DIGICOMP

-
A framework
to help improve students’
digital competence
.
and what about teachers’?
Riina Vuorikari
JRC-IPTS
Planning

• Get to know each other (10 min)

• What is Digital Competence framework?

• Presentation of 21 competences
• Group activity to help teachers develop students’ digital
competences
• Sharing of activities

• Discussion: What about teachers? Are additional

competences needed to teach? (15 min)

• Quick survey (10 min)

Getting to
know
Get to know each other

• Name
• What do you teach?
• Have you already done an eTwinnning project?
 What is
DigComp?
What does it mean to be digitally
competent?

Digital competence ≠ use of ICT tools

Digital competence involves KNOWLEDGE

the confident and critical

use of ICT for employment,
learning, self-development
and participation in society COMPETENCE

(EC, 2006).
ATTITUDES SKILLS
 Horizon Report Europe 2014 >Schools Edition

Trends,
technologies &
challenges for
European schools
over the next
5 years

Source
NMC Horizon Report > 2014 Higher Education
Edition
JRC IPTS
Study on
Digital
Competence

(2010-2012)

http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
Why a need for a framework at the
European level?
• Many initiatives at the country level

• However, no scientific base to say which

competences should be part of every citizen's
digital competence

-> Lack of common understanding and guidelines at

the European level

-> Lack of tools to develop and assess training
Digital Competence framework
Competence areas

1.
Information processing

2. Communication

3. Content creation

4. Safety

5. Problem solving
JRC IPTS study on
Digital Competence

21 Competences
Competence areas

1. 1.1 Browsing, searching, & filtering information

Information 1.2 Evaluating Information
1.3 Storing and retrieving information

2. Communication 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

3. 3.1 Developing content

Content creation 3.2 Integrating and re-elaborating
3.3 Copyright and Licences
3.4 Programming
4. 4.1 Protecting devices
Safety 4.2 Protecting data and digital identity
4.3 Protecting health
4.4 Protecting the environment
5. 5.1 Solving technical problems
Problem solving 5.2 Expressing needs & identifying technological responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps

http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
1. Information
• 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

• 1.2 Evaluating information

• To gather, process, understand and critically evaluate
information

• 1.3 Storing and retrieving information

• To manipulate and store information and content for
easier retrieval, to organise information and data
Dimension 1 Information
Name of area
Dimension 2 1.1 Browsing, Searching & filtering information
Competence title To access and search for online information, to find relevant information, to select resources effectively, to create
and description personal information strategies
Dimension 3 A - Foundation B- Intermediate C- Advanced
Proficiency levels I can do some online searches I can browse the internet for I can use a wide range of search
through search engines. I know that information and I can search for techniques when searching for
different search engines can provide information online. I can select the information and browsing on the
different results. appropriate information I find. 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 Understands how information is generated, managed and made available
examples Is aware of different search engines
Understands which search engines or databases best answer to his/her own information needs
Understands how information can be found in different devices and media
Understands the reliability of different sources
Understands how search engines classify information
Understands how feeds mechanism works
Understands indexing principles
Skills examples Adjusts searches according to results

structure of the eCompetence framework for

Can follow information presented in hyper-linked and non-linear form
Can use filters and agents

Source: Elaborated by IPTS, based on the

Is able to search for words that limit the number of hits
Can refine information searches and selects controlled vocabulary specific to the search tool
Has strategic information skills for goal oriented activities
Can modify information searches according to how algorithms are built
Is able to adapt 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 systems and their functioning
Is aware of the limitation of searches through technological means
Dimension 5
Application to
purpose
Learning I can use a search engine to find I can find a range of sources of I can find a range of sources of
details about a specific type of heat information about a specific form information about a specific form

ICT professionals
energy of heat energy, and use a refined of heat energy using different
search to locate the most search engines and advanced
appropriate sources searches, and can also use online
databases and searches through
linked references
Employment I can find details of flights using a I can find details of flights using a I can find details of flights using a
common search engine number of search engines, and a number of search engines, flight
number of flight company company web sites, and web sites
websites, selecting details that that compare details of many flight
relate to schedule times companies, including costs and
schedule times
How to understand the proficiency levels?
How to get from one level to another?
To summarise Digital Competence

Digital competence is the set of

knowledge, skills, attitudes, Learning domains
strategies and awareness

that are required when using

Tools
ICT and digital media

to perform tasks; solve

problems; communicate;
manage information;
Competence areas
collaborate; create and share
content; and build
knowledge

for work, leisure, participation,

Purpose
learning, socialising,
consuming & empowerment
DigComp is one of the 8 key competences

• Communication in the mother tongue

• Communication in foreign languages
• Mathematical competence and basic competences in
science and technology
• Learning to learn
• Social and civic competences
• Entrepreneurship
• Cultural awareness and expression
DigComp is a transversal key competence enabling
us to acquire other key competences
Group
work
Group work: Designing eTwinning activity that
helps teachers to develop students’ digital
competence
• Form a group, 2-4 people

• Your goal is to develop eTwinning activities for your pupils that

help develop their digital competence according to the DigComp
framework
• Choose at least one competence from each area!
http://www.etwinning.net/en/pub/collaborate/kits.cfm
Exaple
Example

3.1 Developing content

5.3 Innovating and creating through technologies
1.3 Storing and retrieving information
Group work: Design an eTwinning activity that
helps teachers to develop students’ digital
competence
• Form a group, 2-4 people
• Your goal is to develop eTwinning activities for your pupils that
help develop their digital competence according to the DigComp
framework
• Choose at least one competence from each area!
• Create a slide to present your idea
• Make sure to mark the competences the project develop
• Think also which levels of competence development you are
aiming at? Can you possibly group the tasks for your students
according to their levels?
• Choose a person to present your ideas to others using slides

• Everyone gets a copy of each group’s slides in order to

have many new ideas to take home!
Discussion:
What
about
teachers?
By Nov 2014: 13 979 educators, from 13 001 schools
 COUNTRY/REGION
ESTONIA
EUROPEAN
ORGANISATION Translation of the
FLANDERS, BELGIUM DigComp framework by
the Estonian Ministry of
Education and
Used by Dept. of Research.
Education as an input to
curricula review and to
development of adult DG JUSTICE
education courses . Development of a
Digital Framework
for Consumers
NAVARRA, SPAIN based on DigComp.

Navarra Department of EU projects

Education uses DigComp
as a key reference for
strategic planning. 1) CareNet (Building ICT competences in
the care sector to improve the quality of
life of older people) applied the DigComp
to competence map for care workers and
care recipients aged 65+
http://www.carenetproject.eu/

BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque
Government to deploy the Digital
Agenda.
Free online testing tool based on
DigComp.
SPAIN
The Ministry of Education
Dept institute INTEF, uses
DigComp for teachers PD.
Institute and used for teacher training
workshops. Also, the "e-school bag"
2) Carer+
http://www.carerplusproject.eu/ also
used the competence map for domiciliary
care workers and caregivers.
http://www.carerplusproject.eu/carer-
competence-framework-executive-
summary/
3) Telecentre Europa – used the
framework for developing the self-
assessment tool
http://www.telecentre-europe.org/
SLOVENIA
MALTA
Translated by National Education
Use of DigComp framework
by the Ministry for Education
project based its self-assessment and Employment
questionnaires are on DigComp.
 What do
you think?
 Quick
survey
 Thank you!

Institute for Prospective

Technological Studies (IPTS)

Information Society Unit

http://is.jrc.ec.europa.eu