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NAME OF THE ASSESSMENT TOOL
DigCompEdu
NAME OF AUTHOR(S)
The European Framework for Digital Competences of Educators
NAME OF PRODUCER
The Joint Research Centre (JRC) is the European Commission's science and knowledge service which employs scientists to carry out research in order to provide independent scientific advice and support to EU policy.
COSTING
Free of charge
TYPE OF PRODUCT
Web Site
DIGITAL COMPETENCES
Communication, Safety, Problem solving, Information processing
LEVEL OF KNOWLEDGE
Basic
LANGUAGE/S OF TEACHING RESOURCES
English
DESCRIPTION
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence.
The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu 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.
DigCompEdu details 22 competences organised in six Areas. The focus is not on technical skills. The framework aims to detail how digital technologies can be used to enhance and innovate education and training.
The DigCompEdu study builds on previous work carried out to define citizens' Digital Competence in general, and Digitally Competent Education Organisations (DigCompOrg). It contributes to the Commission's recently endorsed Skills Agenda for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New Jobs.
DigCompEdu distinguishes six stages or levels along which educators' digital competence typically develops. For each stage a role descriptor is provided which reflects the particular focus of digital technology use typical for the competence stage. These role descriptors also relate to an educator's relative strengths and roles within a professional community.
• Newcomer (A1)
• Explorer (A2)
• Integrator (B1)
• Expert (B2)
• Leader (C1)
• Pioneer (C2)
For each of the 22 competences, level descriptors and proficiency statements are provided that allow educators to understand their level of competence and their specific development needs.
A comprehensive score is presented at the end of the assessment with guidance notes for personal development of digital competence for each parameter.
The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu 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.
DigCompEdu details 22 competences organised in six Areas. The focus is not on technical skills. The framework aims to detail how digital technologies can be used to enhance and innovate education and training.
The DigCompEdu study builds on previous work carried out to define citizens' Digital Competence in general, and Digitally Competent Education Organisations (DigCompOrg). It contributes to the Commission's recently endorsed Skills Agenda for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New Jobs.
DigCompEdu distinguishes six stages or levels along which educators' digital competence typically develops. For each stage a role descriptor is provided which reflects the particular focus of digital technology use typical for the competence stage. These role descriptors also relate to an educator's relative strengths and roles within a professional community.
• Newcomer (A1)
• Explorer (A2)
• Integrator (B1)
• Expert (B2)
• Leader (C1)
• Pioneer (C2)
For each of the 22 competences, level descriptors and proficiency statements are provided that allow educators to understand their level of competence and their specific development needs.
A comprehensive score is presented at the end of the assessment with guidance notes for personal development of digital competence for each parameter.
COMMENTS
A research paper underpinning the DigCompEdu testing is available at the web link below:
https://ec.europa.eu/jrc/en/publication/aligning-teacher-competence-frameworks-21st-century-challenges-case-european-digital-competence
Versions of the assessment tool for Higher Education and for Adult and Continuing Education are available.
https://ec.europa.eu/jrc/en/publication/aligning-teacher-competence-frameworks-21st-century-challenges-case-european-digital-competence
Versions of the assessment tool for Higher Education and for Adult and Continuing Education are available.
TEACHERS' COMMENT
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational 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 organizations themselves, and public or private professional training providers. (from abstract)
This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC). National and European policies acknowledge the need to equip all citizens with the necessary competences to use digital technologies critically and creatively.
For pupils and students in compulsory education, an ample range of initiatives on European, national and regional levels offers guidelines and advice on how to enable young people to develop their digital competence, often with a focus on critical skills and digital citizenship.
The objective of the DigCompEdu framework proposed is to show categorized some instruments for educators’ digital competence and to synthesize these into a coherent model that would allow educators at all levels of education to comprehensively assess and develop their pedagogical digital competence. The DigCompEdu framework reveal the diversity of approaches in different Member States.
The framework aims is to compare and discuss different tools for developing educators’ digital competence, focusing in a background to guide policy across all levels, in a template to develop a concrete instrument suited to their needs, in a common language and logic to discuss and exchange the best practices, in a reference point to validate the completeness approach of their own existing and future tools and frameworks.
The DigCompEdu framework is the result of a consensus on the main areas and elements of educators’ digital competence and on the logic of progression in digital competence in each area, embracing the diversity as a way of stimulating debate on the continuously changing demands on educators’ digital competence.
The six DigCompEdu areas (1. Professional Engangement, 2. Digital Resources, 3. Teaching and Learning, 4. Assessment, 5. Empowering Learners and 6.Facilitating Leaners’ Digital Competence) focus on different aspects of educators’ professional activities, all of these are very specifying and calibrate on the single aspect on the digital competences.
The educators could use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.
This framework is very interesting where the educators can find lot of instruments and indicators regarding their practice.
We think that this pdf file is not the best way to use the framework, rather it needs internal link to surf between the pages and with external web sites.
The DigCompEdu framework should be study in deep by educators, the best is with someone that already uses it or could explain and individuate the finest instrument for their teaching. Should be create a small version of the framework presented to explain all the kind of instruments in short and then to recognize them in the original framework.
This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC). National and European policies acknowledge the need to equip all citizens with the necessary competences to use digital technologies critically and creatively.
For pupils and students in compulsory education, an ample range of initiatives on European, national and regional levels offers guidelines and advice on how to enable young people to develop their digital competence, often with a focus on critical skills and digital citizenship.
The objective of the DigCompEdu framework proposed is to show categorized some instruments for educators’ digital competence and to synthesize these into a coherent model that would allow educators at all levels of education to comprehensively assess and develop their pedagogical digital competence. The DigCompEdu framework reveal the diversity of approaches in different Member States.
The framework aims is to compare and discuss different tools for developing educators’ digital competence, focusing in a background to guide policy across all levels, in a template to develop a concrete instrument suited to their needs, in a common language and logic to discuss and exchange the best practices, in a reference point to validate the completeness approach of their own existing and future tools and frameworks.
The DigCompEdu framework is the result of a consensus on the main areas and elements of educators’ digital competence and on the logic of progression in digital competence in each area, embracing the diversity as a way of stimulating debate on the continuously changing demands on educators’ digital competence.
The six DigCompEdu areas (1. Professional Engangement, 2. Digital Resources, 3. Teaching and Learning, 4. Assessment, 5. Empowering Learners and 6.Facilitating Leaners’ Digital Competence) focus on different aspects of educators’ professional activities, all of these are very specifying and calibrate on the single aspect on the digital competences.
The educators could use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.
This framework is very interesting where the educators can find lot of instruments and indicators regarding their practice.
We think that this pdf file is not the best way to use the framework, rather it needs internal link to surf between the pages and with external web sites.
The DigCompEdu framework should be study in deep by educators, the best is with someone that already uses it or could explain and individuate the finest instrument for their teaching. Should be create a small version of the framework presented to explain all the kind of instruments in short and then to recognize them in the original framework.