Reflections on digital literacy and digital competence for teachers in education. Project Portfolio of digital competence of teachers. Elinet conference MADRID.
Certificate of Attendance_ BELGRADE.SCAPESLAB - BiG PROJECTS_Nebojša VilotićNeboj?a Viloti?
This certificate recognizes that Nebojša Vilotić participated in the BELGRADE.SCAPES:LAB conference from April 4-8, 2014 in Belgrade, Serbia. The conference included panels and workshops discussing urban development in Belgrade. Mr. Vilotić was a member of a workshop called "Agreement Arena" which simulated dialogue to establish agreements on transforming part of Belgrade. The workshop aimed to establish common values among stakeholders.
Online Intercultural Exchange provides opportunities for students to develop transversal skills like navigating tools, managing identity, and understanding language and cultural differences through online interactions with others from different backgrounds. It involves information exchange, collaborative tasks, and comparative analysis activities. Frameworks have been developed for badging achievements in online intercultural exchange, drawing from typologies of telecollaborative tasks and the learning process.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Building Digital Learning Practises for Finnish GovernmenteOppiva
1) Petteri Kallio discussed building digital learning practices for the Finnish government by shifting from an industrial learning paradigm to a network learning model suited for today's networked society.
2) He outlined key competencies needed by civil servants, including skills related to digitalization, management, communication, and lifelong learning.
3) Kallio proposed a playbook for designing and executing digital learning projects in a collaborative manner through co-creation workshops, manuscript development, production, and evaluation.
This document summarizes a presentation on shaping information literacy education for refugees. It discusses how digital skills and job orientation programs for refugees in Germany currently fail to provide targeted skills for the job market. It then presents results from studies on refugees' digital skills, including that they have high internet affinity but struggle with tasks like searching in a second language. It outlines a curriculum developed to integrate digital skills training into job orientation programs, with modules on basics, job searching, applications and work. The goal is to provide applicable skills and increase awareness of information needs for successful job searching. Future work will include diagnostic tools and digital learning modules.
The document summarizes the role of the Knowledge Exchange KariaNet program, a partnership between the International Fund for Agricultural Development (IFAD) and the International Development Research Centre (IDRC). It discusses KariaNet's activities in supporting knowledge generation, dissemination, and management in rural development projects across 5 countries in the Middle East and North Africa region. Key activities included training, creating platforms for online collaboration, and funding project workplans. KariaNet also aimed to create national networks and enhance the effectiveness of projects by introducing knowledge management approaches through research and collaboration between practitioners, researchers, and funders working on food security, rural enterprise development, and knowledge management topics.
2013 Cultural Heritage Creative Tools and Archives Workshop" (CHCTA), National Museum of Denmark, Copenhagen, 26-27 June 2013, Final Session-Panel summary slides by Erik Champion for 5 minute talk..(url"http://chta.wordpress.com)
Certificate of Attendance_ BELGRADE.SCAPESLAB - BiG PROJECTS_Nebojša VilotićNeboj?a Viloti?
This certificate recognizes that Nebojša Vilotić participated in the BELGRADE.SCAPES:LAB conference from April 4-8, 2014 in Belgrade, Serbia. The conference included panels and workshops discussing urban development in Belgrade. Mr. Vilotić was a member of a workshop called "Agreement Arena" which simulated dialogue to establish agreements on transforming part of Belgrade. The workshop aimed to establish common values among stakeholders.
Online Intercultural Exchange provides opportunities for students to develop transversal skills like navigating tools, managing identity, and understanding language and cultural differences through online interactions with others from different backgrounds. It involves information exchange, collaborative tasks, and comparative analysis activities. Frameworks have been developed for badging achievements in online intercultural exchange, drawing from typologies of telecollaborative tasks and the learning process.
In June 2020 a two-day workshop titled ‘Disrupting digital monolingualism’ was held , bringing together leading researchers, educators, digital practitioners, language-focused professionals, policy makers and other interested parties to address the challenges of multilingualism in digital spaces and to collectively propose new models and solutions.
The workshop aimed to combine both conceptual (strategy, policy and theory) and practical perspectives (digital ecosystems, methods and tools with a focus on language), and in so doing to strengthen connections between numerous overlapping digital and languages-driven conversations and initiatives along four axes of action:
• Linguistic and geocultural diversity in digital knowledge infrastructures
• Working with multilingual data
• Transcultural and translingual approaches to digital study
• Artificial intelligence, machine learning and NLP in language worlds
Presentation at Global MSU symposium http://msuglobaldh.org/schedule/ 13 April 2021
Building Digital Learning Practises for Finnish GovernmenteOppiva
1) Petteri Kallio discussed building digital learning practices for the Finnish government by shifting from an industrial learning paradigm to a network learning model suited for today's networked society.
2) He outlined key competencies needed by civil servants, including skills related to digitalization, management, communication, and lifelong learning.
3) Kallio proposed a playbook for designing and executing digital learning projects in a collaborative manner through co-creation workshops, manuscript development, production, and evaluation.
This document summarizes a presentation on shaping information literacy education for refugees. It discusses how digital skills and job orientation programs for refugees in Germany currently fail to provide targeted skills for the job market. It then presents results from studies on refugees' digital skills, including that they have high internet affinity but struggle with tasks like searching in a second language. It outlines a curriculum developed to integrate digital skills training into job orientation programs, with modules on basics, job searching, applications and work. The goal is to provide applicable skills and increase awareness of information needs for successful job searching. Future work will include diagnostic tools and digital learning modules.
The document summarizes the role of the Knowledge Exchange KariaNet program, a partnership between the International Fund for Agricultural Development (IFAD) and the International Development Research Centre (IDRC). It discusses KariaNet's activities in supporting knowledge generation, dissemination, and management in rural development projects across 5 countries in the Middle East and North Africa region. Key activities included training, creating platforms for online collaboration, and funding project workplans. KariaNet also aimed to create national networks and enhance the effectiveness of projects by introducing knowledge management approaches through research and collaboration between practitioners, researchers, and funders working on food security, rural enterprise development, and knowledge management topics.
2013 Cultural Heritage Creative Tools and Archives Workshop" (CHCTA), National Museum of Denmark, Copenhagen, 26-27 June 2013, Final Session-Panel summary slides by Erik Champion for 5 minute talk..(url"http://chta.wordpress.com)
Enabling and Empowering Staff and Students to Flourish in the Digital Age: Bl...CONUL Teaching & Learning
This document summarizes a presentation given by Liz Dore and Blaneth McSharry at the CONUL Teaching and Learning Annual Seminar in 2015. It discusses the National Forum project team that is developing a digital skills framework for Irish higher education. The framework is intended to be flexible and informed by existing models while addressing skills needed by students, staff, and for employment. It will be created through collaboration and input from the educational community.
Liz Dore along with Blaneth McSharry from NUIG presented this at the CONUL Teaching & Learning Seminar at TCD in November 2015. It summarises the work to date on the digital literacy work undertaken by the All Aboard consortium.
School on the Cloud: 24/7/365 @LearningKarl Donert
The document discusses the challenges facing education with the rise of cloud computing. It summarizes the work of the European School on the Cloud network, which has 57 partners exploring how education should respond to cloud technologies. The network found many isolated small-scale cloud initiatives in education across Europe. It identified challenges including a lack of clear vision and policy, readiness for cloud adoption, developing e-leadership skills, and dealing with potential disruption. Future areas to explore include smart city learning environments and linking cloud services to individual learners' needs. The network seeks to provide guidance and stimulate further projects on topics like future scenarios and context-specific cloud-based solutions.
This document summarizes information presented by Félix Serrano Delgado at the 2nd World Open Educational Resources Congress in Ljubljana, Slovenia on September 18, 2017. It describes several open educational initiatives in Spain including Procomún, a repository of open educational resources created by the Spanish Ministry of Education and regional governments. It provides details on the features and growth of Procomún, including statistics on resources by type, language and subject area. It also summarizes another initiative called The Adventure of Learning which shares open video content, teaching guides, and articles. Finally, it outlines Spain's open online teacher training offerings through INTEF including MOOCs, NOOCs, EduPills mobile training app
The GRIAL research group was established at the University of Salamanca to conduct interdisciplinary research in fields related to human-computer interaction and e-learning. The group has numerous national and international research projects, teaches various university courses, and provides consulting services related to e-learning/technology solutions. Current projects include the MIH project to develop multilingual teaching tools on history and geography, and the ELVIN project to create an online social network for language learning in public administration.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
OER in Italy: policies and initiatives in school and universityMatteo Uggeri
This presentation shows the results of an in depth mapping done in June 2014 by Matteo Uggeri for the EU funded project POERUP.
The analysis investigates the existance of government policies at a national or regional level for the use of Open Educational Resources (OER). Moreover, also the singular initiatives have been listed and shortly described.
The research investigated both the school and the university sector, including MOOCs.
The slides include screen-captures of most of the cases listed.
School on the Cloud Project Update 2015Karl Donert
The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.
Teaching languages for specific purposes in a dynamic digital era: The power...Kristi Jauregi Ondarra
This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
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The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
MuSa. Combined use of mooc, e learning and workplace learning to support prof...EADTU
Blended and Online education webinar week day 1: MuSa. Combined use of mooc, e learning and workplace learning to support professional development the case of project musa. By Prof. Achilles Kameas, Hellenic Open University, Greece
This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
The document outlines the Game-It project which aims to develop a platform combining semantic knowledge management, interactive educational scenarios, and advanced multiplayer gaming technologies. This platform will integrate digital knowledge organization, pedagogical benefits of game-based learning, and interaction enabled by online multiplayer games in cooperative and competitive environments. The project will produce around 50 ready-to-use scenarios for primary and secondary education covering various school subjects.
The document discusses the Digital Curator Vocational Education Europe (DigCurV) project. It aims to support and extend vocational training for digital curators in libraries, archives, and museums across Europe. The project will identify existing training opportunities and needs, develop an initial curriculum framework, and disseminate results to promote its use within and between countries. It will also help develop an international community of practice for digital curation training.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
Este documento describe varias tecnologías y cómo afectan a los datos personales, incluyendo redes sociales, computación en la nube, big data e inteligencia artificial. También analiza cómo el INAP gestiona grandes volúmenes de datos personales de ciudadanos en sus sistemas de información y la necesidad de evaluar y mitigar los riesgos para los derechos y libertades. Se incluye un estudio de caso sobre la plataforma de formación Moodle del INAP y cuestiones de responsabilidad y políticas sobre datos cuando se cede a otras ent
2019 0911 ntg next tourism generation madrid anfitriones training programFelix Serrano Delgado
The document summarizes Spain's Anfitriones tourism training program. It discusses:
- The program's goal to promote quality tourism training through courses on culture of detail and destination management.
- Plans to improve the program's scope and impact, including defining a new open training methodology based on EU education principles and digital competencies.
- The development of an open framework of tourism worker skills and a new scalable training model using MOOCs to expand coverage of basic competencies.
- Anfitriones' 2018-2020 work plan which includes creating a competence map, public methodology, and indicators to validate and improve the training approach.
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The GRIAL research group was established at the University of Salamanca to conduct interdisciplinary research in fields related to human-computer interaction and e-learning. The group has numerous national and international research projects, teaches various university courses, and provides consulting services related to e-learning/technology solutions. Current projects include the MIH project to develop multilingual teaching tools on history and geography, and the ELVIN project to create an online social network for language learning in public administration.
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This presentation shows the results of an in depth mapping done in June 2014 by Matteo Uggeri for the EU funded project POERUP.
The analysis investigates the existance of government policies at a national or regional level for the use of Open Educational Resources (OER). Moreover, also the singular initiatives have been listed and shortly described.
The research investigated both the school and the university sector, including MOOCs.
The slides include screen-captures of most of the cases listed.
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The document summarizes activities of the European School on the Cloud network, which aims to explore how education should respond to the potential of cloud computing. The network has 57 partners across Europe researching the impact of the cloud on education stakeholders. It has four working groups focusing on cloud leadership, innovative teaching, personalized learning, and future education scenarios. The network also published a state of the art report on cloud computing in education across Europe, finding a variety of isolated initiatives and developments in different countries. The network seeks to provide guidance and support to stakeholders on utilizing cloud technologies and developing cloud-based educational solutions and services.
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This document discusses the impact of technological changes on professions and education. It notes that many jobs will be lost to automation by 2020 and 2036, especially in retail and transport. However, new jobs will also be created and sectors like education, healthcare and information/communication will be less impacted. To prepare for these changes, education must emphasize skills like critical thinking, collaboration, and lifelong learning. The document advocates for experiential and intercultural learning through virtual exchanges between students in different countries. Examples provided include a master's program that uses telecollaboration to develop language and intercultural skills, as well as integrating virtual worlds into language courses to provide realistic scenarios for practice. Overall, the document argues education must inno
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ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
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European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
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El documento resume las actividades y recursos del portal educativo EducaLab.es del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado de España. EducaLab ofrece más de 100,000 recursos educativos abiertos, cursos de formación en línea, blogs y redes sociales para docentes. Los usuarios de EducaLab proceden principalmente de Europa del Sur, América del Sur y América Central.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
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1. 20th European conference on Literacy
Workshop: Re-Thinking Literacy. Literacy and
Education in the Digital Age
Félix Serrano Delgado
Director del INTEF
Madrid, 4-julio-2017
2. A word about literacy
The written word is the mechanism
by which we know what we know. It
organizes our thought. We may wish
to understand the rise of literacy both
historically and logically, but history
and logic are themselves the products
of literate thought.
Writing, as a technology, requires
premeditation and special art.
Language is not a technology […]
James Gleick. The Information.
http://rinewit2011.wikispaces.com/Emergent+Literacy
10. Education
• Writing, as a technology, requires
premeditation and special art. Language is
not a technology,
Writing, as a technology, requires
premeditation and special art. Language is
not a technology,
11. Digital Competence vs Digital Literacy
• ¿Is digital competence the same as digital literacy?
– In spanish, “literacy” (alfabetización) is “the ability to read
and write”.
– However, “competence” (competencia) is
“expertise, fitness or suitability for do something”
• It seems that “literacy” refers to a basic ability,
necessary to other abilities; “but competence” is a set
of developed abilities on a given knowledge area
• So, “digital literacy” should be located in a more basic
and essential position of the learning process, while
“digital competence” is the further development of
digital literacy on a more broad scope.
13. Digital Competence 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).
http://eur-lex.europa.eu/legal-
content/ES/TXT/?uri=celex:32006H0962
14. Digital competence for teachers
http://blog.educalab.es/intef/2017/01/26/common-digital-
competence-framework-for-teachers/
16. Digital Competence for teachers
timeline
• The 'Common Digital Competence Framework For Teachers' project is
born under The Plan for Digital Culture in Schools and The Strategic
Framework for Professional Teacher Development.
2012
• The draft of The Common 2013 Digital Competence Framework For
Teachers is published by INTEF and includes a proposal of descriptors.
2013
• The draft framework is revised by stakeholders in a Workshop on The
Common Digital Competence Framework For Teachers
• An update of the draft Framework is published in June.
2014
17. Digital Competence for teachers
timeline (2)
• The Common Digital Competence Framework For Teachers is translated into
english
• The Working Group on Teachers' Digital Competence meets once a term.
2015
• The descriptors for competencies and levels are designed
• The Portfolio and SAT are developed
2016
• The full Common Digital Competence Framework For Teachers is published in
January.
• The Digital Competence Portfolio For Teachers is piloted in March.
• Stakeholders and Teachers help refine the Framework and the Portfolio in April.
2017
20. Portfolio’s organization
• Biography: timeline of experiences and teachers’ self-assessment
of their level of digital competence.
• Dossier: online folder to showcase and prove the level that the
teachers have self-assessed.
• Passport: the level achieved through the self-assessment tool and
the teacher’s dossier yield this online and printable passport.
• Training Roadmap: a proposal of training initiatives for level
improvement.
2012
The “Common Digital Competence Framework For Teachers” Project was born in 2012 in Spain, and from the very beginning, it was closely aligned with the European Digital Competence Framework. It was born under the Plan for Digital Culture in Schools, which the Ministry of Education launched in that year too, whose set of projects are the result of the shared reflection process that the Ministry opened with the active participation of the Autonomous Communities, external experts and Heads of various Units within the Ministry itself, who constituted a Working Group on Teachers’ Digital Competences.
The Working Group then established a range of objectives regarding the future Framework. The Framework should be a tool to:
Allow teachers to know, help and assess the digital competence of students.
To provide a common reference with descriptors of digital competence for teachers and trainers.
To help to be more demanding regarding the 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)
To allow everyone to have a list of minimum teaching competences.
To help teachers have the necessary digital competence for using digital resources in their teaching profession.
To encourage a methodological change in both the use of technological means and educational methods in general.
The Working Group members stated then that the framework should bear in mind both Initial Teacher Training and Continuous Professional Development and three lines of action were established at the time:
Line 1: Proposal for a common reference framework.
Line 2: Plan for evaluation and accreditation of Teachers and Schools.
Line 3: Parallel promotion of teacher training in digital competence.
After studying various other Frameworks worldwide, it was agreed by The Working Group to focus on the 5 areas of digital competence in the DIGCOMP project implemented by the former IPTS, now known as JRC Seville.
The Working Group considered the European Digital Competence was the best reference for an adaptation into the teaching profession and so started working together to publish a first draft of The Spanish Digital Competence Framework For Teachers, which was eventually published in 2013.
2013 – 2014
That first draft included a proposal of descriptors and overall levels, and it was revised and refined by a wide range of stakeholders and experts in the field of Education, who were discussing and debating for a shared document until in June 2014 a new update of the draft was published.
2015
The project came to a halt for different reasons, but the draft framework was translated into English.
Meanwhile, the DigComp continued being developed, of course, refined and improved by JRC, who has always been a great support for us.
2016 – 2017
In May 2016 the Working Group is reactivated and starts meeting once a term, which also speeds up the re-elaboration of the Framework and the creation of a tool for the certification of the digital competence of teachers.
All along 2016, the Working Group discuss on a shared Framework that now includes 6 levels of competence and specific descriptors for each of the 21 competencies within each of the 5 areas of the digital teaching competence.
For the descriptors writing and the levels coherence, as well as for updating the names of some of the areas within the Spanish Framework, we have followed the methodology of version 2 of the European DigComp, published by JRC Seville, also following the European line of action.
The 2017 version of the Spanish Common Digital Competence Framework for Teachers is published in January, taking version 2 of DigComp as its basis and fully adapted to the teaching profession. It is available both in English and in Spanish.
Simultaneously, we have been developing the Digital Competence Portfolio for Teachers and its Self Assessment Tool, which have just been piloted by over 1000 teachers nationwide in March, with very good results.
The Portfolio and the Framework have been refined in April, after a Conference with Stakeholders and Teachers that we hosted in Madrid, and whose aim was to draw final conclusions in order to further advance in these tools as the means to certify the digital competence of teachers.
At the moment, we are still developing, from a technical point of view, the Portfolio, thanks to the feedback we have gathered from the one-month pilot stage that we carried out in March, with a Dossier, linked to the Self-Assessment Tool, as well as a proposal of a training roadmap for teachers to improve their level of digital competence.
The concept behind the portfolio is that the results of the self assessment and the evidences uploaded to each dossier generate a digital passport which shows the level of digital competence of each teacher. The teacher will then be able to request that the Educational Authorities regularly certify that level.
The teachers will be provided with a training roadmap, personalised according to their answers to the SAT and which will allow them to pass levels.
The portfolio is also connected to our Open Badge Backpaback, where their professional digital badges are stored, shared and acknowledged.
We do hope that we are able to make the portfolio public and supported with official regulation very soon.