Digital competence go far beyond the ability to technically operate an electronic device.
They involve the safe and critical use of technologies at work, leisure and communication, or the use of the computer in order to obtain, evaluate, store, produce, present and exchange information, or to communicate and participate in cooperation networks via the Internet.
Mastering these competences is important for users to acquire the necessary digital competence for success in the workplace and to play an active role as confident citizens.
Digital competence of educators are extremely important to fully exploit the potential of digital technologies. This will enhance teaching and learning, and improve educators' capability of adequately preparing students for life and work in a digital society.
Articula as necessidades de informação, localizar e recuperar dados, informações e conteúdos digitais. Julga a relevância da fonte e seu conteúdo. Armazena, gerencia e organiza dados, informações e conteúdo digital.
To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies
To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content
To organise, store and retrieve data, information, and content in digital environments. To organise and process them in a structured environment
Interage, se comunicar e colabora através de tecnologias digitais, possui consciência da diversidade cultural e geracional. Participa na sociedade através de serviços digitais públicos e privados e de cidadania participativa. Gerencia sua identidade e reputação digital.
To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context
To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.
To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies
To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge
To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments
To create, and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services
Cria e edita conteúdo digital para melhorar e integrar informações e conteúdo em bases de conhecimentos existentes, compreende os direitos autorais e as licenças. Saber como dar instruções compreensíveis para um sistema de computador.
To create and edit digital content in different formats, to express oneself through digital means.
To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge
To understand how copyright and licenses apply to data, digital information and content
To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task
Proteger dispositivos, conteúdo, dados pessoais e privacidade em ambientes digitais. Proteger a saúde física e psicológica e estar ciente das tecnologias digitais para o bem-estar social e a inclusão social. Estar ciente do impacto ambiental das tecnologias digitais e seu uso.
To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have a due regard to reliability and privacy
To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.
To be aware of the environmental impact of digital technologies and their use.
Identifica as necessidades e problemas, resolve problemas conceituais e situações problemáticas em ambientes digitais. Utiliza ferramentas digitais para inovar processos e produtos. Manter-se atualizado com a evolução digital.
To identify technical problems when operating devices and using digital environments, and to solve them
To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs
To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.
To understand where one's own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.
Educators' digital competence is expressed in their ability to use digital technologies not only to enhance teaching, but also for their professional interactions with colleagues, learners, parents and other interested parties, for their individual professional development and for the collective good and continuous innovation in the organisation and the teaching profession.
To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.
To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experiences and collaboratively innovating pedagogic practices.
To individually and collectively reflect on, critically assess and actively develop one's own digital pedagogical practice and that of one's educational community.
To use digital sources and resources for continuous professional development.
Educators are currently confronted with a wealth of digital (educational) resources they can use for teaching. One of the key competences any educator needs to develop is to come to terms with this variety, to effectively identify resources that best fit their learning objectives, learner group and teaching style, to structure the wealth of materials, establish connections and to modify, add on to and develop themselves digital resources to support their teaching
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.
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.
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, including their proper attribution.
Digital technologies can enhance and improve teaching and learning strategies in many different ways. However, whatever pedagogic strategy or approach is chosen, the educator's specific digital competence lies in effectively orchestrating the use of digital technologies in the different phases and settings of the learning process.
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.
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.
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.
To use digital technologies to support self-regulated learning processes, 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.
Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital technologies into learning and teaching, we must consider how digital technologies can enhance existing assessment strategies. At the same time, we must also consider how they can be used to create or to facilitate innovative assessment approaches. Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative or other purposes, results in a wide range of data being available on each individual learner's learning behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and more important - complemented by the analysis of conventional evidence on learner behaviour.
To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.
To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.
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.
One of the key strengths of digital technologies in education is their potential for supporting learner-centred pedagogic strategies and boosting the active involvement of learners in the learning process and their ownership of it. Thus, digital technologies can be used to facilitate learners' active engagement, e.g. when exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it. Digital technologies can furthermore contribute to supporting classroom differentiation and personalised education by offering learning activities adapted to each individual learner's level of competence, interests and learning needs.
To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners' (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.
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.
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.
Learners' Digital Competence Digital competence is one of the transversal competences educators need to instil in learners. Whereas fostering other transversal competences is only part of educators' digital competence in as far as digital technologies are used to do so, the ability to facilitate learners' digital competence is an integral part of educators' digital competence.
To incorporate learning activities, assignments and assessments which require learners to articulate information needs; 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.
To incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies for communication, collaboration and civic participation.
To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.
To take measures to ensure learners' physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly.
To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations.