Empowering Early Childhood Educators Digital Competencies
Elif Gulbay, 5 June 2024
Key competences for lifelong learning�The Council of the European Union, 2018
The recommendation identifies eight key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion.
The recommendation is a reference tool for education and training stakeholders. It sets up a common understanding of competences needed nowadays and in the future. The reference framework presents successful ways to promote competence development through innovative learning approaches, assessment methods or support to educational staff.
Digital Competence
Which teaching strategies to promote digital skills?
DigComp (2013) DigComp 2.0 (2016) DigComp 2.1 (2017)
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The Digital Competence Framework for Citizens (DigComp) provides a common understanding of what digital competence is.
DigComp (2013) DigComp 2.0 (2016) DigComp 2.1 (2017)
DigComp identifies the key components of digital competence in the five areas and 21 specific competences summarised in the figures above. The framework also describes eight proficiency levels, examples of knowledge, skills and attitudes, and use cases in education and employment contexts
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DIGCOMP 2.2 – DigComp 2.2. The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes” (2022)
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The integrated DigComp 2.2 framework provides more than 250 new examples of knowledge, skills and attitudes that help citizens engage confidently, critically and safely with digital technologies, and new and emerging ones such as systems driven by artificial intelligence (AI).
The second part of the publication gives a snapshot of the existing reference material for DigComp consolidating previously released publications and references.
The annexes include a specific appendix on Citizens interacting with AI systems and on Remote/Hybrid work. .
Key aspects of Action Plan
Priority 1: Developing a high performing digital education ecosystem
and secure platforms, respecting privacy and ethics.
Priority 1: Developing a high performing digital education ecosystem
Actions:
Priority 2: Enhancing digital competences for the digital transformation
DigCompEdu
Digital Competence Framework for Educators (2017)
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.
The European Framework for the Digital Competence of Educators: DigCompEdu (Punie e Redecker, 2017).
Il quadro di riferimento sulle competenze digitali dei docenti si articola in sei aree che si focalizzano su aspetti differenti dell'attività professionale dei docenti e dei formatori:
2 ۰Risorse digitali
3 ۰Pratiche di insegnamento e apprendimento
4 ۰Valutazione dell'apprendimento
5 ۰Valorizzazione delle potenzialità degli studenti
6۰Faorire lo sviluppo �delle competenze digitali degli studenti
1.1 Organisational communication
To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.
1.2 Professional Collaboration
To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.
1.3 Reflective Practice
To individually and collectively reflect on, critically assess and actively develop one's own digital pedagogical practice and that of one's educational community.
1.4 Digital Continuous Professional Development
To use digital sources and resources for continuous professional development
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Professional Engagement
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Digital Resources
2.1 Selecting digital resources
To identify, assess and select digital resources for teaching and learning. To consider the specific learning objective, context, pedagogical approach, and learner group, when selecting digital resources and planning their use.
2.2 Creating and modifying digital content
To modify and build on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objective, context, pedagogical approach, and learner group, when designing digital resources and planning their use.
2.3 Managing, protecting andsharing digital resources
To organise digital content and make it available to learners, parents and other educators. To effectively protect sensitive digital content. To respect and correctly apply privacy and copyright rules. To understand the use and creation of open licenses and open educational resources.
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3.1 Teaching
To plan for and implement digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.
3.2 Guidance
To use digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance. To experiment with and develop new forms and formats for offering guidance and support.
3.3 Collaborative learning
To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation
3.4 Self-regulated learning
To use digital technologies to support learners' self-regulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions
Teaching and Learning
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4.1 Assessment strategies
To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.
4.2 Analysing evidence
To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.
4.3 Feedback and Planning
To use digital technologies to provide targeted and timely feedback to learners. To adapt teaching strategies and to provide targeted support, based on the evidence generated by the digital technologies used. To enable learners and parents to understand the evidence provided by digital technologies and use it for decision-making.
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Assessment
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Empowering Learners
5.1 Accessibility and inclusion
To ensure accessibility to learning resources and activities, for all learners, including those with special needs.
5.2 Differentiation and personalisation
To use digital technologies to address learners' diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.
5.3 Actively engaging learners
To use digital technologies to foster learners' active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners' transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities.
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Facilitating Learners' Digital Competence
6.1 Information and media literacy
To find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources.
6.2 Digital communication and collaboration
6.3 Digital content creation
6.4 Responsible use
6.5 Digital problem solving
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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.
DigCompEdu CheckIn for Higher Education��Learn more about your personal strengths and the areas where you can enhance the ways in which you use digital technologies for teaching and learning. Answer the 25 questions of this self-reflection to receive detailed feedback with useful tips and the key milestones on your personal roadmap to innovating teaching.��
This tool will help you to reflect on your digital competence as an academic teaching in higher and further education.