However, technical and operational skills are also
embedded in each competence, but always seeking to refer to the functionality and avoid mention of
specific tools that may change o cease to be used in the near future.

5. The Digital Competence Framework (description according to IPTS proposed
areas)
Area 1: Information
General description:
Identify, locate, retrieve, store, organise and analyse digital information, judging its relevance and
purpose.
Competences:
1.1 Browsing, searching and filtering information.
1.2 Evaluating information.
1.3 Storing and retrieving information.
Dimension 1
Name of area
Information
Dimension 2
Competence title
and description
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find
relevant information, to select resources effectively, to navigate between online sources,
to create personal information strategies.
Dimension 3
Proficiency levels
A- Foundation B- Intermediate C- Advanced
I can do some online
searches through search
engines. I know that
different search engines
can provide different
results.
I can browse the internet
for information and I can
search for information
online. I can articulate
my information needs
and I can select the
appropriate information
I find.
I can use a wide range of search
strategies when searching for
information and browsing on the
Internet. I can filter and monitor
the information I receive. I know
whom to follow in online
information sharing places (e.g.
micro-blogging)
Dimension 4

Knowledge
examples
Understands how information is generated and distributed in digital media.
Is aware of different search engines.
Understands which search engines or databases best answer his/her own information
needs.
Understands how information can be found in different devices and digital media.
Understands how search engines classify information.
Understands how feeding mechanisms work for dynamic information sources.
Understands indexing principles for digital contents.
Skills examples Adjusts searches according to specific needs.
Can follow information presented in hyper-linked and non-linear form.
Uses filters and agents.
Is able to search for keywords that limit the number of hits.
Can refine information searches and using controlled vocabulary specific to the search
tool.
Has a strategic information management skill for goal oriented activities.
Can modify information searches according to how algorithms are built.
Is able to adapt information search strategies to a specific search engine, application or
device.
Attitude examples Has a proactive attitude towards looking for information.
Values the positive aspects of technologies for information retrieval.
Is motivated to seek information for different aspects in his/her life.
Is curious about information storage, management and distribution systems and their
functioning.

Dimension 1
Name of area
Information
Dimension 2
Competence
title and
description
1.2 Evaluating information
To gather, process, understand and critically evaluate information
Dimension 3
Proficiency
levels
A - Foundation B- Intermediate C- Advanced
I know that not all online
information is reliable.
I can compare different
information sources.
I am critical about the information I
find and I can cross-check and assess
its validity and credibility
Dimension 4
Knowledge
examples
Can analyse retrieved information.
Evaluates digital media content.
Judges the validity of content found on the internet or the media, evaluates and interprets
information.
Understands the reliability of different information sources.
Understands differences between online and offline information sources.
Understands that information sources need to be cross-checked
Can transform information into knowledge.
Skills
examples
Is able to deal with information addressed to the user.
Assesses the usefulness, timeliness, accuracy and integrity of the information.
Can compare, contrast, and integrate information from different sources.
Is able to distinguish reliable information from unreliable sources.
Attitude
examples
Recognises that not all information can be found on the Internet.
Is critical about information found.
Is aware that despite globalisation certain countries are more represented on the Internet.

Is aware that search engine mechanisms and algorithms are not necessarily neutral in
displaying the information.
Dimension 1
Name of area
Information
Dimension 2
Competence
title and
description
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise information
and data.
Dimension 3
Proficiency
levels
I know how to save files
and content (e.g. texts,
pictures, music, videos,
and web pages). I know
how to go back to the
content I have saved.
I can save, store or tag
files, content and
information and I have
my own storing strategy.
I can retrieve and
manage the information
and content I have saved
or stored.
I can apply different methods and
tools to organise files, content, and
information. I can deploy a set of
strategies for retrieving the content I
or others have organised and stored
Dimension 4
Knowledge
examples
Understands how information is stored on different devices/services.
Knows different storage media.
Knows different storage options and can select the most appropriate.
Skills
examples
Structures and classifies information and content according to a classification scheme/method.
Organizes information and digital content.
Downloads/Uploads and classifies information and digital content.
Uses various classification schemes to store and manage digital resources and information.
Is able to use information management services, software and applications.

Is able to retrieve and access previously stored information and content.
Is able to tag content.
Attitude
examples
Realises benefits and shortfalls of different storage devices/services (online and local storage
options).
Is aware about the importance of back-ups.
Acknowledges the importance of having an understandable and pragmatic storage
system/scheme for digital resources or information.
Is aware of consequences when storing content as private or as public.
Area 2: Communication
Communicate in digital environments, share resources through online tools, link with others and
collaborate through digital tools, interact with and participate in educational communities and
networks.
Competences:
2.1 Interacting through technologies
2.2 Sharing information and content
2.3 Engaging in online citizenship
2.4 Collaborating through digital channels
2.5 Netiquette
2.6 Managing digital identity.

Dimension 1
Name of area
Communication
Dimension 2
Competence title
and description
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to understand
how digital communication is distributed, displayed and managed, to understand
appropriate ways of communicating through digital media, to refer to different
communication formats, to adapt communication modes and strategies to the
specific audience
Dimension 3
Levels
I can interact with
others using basic
features of
communication tools,
(e.g. mobile phone,
VoIP, chat or email).
I can use several digital
tools to interact with
others using more
advanced features of
communication tools
(e.g. mobile phone,
VoIP, chat, email).
I am engaged in the use of
a wide range of tools for
online communication
(emails, chats, SMS,
instant messaging, blogs,
micro-blogs, SNS). I can
adopt digital modes and
ways of communication
that best fit the purpose. I
can tailor the format and
ways of communication to
my audience. I can
manage the different
types of communication I
receive
Dimension 4
Knowledge
examples
Is aware of different digital communication means (e.g. email, chat, VoIP, video-
conference, SMS).
Knows how messages and emails are stored and displayed.
Knows the functionality of several communication software packages.
Knows the benefits and limits of different means of communications and
distinguishes the ones most appropriate to the context.
Skills examples Is able to send an email, an SMS, write a blog post.

Is able to find and contact peers.
Is able to edit information in order to communicate it through several means
(from sending an email to making a presentation in slides).
Evaluates his/her audience and can tailor communication according to audience.
Is able to filter the communication s/he receives (for instance, sorting out emails,
deciding whom to follow on micro-blogging social sites, etc).
Attitude
examples
Is confident and comfortable in communicating and expressing through digital
media.
Is aware of the code of conduct appropriate to the context.
Is aware of the risks linked with online communication with unknown people.
Is actively engaged in online communication.
Is willing to select the most appropriate communication means according to the
purpose.
Dimension 1
Name of area
Communication
Dimension 2
Competence title
and description
To share with others the location and content of information found, to be
willing and able to share knowledge, content and resources, to act as an
intermediary, to be proactive in the spreading of news, content and resources,
to know about citation and referencing practices and to integrate new
information into an existing body of knowledge.
Dimension 3 A - Foundation B- Intermediate C- Advanced

Levels I can share files and
content with others
through simple
technological means
(e.g. sending
attachments to emails,
uploading pictures on
the internet, etc.)
I can participate in social
networking sites and
online communities,
where I pass on or share
knowledge, content and
information.
I can actively share
information, content and
resources with others
through online
communities, networks
and collaboration
platforms.
Dimension 4
Knowledge
examples
Knows the benefits (for him/herself as well as for others) of sharing content and
information with peers.
Judges the value of the resource to be shared and the target audience to share
it with.
Knows which content/knowledge/resources can be publicly shared.
Knows how/when to acknowledge the source of a particular content.
Skills examples Is able to check the property rights or right to use digital content.
Knows how to share content found on the internet (e.g. how to share a video
within a social networking site) .
Knows how to use social media to promote results of his/her work.
Attitude examples Takes a proactive attitude in the sharing of resources, content and knowledge.
Has his/her own informed opinion about sharing practices, benefits, risks and
limits.
Has an informed opinion on authoring practices for digital resources.
Is aware of copyright issues and rights of use of digital resources.

Dimension 1
Name of area
Communication
Dimension 2
Competence title
and description
To participate in society through online engagement, to seek technological
opportunities for self-development and empowerment in using technologies and
digital environments, to be aware of the potential of technologies for citizen
participation.
Dimension 3
Levels
I know that technology
can be used to interact
with services and I
passively use some (e.g.
online communities,
government, hospital or
medical centres, banks).
I can actively use some
basic features of online
services (e.g.
government, hospitals or
medical centres,
eGovernment services,
etc).
I am actively participating
in online spaces. I know
how to get actively
engaged in online
participation and I can use
several different online
services .
Dimension 4
Knowledge
examples
Knows that technology can be used for engagement in democratic actions (e.g.
lobbying, petitions, parliament).
Knows how technologies and media can enable different forms of civic
participation.
Skills examples Is able to access a number of relevant networks and communities for different
purposes.
Is able to find relevant communities, networks, and social media that correspond
to his/her interests and needs.
Knows and can use the different functionalities of networks, media, and online
services.
Attitude
examples
Is aware of the potential of technologies and media for civic participation.
Has a critical understanding of social media, networks and online communities.
Is involved in social media for digital communication and dissemination,
networks and online communities.

Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and co-
construction and co-creation of resources, knowledge and content.
Dimension 3
Levels
A- Foundation B- Intermediate C- Advanced
I can collaborate with
others using traditional
technologies (e.g.
email).
I can create and discuss
outputs in collaboration
with others using simple
digital tools.
I frequently and
confidently use several
digital collaboration tools
and means to collaborate
with others in the
production and sharing of
resources, knowledge and
content .
Dimension 4
Knowledge
examples
Knows that collaborative processes facilitate content creation
Knows when content creation can benefit from collaborative processes and when
they do not.
Understands the dynamics of collaborative work and of giving and receiving
feedback.
Judges the contribution of others to his/her own work
Has an understanding of different roles needed in diverse forms of online
collaboration.
Skills examples Is able to use the collaborative features of software packages and web-based
collaborative services (e.g. track changes, comments on a document or resource,
tags, contribution to wikis, etc.).
Is able to give and receive feedback.
Can work at a distance with others.
Can use social media for different collaborative purposes.
Attitude
examples
Is willing to share and collaborate with others.
Is ready to function as part of a team.
Seeks new forms of collaboration that are not necessarily based on a previous

face-to-face engagement.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online/virtual
interactions, to be aware of cultural diversity aspects, to be able to protect self
and others from possible online dangers (e.g. cyber bullying), to develop active
strategies to discover inappropriate behaviour.
Dimension 3
Levels
I know basic behaviour
norms that apply when
communicating with
others using digital
tools.
I know the principles of
online etiquette and I
am able to apply them in
my own context.
I can apply the various
aspects of online etiquette
to different digital
communication spaces and
contexts. I have developed
strategies to discover
inappropriate behaviour
Dimension 4
Knowledge
examples
Knows about agreed practices in digital interactions.
Understands the consequences of own behaviour.
Knows about ethical issues in digital media, such as visiting improper websites
and cyber bullying.
Understands that different cultures have different communication and interaction
practices.
Skills examples Has the ability to protect him/herself and others from online threats.
Is able to ban/report abuse and threats.

Has developed strategies for handling cyber bullying and for discovering
inappropriate behaviour.
Attitude
examples
Considers ethical principles of use and publication of information.
Has an advanced sense of suitable behaviour, finely tuned to media context,
audience and legal provisions.
Reveals flexibility and adaptation to different digital communications cultures.
Accepts and appreciates diversity.
Has a safe and sensible attitude in digital activities.
Dimension 1
Name of area
Communication
Dimension 2
Competence title
and description
2.6 Managing digital identity
To create, adapt and manage one or multiple digital identities, to be able to
protect one's e-reputation, to deal with the data that one produces through
several accounts and applications.
Dimension 3
Levels
I am aware of the
benefits and risks
related to digital
identity.
I can shape my online
digital identity and keep
track of my digital
footprint.
I can manage several
digital identities
according to the context
and purpose, I can
monitor the information
and data I produce
through my online
interaction, I know how
to protect my digital
reputation.
Dimension 4

Knowledge
examples
Knows the benefits of having one or more digital identities.
Understands the interlinks between the online and offline world.
Understands that several actors can positively or negatively contribute to
construct his/her digital identity.
Skills examples Has the ability to protect him/herself and others from online threats to their e-
reputation.
Is able to construct a profile that benefits his/her needs.
Can track his/her own digital footprint.
Attitude examples Is aware of the benefits and risks related to online identity exposure.
Is not afraid to disclose certain types of information about self.
Considers multiple ways of expressing his/her own identity and personality
through digital means.
Area 3: Content creation
Create and edit new content (from word processing to images and video); integrate and re-elaborate
previous knowledge and content; produce creative expressions, media outputs and programming; deal
with and apply intellectual property rights and licences.
Competences:
3.1 Developing content
3.2 Integrating and re-elaborating
3.3 Copyright and Licences

3.4 Programming.
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
To create content in different formats including multimedia, to edit and improve
content that s/he has created or that others have created, to express creatively
through digital media and technologies.
Dimension 3
Levels
I can create simple
digital content (e.g.
text, or tables, or
images, or audio,
etc.).
I can produce digital
content in different
formats, including
multimedia (e.g. text,
tables, images, audio,
etc.).
I can produce digital content in
different formats, platforms and
environments. I can use a
variety of digital tools for
creating original multimedia
outputs.
Dimension 4
Knowledge
examples
Knows that digital content can be produced in a variety of forms.
Knows which software/application is best suited to the kind of content s/he wants
to create.
Understands how meaning is produced through multimedia (text, audio, video,
images).
Skills examples Is able to use basic tool packages to create content in different forms (text, audio,
video, images).
Is able to create knowledge representations (e.g. mind maps, diagrams) using digital
media.
Is able to use a variety of media to express him/herself creatively (text, images,
audio, movie).
Is able to edit the content in order to enhance the final output
Attitude
examples
Is not content with commonly used forms of content creation but explores new
ways and formats.

Sees the potential of technologies and media for self-expression and knowledge
creation.
Values the added value of new digital media for cognitive and creative processes.
Is critical about knowledge production and consumption with digital media and
technologies.
Confident to create digital content.
Engages with creative content.
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
To modify, refine and mash-up existing resources to create new, original and
relevant content and knowledge.
Dimension 3
Proficiency
levels
I can make basic
changes to the
content that others
have produced.
I can edit, modify and
refine the content I or
others have produced.
I can mash-up existing items of
content to create new ones.
Dimension 4
Knowledge
examples
Contributes to the public knowledge domain (e.g. wikis, public forums, reviews).
Knows that resources can be built from diverse and non-sequential information
sources.
Knows about different databases and resources that can be remixed and re-used.
Knows that reused content should be referenced.
Skills examples Is able to use edit functions to modify content in simple, basic ways.
Is able to create knowledge representations (e.g. mind maps, diagrams) using digital
media.
Is able to use appropriate licences for authoring and sharing content.
Is able to remix different existing content into something new.
Attitude
examples
Is critical in the selection of content and resources to be re-elaborated.
Judges and appreciates the work of others.

Awareness of existing repositories (e.g.: Open Educational Resources - OER)
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
3.3 Copyright and licences
To understand how copyright and licences apply to information and digital content
Dimension 3
Proficiency
levels
I know that some of
the content I use can
be covered by
copyright.
I have basic knowledge
of the differences about
copyright, copyleft and
creative commons and I
can apply some licences
to the content I create.
I know how different types of
licences apply to the information
and resources I use and create.
Dimension 4
Knowledge
examples
Considers licence regulation principles of use and publication of information.
Understands copyright and licence rules
Knows there are different ways of licensing intellectual property production
Understands differences between copyright, creative commons, copyleft and public
domain licences.
Skills examples Knows how to license own digital production
Knows how to find information on copyright and licence rules.
Attitude
examples
Takes a critical stand towards legal frames and regulations
Behaves independently and assumes responsibility for own behaviour and choices.

Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
3.4 Programming
To apply settings, programme modification, programme applications, software,
devices, to understand the principles of programming, to understand what is behind
a programme.
Dimension 3
Levels
I can modify some
simple functions of
software and
applications (apply
basic settings).
I can apply several
modifications to
software and
applications (advanced
settings, basic
programme
modifications).
I can interfere with (open)
programmes, modify, change or
write source code, code and
programme in several languages,
and I understand the systems
and functions that are behind
programmes
Dimension 4
Knowledge
examples
Knows how digital systems and processes work.
Knows how software works.
Understands technological ecosystems.
Knows about the architectural principles behind technologies.
Skills examples Creates complex models, simulations and visualisations of the real world using
digital information.
Is able to code and programme digital devices.
Can change basic programme settings.
Can apply advanced programme settings.
Attitude
examples
Is aware of the processes behind computational thinking.
Is aware that s/he can apply settings to most of the existing software and is willing
to establish the optimal setting for each program, depending on his/her needs.
Is curious about the potential of ICT for programming and creation of outputs.

Area 4: Safety
Personal protection, data protection, digital identity protection, security measures, safe and sustainable
use.
Competences:
4.1 Protecting devices
4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment.
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
To protect own devices and to understand online risks and threats, to know about
safety and security.
Dimension 3
Levels
I can use basic steps
to protect my devices
(for instance: using
anti-viruses,
passwords, etc.).
I know how to protect
my digital devices, I
update my security
strategies.
I frequently update my security
strategies. I can take action
when the device is under threat.
Dimension 4
Knowledge
examples
Knows that there are several risks associated with the use of technologies.
Knows the latest strategies to avoid risks.

Understands the risks associated with online use of tools and devices.
Skills examples Is able to install an anti-virus.
Is able to take steps to mitigate risk of fraud by using a password.
Is able to protect different devices from threats of the digital world (malware,
viruses etc.).
Attitude
examples
Has a positive but realistic attitude towards the benefits and risks associated with
online technologies.
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
4.2 Protecting personal data
To understand common terms of service, active protection of personal data,
understanding other people’s privacy, to protect self from online fraud and threats
and cyber bullying.
Dimension 3
Levels
I know that I can only
share certain types of
information about
myself or others in
online environments.
I can protect my own
and others’ online
privacy. I have a general
understanding of privacy
issues and I have basic
knowledge of how my
data is collected and
used.
I often change the default
privacy settings of online
services to enhance my privacy
protection. I have an informed
and wide understanding of
privacy issues and I know how
my data is collected and used.
Dimension 4
Knowledge
examples
Understands the terms of use of online services (i.e. the fact that service providers
may use personal data that they collect about users) and can act prudently in this
knowledge.

Knows that many interactive services use information about him or her to filter in
commercial messages in more or less explicit ways.
Can distinguish between data protection and data security.
Knows about appropriate behaviour in the digital domain.
Understands how his/her own digital footprint can be seen and tracked by others.
Knows how data about his/her digital identity can or cannot be used by third parties.
Understands the risk theft of identity and other credentials.
Knows how to protect other people’s data that apply to his/her own context (as a
worker, a parent, a teacher, etc.).
Skills examples Is able to manage his/her digital identity and footprints.
Is able to act prudently regarding privacy issues.
Is able to track down online information about self.
Can delete or modify information about self or others s/he is responsible for.
Attitude
examples
Is aware of online privacy principles of self and of others.
Is aware of the impact and longevity of digital information that s/he considers for
publishing.
Can exploit the benefits of having multiple digital identities to fit a number of
different purposes.
Acts in a critical way when displaying online information about self.
Dimension 1
Name of area
Safety

Dimension 2
Competence
title and
description
To avoid health-risks related with the use of technology in terms of threats to
physical and psychological well-being.
Dimension 3
Levels
I know how to avoid
cyber bullying.
I know that
technology can affect
my health, if
misused.
I know how to protect
myself and others from
cyber bullying and I
understand the health
risks associated with the
use of technologies
(from ergonomic aspects
to addiction to
technologies).
I am aware of the correct use of
technologies to avoid health
problems. I know how to find a
good balance between online
and off-line worlds
Dimension 4
Knowledge
examples
Knows the effect of prolonged use of technologies.
Knows about the addictive aspects of digital media.
Skills examples Is able to manage the distracting aspects of working/living digitally.
Is able to take preventive steps to protect his/her own health and the health of
others she/he is responsible for.
Attitude
examples
Has a balanced attitude towards technological use.
Dimension 1
Name of area
Safety
Dimension 2 4.4 Protecting the environment

Competence
title and
description
To be aware of the impact of ICT on the environment.
Dimension 3
Levels
I take basic measures
to save energy.
I understand the positive
and negative aspects of
the use of technology on
the environment.
I have an informed stance on the
impact of technologies on
everyday life, online
consumption, and the
environment
Dimension 4
Knowledge
examples
Is able to select appropriate and safe digital media, that are efficient and cost-
effective in comparison with other means.
Has a comprehensive mental map of how the online world works.
Understands the technologies s/he is using at a level that is sufficient to underpin
good purchasing or contracting decisions, e.g., about devices or Internet service
providers.
Understands the environmental impact of computers and electronic devices and
how s/he can make them last longer by recycling parts of it (such as changing hard
disks).
Skills examples Is able to use digital services without being completely dependent on them.
Knows how to use digital equipment cost-efficiently and also time-efficiently.
Attitude
examples
Has a positive but realistic attitude towards the benefits and risks associated with
information technologies.
Has understood that the digital environment we are facing can make things better
or worse - it all depends on how we are using it and what rules we find for it.
Is aware of environmental issues related to the use of digital technologies.

Area 5: Problem solving
Identify digital needs and resources, make informed decisions on most appropriate digital tools
according to the purpose or need, solve conceptual problems through digital media, creatively use
technologies, solve technical problems, update own and other's competence.
Competences:
5.1 Solving technical problems.
5.2 Identifying needs and technological responses.
5.3 Innovating and creatively using technology.
5.4 Identifying digital competence gaps.
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.1 Solving technical problems
To identify possible technical problems and solve them (from trouble-shooting to
solving more complex problems).
Dimension 3
Levels
I can ask for targeted
support and assistance
when technologies do
not work or when
using a new device,
programme or
application.
I can solve easy
problems that arise
when technologies do
not work.
I can solve a wide-range of
problems that arise from the
use of technology.
Dimension 4
Knowledge Knows how a computer or digital device is built.

examples
Knows where to look for solving a technical problem.
Knows sources of information and where to find help for technical problem-solving.
Knows where to find the relevant information for the technical and theoretical
solution of problems related to the use of digital resources, tools and services.
Skills examples Uses a widely diverse and well-balanced mix of digital and non-digital technologies
for solving different problems and will dynamically update options and selections
over time.
Is able to solve a technical problem or to decide what to do when technology does
not function.
Attitude
examples
Takes an active approach to solving problems.
Is willing to seek advice when a problem arises.
Can think of alternatives when problems cannot be solved and works have to be
done.
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.2 Identifying needs and technological responses
To assess own needs in terms of resources, tools and competence development, to
match needs with possible solutions, adapting tools to personal needs, to critically
evaluate possible solutions and digital tools .
Dimension 3 A - Foundation B- Intermediate C- Advanced

Levels I can use some
technologies to solve
problems, but for
limited tasks. I can make
decisions when choosing
a digital tool for a
routine practice.
I understand what
technology can do for
me and what it cannot. I
can solve non-routine
tasks by exploring
technological
possibilities. I can select
the appropriate tool
according to the purpose
and I can evaluate the
effectiveness of the tool.
I can make informed decisions
when choosing a tool, device,
application, software or
service for the task I am not
familiar with. I am aware of
new technological
developments. I understand
how new tools work and
operate. I can critically
evaluate which tool serves my
purposes the best.
Dimension 4
Knowledge
examples
Understands the potential and limitations of digital devices and resources.
Knows the wide range of tasks that can be performed using technologies.
Is aware of the most relevant or popular digital technologies used by others (e.g.
peers, reputed experts).
Has reasonable knowledge of available technologies, their strengths and weaknesses
and whether and how they might support the achievement of personal goals.
Skills
examples
Is able to make informed decisions (with human or technological assistance where
appropriate) about which technologies should be used to pursue personally relevant
goals.
Can choose the most appropriate technologies according to the problem to be
solved.
Attitude
examples
Awareness of the value of traditional tools in conjunction with digital networked
media.
Is interested in new information and communication technologies.
Critically evaluates possible solutions using digital tools.

Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.3 Innovating and creatively using technology
To innovate with technology, to actively participate in collaborative digital and
multimedia production, to express oneself creatively through digital media and
technologies, to create knowledge and solve conceptual problems with the support
of digital tools.
Dimension 3
Levels
I know that technologies
and digital tools can be
used for creative
purposes and I can make
some creative use of
technologies.
I can use technologies
for creative outputs and
I can use technologies to
solve problems (i.e.
visualizing a problem). I
collaborate with others
in the creation of
innovative and creative
outputs, but I don’t take
the initiative.
I can solve conceptual
problems taking advantage of
technologies and digital tools,
I can contribute to the
knowledge creation through
technological means, I can
take part in innovative actions
through the use of
technologies. I proactively
collaborate with others to
produce creative and
innovative outputs
Dimension 4
Knowledge
examples
Uses a widely diverse and well-balanced mix of digital and non-digital technologies
for different problems and will dynamically change options over time.
Can solve a theoretical problem, of individual or collective interest, through or with
the support of digital tools.
Knows how to find the relevant knowledge for the solution of theoretical problems
Skills
examples
Knows how to explore the web, the market, or his/her online network when
searching for solutions.

Is capable of exploiting technological potentials in order to identify and solve
problems.
Knows how to solve problems individually and collectively (peer-problem solving)
Is able to build meaningful knowledge through interaction with digitally available
resources.
Is able to use a variety of media to express oneself creatively (text, images, audio,
and video).
Attitude
examples
Is willing to explore alternative solutions that are offered by technologies.
Is pro-active in looking for solutions.
Is pro-active in collaborative problem solving.
Is open to revise his/her values and attitudes according to the situation.
Sees the potential of technologies and media for self-expression and knowledge
creation.
Values the added value of new media for cognitive and creative processes.
Is critical about knowledge production and consumption with media and
technologies
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.4 Identification of digital competence gaps
To understand where own competence needs to be improved or updated, to
support others in the development of their digital competence, to keep up-to-date
with new developments.

Dimension 3
Levels
I have some basic
knowledge, but I am
aware of my limits
when using
technologies.
I know how to learn to
do something new with
technologies.
I frequently update my digital
competence needs
Dimension 4
Knowledge
examples
Understands the wider context of digital tools in a 'digital age' characterised by
globalisation and networks.
Understands where ICT comes from, who develops it and for what purposes.
Has first-hand knowledge and expertise of the major digital technologies used in
his/her field.
Skills examples Possesses the skills to update knowledge about the availability of digital tools.
Is able to stay informed using a combination of active searches and personalised,
automated delivery of information.
Knows how to self-regulate his/her learning about digital technologies.
Can self-manage personal goals and can diagnose deficiencies of digital competence
required for reaching these goals. Can support others in managing and diagnosing.
Is able to learn and integrate the new technologies that emerge.
Is able to learn how to work with any new digital technology by trying it out, and
using its internal guidance.
Is able to adapt smoothly to new technology and to integrate technology into
his/her environment.
Can transfer knowledge.
Includes more and more digital instruments in everyday life to increase the quality
of life.
Attitude
examples
Has a general level of confidence, meaning that s/he is willing to experiment with
new technologies, but also to reject inappropriate technologies.

Reflects on own digital skills and development (the ability to be aware of oneself as
a digitally literate person and to reflect on one’s own digital literacy development).
Holds a positive attitude to learn about emerging digital technologies.
Is able to broaden/update digital competences according to personal/professional
needs.
Is aware of the general trends within new media even if s/he does not use them.

6. Proposed digital competence descriptors for teachers
The DCT descriptors for each competence are outlined below on 3 levels.
Area 1: Information
Identify, locate, retrieve, store, organise and analyse digital information, judging its relevance and
purpose for teaching needs.
Competences:
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant
information for teaching needs, to select educational resources effectively, to manage several sources of
information, to create personal information strategies.
.
Level Descriptor
I (Initial) 1. Locates information in different formats using keywords on search engines
and makes them suitable for inclusion in the design of educational activities.
M (Medium) 2. Configures the web browsers, finds dynamic information sources of interest
to the teaching profession and manages the monitoring of these information
flows for his/her professional updating.
A (Advanced) 3. Designs a customized search strategy and access to information in different

formats that allows the continuous updating of resources, best practices and
educational trends.
1.2 Evaluating information
To gather, process, understand and critically evaluate information.
Level Descriptor
I (Initial) 1. Can critically evaluate a site or resource before using it in the classroom,
by analyzing the author, origin, licences and other data.
2. Evaluates the usefulness of the resources located on the Internet to
support learning in the area, subject or corresponding module.
M (Medium) 3. Knows the restrictions of educational resources posted with copyright
protection and that there are other types of licences that allow reuse or
distribution, whose information s/he can identify.
4. Evaluates the quality of educational resources available on the Internet in
terms of accuracy and alignment with the curriculum.
A (Advanced) 5. Intervenes critically in teaching practice communities by combining,
classifying and disseminating information and educational resources.

1.3 Storing and retrieving information
To manage and store educational information, data and content for subsequent retrieval and use.
Level Descriptor
I (Initial) 1. Is capable of storing information of educational value in different formats
(videos, images, text and web pages) and classifying it in a way that allows it to
be retrieved.
2. Makes backup copies of the information or documentation s/he deems
important and knows how to use external storage spaces for this purpose.
M (Medium) 3. Uses social digital media to mark and organize resources for teaching
purposes.
A (Advanced) 3. Organizes a social strategy, connected to experts, colleagues and students
through digital media, with appropriate methods to organize, store and retrieve
information for educational use.
Area 2: Communication
Communicate in digital environments, share resources through online tools, link with others and
collaborate through digital tools, interact with and participate in educational communities and
networks.

2.1 Interacting through digital media
To interact through a variety of digital devices and applications, to understand how digital
communication is distributed, displayed and managed, to understand appropriate ways of
communicating through digital media, to refer to different communication formats, to adapt
communication modes and strategies to the specific audience.
Level Descriptor
I (Initial) 1. Knows different types of software to communicate, devices suitable for this
purpose and uses them appropriately depending on the purpose and the audience
they are addressed to.
M (Medium) 2. Knows and uses digital work environments to communicate with their students,
other teachers and the educational community in general.
3. Organizes, manages and evaluates interaction activities in digital media and
participates with information accompanied by images, links and videos.
A (Advanced) 4. Participates actively in online communication and manages virtual groups or
communities of educational interest.
5. Is able to organize and moderate virtual sessions on matters of interest to the
educational community.
To share with others the location and content of information found, to be willing and able to share
knowledge, content and educational resources, to act as an intermediary, to be proactive in the
spreading of news, content and resources, to know about citation practices and references, and to
integrate new information into an existing body of knowledge.

Level Descriptor
I (Initial) 1. Shares contents and educational resources in different formats in virtual work
environments, respecting the practices of citing and referencing.
M (Medium) 2. Selects and communicates news, content and educational resources found in
different social networks and virtual communities.
A (Advanced) 3. Contributes to sharing of information and content in the educational community,
integrating new information into the existing body of knowledge.
To participate in society through online engagement, to seek technological opportunities for self-
development and empowerment in using technologies and digital environments, to be aware of the
potential of technologies for citizen participation.
Level Descriptor
I (Initial) 1. Knows spaces and services for network sharing in which s/he intervenes
sporadically.
M (Medium) 2. Locates and selects network sharing services based on their educational value and
encourages student participation.
3. Actively participates in online communities and social networks for updating and
professional development.
A (Advanced) 4. Encourages the educational community to be aware of the potential of technology
for citizen participation by carrying out networking projects and activities.

2.4 Collaborating through digital media
To use digital media for team work, collaborative processes and co-construction and co-creation of
resources, knowledge and content.
Level Descriptor
I (Initial) 1. Uses digital media to collaborate with others in performing their educational
tasks.
2. Knows communication strategies to share experiences and resources.
M (Medium) 3. Uses various digital media to develop resources and knowledge in collaboration
with other teachers or their students.
4. Promotes, creates, organizes and actively participates in collaborative network
projects.
A (Advanced) 5. Organizes a common strategy for using social networks and digital media for
collaboration in the educational community.
2.5 Netiquette
To know and to observe behavioural norms in online/virtual interactions, to be aware of cultural
diversity aspects, to be able to protect self and others from possible online dangers (e.g. cyber bullying),
to develop active strategies to discover inappropriate behaviour.
Level Descriptor
I (Initial) 1. Knows the basic rules of behaviour and laws on communication in digital media

and practice with students.
M (Medium) 2. Teaches students to be aware of cultural diversity aspects and appropriate
behaviour in various digital contexts depending on the audience they are addressed
to.
A (Advanced) 3. Develops strategies to detect unsuitable behaviours and develops action
protocols.
2.6 Managing digital identity
To create, adapt and manage digital identity, to be able to protect one's e-reputation, to deal with the
data that one produces through several accounts and applications.
Level Descriptor
I (Initial) 1. Knows that the data provided in the use of digital media make up his/her digital
identity and values the importance of managing it properly.
M (Medium) 2. Helps students learn to manage their digital identity.
3. Updates his/her professional teaching profile by reflecting the educational tasks
performed and resources shared on the network.
A (Advanced) 4. Manages personal and institutional profiles effectively with the right tools to work
collaboratively on different social networks with the educational community.

Area 3: Content creation
Create and edit new content (from word processing to images and video); integrate and re-elaborate
previous knowledge and content; produce creative expressions, multimedia contents and programming;
deal with and apply intellectual property rights and licences.
To create content in different formats including multimedia, to edit and improve content that s/he has
created or that others have created, to express creatively through digital media.
Level Descriptor
I (Initial) 1. Creates simple digital and educational materials (text, images, tables) and shares
in networks.
M (Medium) 2. Creates and manages web spaces where multimedia educational content is
published and adapted to the learning needs of students.
A (Advanced) 3. Uses a wide variety of means by which s/he creates and edits digital educational
content in a creative and innovative way.
4. Facilitates the development of projects with other teachers involving digital
content creation, training, innovation in methodologies and work in virtual
learning and teaching environments.

To modify, refine and mash-up existing resources to create new, original and relevant content and
knowledge to facilitate teaching and learning.
Level Descriptor
I (Initial) 1. Knows how to use a digital editor to modify own educational content and that
belonging to others that s/he has previously compiled using various devices.
M (Medium) 2. Integrates, combines and re-elaborates digital content and turns it into new
and creative digital content, licensing it properly.
3. Collaborates and contributes to the creative reuse of digital content in virtual
teaching and learning communities.
A (Advanced) 4. Uses a wide range of resources to combine and re-use digital educational
content and uses collaboration environments to promote their collective use.
3.3 Copyright and licences
To understand how copyright and licences apply to information and content.
Level Descriptor
I (Initial) 1. Knows and respects the rules on copyright and the different types of licenses
when using educational materials.
M (Medium) 2. Knows the rules applicable to the use of online educational materials and
knows how to license his/her own digital production.

A (Advanced) 3. Applies the legal framework relating to copyright in the installation and
maintenance of digital media.
4. Disseminates and promotes open licensing among the educational
community.
3.4 Programming
To make modifications to programmes, applications, software, devices, to understand the principles of
programming, to understand what is behind a programme.
Level Descriptor
I (Initial) 1. Modifies the basic configuration of digital media for the needs of his/her
teaching job.
M (Medium) 2. Modifies the advanced features of digital media in relation to the needs of
his/her teaching job.
A (Advanced) 3. Effectively modifies the source code of digital media and programmes in
virtual teaching and learning environments.
4. Creates virtual communication channels and programmes them properly for
development of educational projects.

Area 4: Safety
Personal information and data protection, digital identity protection, security measures, safe and
sustainable use.
To protect own devices and to understand online risks and threats, to know about safety and security.
Level Descriptor
I (Initial) 1. Performs basic maintenance and protection of the devices used: system,
software and password updates.
M (Medium) 2. Performs frequent upgrades and protection of the devices used, is aware of
the risks of digital environments and guides the students to adopt safer
behaviours.
A (Advanced) 3. Organizes a methodical and consistent strategy for protecting various devices.
4. Continuously updates knowledge about risks in digital media and knows
network spaces to consult known security issues and solve them.
4.2 Protecting personal data and digital identity
To understand common terms of use for digital programmes and services, active protection of personal
data, understanding other people’s privacy, to protect self from online fraud and threats and cyber
bullying.

Level Descriptor
I (Initial) 1. Understands the privacy policy of digital environments used and knows how to
protect sensitive personal data.
M (Medium) 2. Knows how to collect and use their private data and recognizes his/her digital
fingerprint.
3. Maintains an active role in the management and protection of his/her own
digital identity and that of their students.
A (Advanced) 4. Knows the existing legislation on data protection, frequently checks the privacy
settings of digital environments used and can use his/her digital fingerprint if
affected by third parties.
To avoid health-risks related with the use of technology in terms of threats to physical and psychological
well-being.
Level Descriptor
I (Initial) 1. Knows, detects and is able to avoid general risks to physical health and
psychological well-being caused by the misuse of digital media.
M (Medium) 2. Knows and applies protocols for prevention of conflict situations of a social and
psychological nature in the use of digital media.

A (Advanced) 3. Creates strategies to prevent misuse of digital environments and devices.
4.4 Protecting the environment
To be aware of the impact of ICT on the environment.
Level Descriptor
I (Initial) 1. Knows how to reduce energy consumption in the use of digital devices and
has information about the environmental problems associated with their
manufacture, use and disposal.
M (Medium) 2. Has informed opinions about the positive and negative aspects of the use of
technology on the environment and knows how to optimize the use of the
devices.
A (Advanced) 3. Organizes strategies for efficient use of digital devices and makes proper
purchasing and disposal decisions according to the educational activities
carried out with them.
Area 5: Problem solving
Identify digital needs and resources, make informed decisions on most appropriate digital tools
according to the purpose or need, solve conceptual problems through digital media, creatively use
technologies, solve technical problems, update own and other's competence.

5.1 Solving technical problems
To identify possible technical problems and solve them (solving from basic problems to solving more
complex problems).
Level Descriptor
I (Initial) 1. Knows the characteristics of devices, tools, environments and digital services
used regularly in his/her teaching job and are able to identify a technical
problem, clearly explaining what the malfunction is.
M (Medium) 2. Resolves non-complex technical problems related to digital devices and
environments commonly used in their professional duties with the help of
technical manuals or information available.
A (Advanced) 3. Has a sufficiently advanced knowledge of the characteristics of digital
devices, tools and environments used to independently solve technical
problems as they arise.
4. Helps others in the education community and works with them in solving
technical problems in the routine use of digital devices, tools and environments.
Uses collaborative learning spaces and participates in communities to find
solutions to technical problems.
5.2 Identifying needs and technological responses
To assess own needs in terms of resources, tools and competence development, to match needs with
possible solutions, adapting tools to personal needs, to critically evaluate possible solutions and digital
tools.

Level Descriptor
I (Initial) 1. Knows how to browse and select digital tools and resources to meet learning
needs and solve common teacher-related work tasks.
2. Is able to locate and use virtual learning environments and follow online
courses for teacher training.
M (Medium) 3. Can critically assess the different possibilities that environments, tools and
digital services offer to resolve the teachers' work-related tasks and select the
one best suited to the needs of the moment.
A (Advanced) 4. Creates own digital repositories that are maintained updated and regularly
used to meet the needs identified in his/her work and professional
development of teachers.
5. Participates in virtual learning communities where needs related to teaching
work are identified and technological solutions are proposed and passed on to
members of the educational community.
5.3 Innovating and creatively using technology
To innovate with technology, to actively participate in collaborative digital and multimedia production,
to express oneself creatively through digital media and technologies, to create knowledge and solve
conceptual problems with the support of digital tools.
Level Descriptor
I (Initial) 1. Uses technologies in his/her usual professional work to find alternative and
innovative solutions that facilitate learning tasks.

M (Medium) 2. Uses technologies to analyze needs in his/her daily work, manage innovative
solutions and participate in creative projects, dynamically adapting and
complementing digital media offered by his/her organization for their teaching
duties.
A (Advanced) 3. Knows a wide range of creative and innovative ways to use technologies for
application in teaching and creatively updates them according to the evolution
of digital media and learning needs.
4. Actively involved in professional communities of practice that share creative
and innovative initiatives for educational use of digital media, also disseminating
best practices and initiatives in the educational community.
5.4 Identification of digital competence gaps
To understand where own competence needs to be improved or updated, to support others in the
development of their digital competence, to keep up-to-date with new developments.
Level Descriptor
I (Initial) 1. Identifies the deficiencies of students in the use of digital media for
learning, as well as their own in their professional development as teachers.
M (Medium) 2. Searches, explores and experiments with emerging digital technologies that
help him/her stay up-to-date and cover possible gaps in the digital
competence needed for his/her teaching and professional development.
A (Advanced) 3. Organizes his/her own learning and updating system, makes changes and
methodological adaptations for continuous improvement of the educational
use of digital media, which is shared with the educational community,
supporting others in the development of their digital competence.

Annex I: Glossary
There are some basic terms that are used in this report that are based on currently endorsed definitions.
The DIGCOMP project aims to support framework and guidelines development, as such the European
Qualifications Framework – EQF – has been used as a reference for several aspects, including the
definition of some basic terms (European Parliament and the Council, 2008).
Knowledge
‘Knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the
body of facts, principles, theories and practices that is related to a field of work or study. In the context
of the European Qualifications Framework, knowledge is described as theoretical and/or factual.
Skills
‘Skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems.
In the context of the European Qualifications Framework, skills are described as cognitive (involving the
use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of
methods, materials, tools and instruments).
Attitudes
‘Attitudes’ are conceived as the motivators of performance, the basis for continued competent
performance. They include values, aspirations and priorities.
Competence
There are two slightly different definitions of ‘competence’ in the recent European policy
recommendations. In the Key Competences Recommendation, ‘competence’ is defined as a
combination of knowledge, skills and attitudes appropriate to the context (European Parliament and the
Council, 2006). In the European Qualifications Framework recommendation, ‘competence’ is seen as the
most advanced element of the framework descriptors and is defined as the proven ability to use
knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in
professional and personal development. Furthermore, in the context of the European Qualifications
Framework, competence is described in terms of responsibility and autonomy (European Parliament and
the Council, 2008).

Dimensions
The concept of "dimension", as used in this work, has been borrowed from the eCompetence
framework for ICT professionals. In both works, the word 'dimension' refers to the structure of the
framework, i.e. the way in which the content of the framework is displayed. In this report, 5 dimensions
have been identified: dimension 1 refers to the areas of digital competence, dimension 2 to the
competences that belong to each area, dimension 3 to the levels that are foreseen for each
competence, dimension 4 to the examples per each competence of the relevant knowledge, skills and
attitudes that are needed, and finally, dimension 5 to the purpose (or context) where each specific
competence can be applied.
Purpose
In this work, purpose refers to the context of applicability of each competence. Digital technologies are
more and more used in domains (at work, school, home) and with different finalities (entertainment,
social life, work, learning). Therefore, the purposes depicted here show how the specific competence
can be applied to that specific context. In other words, they translate the general competence
description into a more real-life example. The purposes that have been identified are: Leisure; Social;
Buying and Selling; Learning; Employment; Citizenship; Well-being. Only Learning and Employment are
included as descriptions in this report.
 Leisure: use of technologies for entertainment or personal issues (examples include: looking for
flights for holidays, gaming, reading ebooks, watching web-streamed videos, listening to music
through digital tools);
 Social: interact with friends and peers with digital tools (examples include: sending emails or
SMS, participating to social networking sites, linking with others through online communities);
 Buying and Selling: using online resources to buy and sell goods, ecommerce, online
consumerism (examples include: buying a flight or train ticket online, buying applications and
software, buying and selling virtual goods such as items to be used in virtual words in video-
game environments, taking part in consumer-to-consumer services);
 Learning: using technologies for life-long learning (examples include: using reference software
when writing a university assignment, using the web to browse for information, using
specialised subscriptions to access scientific articles, using online communities as a network for
the exchange of knowledge);
 Employment: using technologies to perform different types of work (examples include: using
software to register orders of clients in a bar and to calculate the bill, using spreadsheet to
calculate budget, understanding wireless settings of mechanic machines);

 Citizenship: using technologies to use services and to take active part in civic life (examples
include: online banking, eGovernment, eCommerce)
 Well-being: using technologies for health-related purposes (examples include: taking
appointments with the doctor, checking online information for health related issues, using a
track system log data about sport activities).

Annex II: Summary of digital competence descriptors for teachers by levels.
Initial Level
Information
1.1 Browsing, searching
and filtering information
1. Locates information in different formats using keywords on search
engines and makes them suitable for inclusion in the design of
educational activities.
1.2 Evaluating
information
2. Can critically evaluate a site or resource before using it in the
classroom, by analyzing the author, origin, licences and other data.
3. Evaluates the usefulness of the resources located on the Internet
to support learning in the area, subject or corresponding module.
1.3 Storing and
retrieving information
4. Is capable of storing information of educational value in different
formats (videos, images, text and web pages) and classifying it in a
way that allows it to be retrieved.
5. Makes backup copies of the information or documentation s/he
deems important and knows how to use external storage spaces for
this purpose.
Communication
2.1. Interacting through
digital media
6. Knows different types of software to communicate, devices
suitable for this purpose and uses them appropriately depending on
the purpose and the audience they are addressed to.
2.2 Sharing information
and content
7. Shares contents and educational resources in different formats in
virtual work environments, respecting the practices of citing and
referencing.
2.3 Engaging in online
citizenship
8. Knows spaces and services for network sharing in which s/he
intervenes sporadically.

2.4 Collaborating
through digital media
9. Uses digital media to collaborate with others in performing their
educational tasks.
10. Knows communication strategies to share experiences and
resources.
2.5 Netiquette 11. Knows the basic rules of behaviour and laws on communication
in digital media and practice with students.
2.6. Managing digital
identity
12. Knows that the data provided in the use of digital media make up
his/her digital identity and values the importance of managing it
properly.
ContentCreation
3.1 Developing content 13. Creates simple digital and educational materials (text, images,
tables) and shares in networks.
3.2 Integrating and re-
elaborating
14. Knows how to use a digital editor to modify own educational
content and that belonging to others that s/he has previously
compiled using various devices.
3.3 Copyright and
licences
15. Knows and respects the rules on copyright and the different
types of licences when using educational materials.
3.4 Programming 16. Modifies the basic configuration of digital media for the needs of
his/her teaching job.
Safety
4.1 Protecting devices 17. Performs basic maintenance and protection of the devices used:
system, software and password updates.
4.2 Protecting personal
data and digital entity
18. Understands the privacy policy of digital environments used and
knows how to protect sensitive personal data.
4.3 Protecting health 19. Knows, detects and is able to avoid general risks to physical
health and psychological well-being caused by the misuse of digital
media.

4.4 Protecting the
environment
20. Knows how to reduce energy consumption in the use of digital
devices and has information about the environmental problems
associated with their manufacture, use and disposal.
Solvingtechnicalproblems
5.1 Solving technical
problems
21. Knows the characteristics of devices, tools, environments and
digital services used regularly in his/her teaching job and is able to
identify a technical problem, clearly explaining what the malfunction
is.
5.2 Identifying needs
and technological
responses
22. Knows how to browse and select digital tools and resources to
meet learning needs and solve common teacher-related work tasks.
23. Is able to locate and use virtual learning environments and follow
online courses for teacher training.
5.3 Innovating and
creatively using
technology
24. Uses technologies in his/her usual professional work to find
alternative and innovative solutions that facilitate learning tasks.
5.4 Identification of
digital competence gaps
25. Identifies the deficiencies of students in the use of digital media
for learning, as well as their own in their professional development
as teachers.

Medium Level
Information
1.1 Browsing, searching and filtering
information
1. Configures the web browsers, finds dynamic
information sources of interest to the teaching
profession and manages the monitoring of these
information flows for their professional updating.
1.2 Evaluating information 2. Knows the restrictions of educational resources
posted with copyright protection and that there are
other types of licences that allow reuse or
distribution, whose information s/he can identify.
4. Evaluates the quality of educational resources
available on the Internet in terms of accuracy and
alignment with the curriculum
1.3 Storing and retrieving information 4. Uses social digital media to mark and organize
resources for teaching purposes
Communication
2.1. Interacting through digital media 5. Knows and uses digital work environments to
communicate with their students, other teachers
and the educational community in general.
6. Organizes, coordinates and evaluates interaction
activities in digital media and participates with
information accompanied by images, links and
videos.
2.2 Sharing information and content 7. Selects and communicates news, educational
content and resources found in different social
networks and virtual communities.
2.3 Engaging in online citizenship 8. Locates and selects network sharing services
based on their educational value and encourages
student participation.
9. Actively participates in online communities and
social networks for updating and professional

development.
2.4 Collaborating through digital media 10. Uses various digital media to develop resources
and knowledge in collaboration with other teachers
or their students.
11. Promotes, creates, organizes and actively
participates in collaborative network projects.
2.5 Netiquette 12. Teaches students to be aware of cultural
diversity aspects and appropriate behaviour in
various digital contexts depending on the audience
they are addressed to.
2.6. Managing digital identity 13. Helps students learn to manage their digital
identity.
14. Updates his/her professional teaching profile by
reflecting the educational tasks performed and
resources shared on the network.
ContentCreation
3.1 Developing content 15. Creates and manages web spaces where
multimedia educational content is published and
adapted to the learning needs of students.
3.2 Integrating and re-elaborating 16. Integrates, combines and re-elaborates digital
content and turns it into new and creative digital
content, licensing it properly.
17. Collaborates and contributes to the creative
reuse of digital content in virtual teaching and
learning communities.
3.3 Copyright and licences 18. Knows the rules applicable to the use of online
educational materials and knows how to license
his/her own digital production
3.4 Programming 19. Modifies the advanced features of digital media
in relation to the needs of his/her teaching job.

Safety
4.1 Protecting devices 20. Performs frequent upgrades and protection of
the devices used, is aware of the risks of digital
environments and guides the students to adopt
safer behaviours.
4.2 Protecting personal data and digital
identity
21. Knows how to collect and use their private data
and recognizes his/her digital fingerprint.
22. Maintains an active role in the management and
protection of his/her own digital identity and that of
their students.
4.3 Protecting health 23. Knows and applies protocols for prevention of
conflict situations of a social and psychological
nature in the use of digital media.
4.4 Protecting the environment 24. Has informed opinions about the positive and
negative aspects of the use of technology on the
environment and knows how to optimize the use of
the devices.
Solvingtechnicalproblems
5.1 Solving technical problems 25. Resolves non-complex technical problems
related to digital devices and environments
commonly used in their professional duties with the
help of technical manuals or information available.
5.2 Identifying needs and technological
responses
26. Can critically assess the different possibilities
that environments, tools and digital services offer to
resolve the teachers' work-related tasks and select
the one best suited to the needs of the moment.
5.3 Innovating and creatively using
technology
27. Uses technologies to analyze needs in his/her
daily work, manage innovative solutions and
participate in creative projects, dynamically adapting
and complementing digital media offered by his/her
organization for their teaching duties.
5.4 Identification of digital competence 28. Searches, explores and experiments with
emerging digital technologies that help him/her stay

gaps up-to-date and cover possible gaps in the digital
competence needed for his/her teaching and
professional development.
Advanced Level
Information
1.1 Browsing, searching and filtering
information
1. Designs a customized search strategy and access
to information in different formats that allows the
continuous updating of resources, best practices and
educational trends.
1.2 Evaluating information 2. Intervenes critically in teaching practice
communities by combining, classifying and
disseminating information and educational
resources.
1.3 Storing and retrieving information 3. Organizes a social strategy, connected to experts,
colleagues and students through digital media, with
appropriate methods to organize, store and retrieve
information for educational use.
Communication
2.1. Interacting through digital media 4. Participates actively in online communication and
manages virtual groups or communities of
educational interest.
5. Is able to organize and moderate virtual sessions
on matters of interest to the educational
community.
2.2 Sharing information and content 6. Selects and communicates news, educational
content and resources found in different social
networks and virtual communities.

2.3 Engaging in online citizenship 7. Encourages the educational community to be
aware of the potential of technology for citizen
participation by carrying out networking projects
and activities.
2.4 Collaborating through digital media 8. Organizes a common strategy for using social
networks and digital media for collaboration in the
2.5 Netiquette 9. Develops strategies to detect unsuitable
behaviours and develops action protocols.
2.6. Managing digital identity 10. Manages personal and institutional profiles
effectively with the right tools to work
collaboratively on different social networks with the
ContentCreation
3.1 Developing content 11. Uses a wide variety of means by which s/he
creates and edits digital educational content in a
creative and innovative way.
12. Facilitates the development of projects with
other teachers involving digital content creation,
training, innovation in methodologies and work in
virtual learning and teaching environments.
3.2 Integrating and re-elaborating 13. Uses a wide range of resources to combine and
re-use digital educational content and uses
collaboration environments to promote their
collective use.
3.3 Copyright and licences 14. Applies the legal framework relating to copyright
in the installation and maintenance of digital media.
15. Disseminates and promotes open licensing
among the educational community.
3.4 Programming 16. Effectively modifies the source code of digital
media and programmes in virtual teaching and

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