ISSN 1831-9424

SCIENCE FOR POLICY REPORT

SELFIEforTEACHERS
Designing and developing a self-reflection tool for teachers’ digital competence
Based on DigCompEdu (the European Framework for the Digital Competence of Educators)

Economou, A.

2023 EUR 31475 EN

Joint
Research
Centre
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Contact information developing a self-reflection tool for teachers’ digital competence, Publications
Office of the European Union, Luxembourg, 2023, doi:10.2760/561258,
Name: Anastasia Economou JRC131282.
Email: Anastasia.ECONOMOU@ec.europa.eu
Layout: Carmen Capote de la Calle
EU Science Hub
Abstract
https://joint-research-centre.ec.europa.eu
Digital competence is a core element of teachers’ professional profile. Based on
JRC131282 DigCompEdu, the European conceptual framework for the Digital Competence
EUR 31475 EN of Educators, SELFIEforTEACHERS is a self-reflection tool to support building of
digital competence for primary and secondary teachers. Through a self-reflection
process, teachers can self-assess their digital competence, identifying strengths
and weaknesses. Based on the tool feedback, they can plan their professional
Print ISBN 978-92-68-01810-1 ISSN 1018-5593 doi:10.2760/40528 KJ-NA-31-475-EN-C
learning and further development of their digital competence.
PDF ISBN 978-92-68-01809-5 ISSN 1831-9424 doi:10.2760/561258 KJ-NA-31-475-EN-N
SELFIEforTEACHERS aims to empower teachers to actively engage in their
professional learning process and to support them in their use of digital
technologies in their professional context. It is a learning journey rather than
Luxembourg: Publications Office of the European Union, 2023 an assessment tool. At the same time, it provides a tool for education systems
to support teachers in their professional development. Aggregated results
© European Union, 2023
generated by self-reflections within a group, support planning of professional
development programmes.

The report describes the design and development of the tool and presents the
tool and its content.

SELFIEforTEACHERS is available online for teachers across Europe and beyond. It is

currently available in 29 languages, including all official languages of the European
Union. It is an action of the European Commission Digital Education Action Plan 2021-
2027.
 Anastasia Economou

SELFIEforTEACHERS
A self-reflection tool for
teachers’ digital competence

Joint
Research
Centre
Contents

Foreword.........................................................................................................................................................1 4. SELFIEforTEACHERS items and feedback........................................................................26

Ackowledgements....................................................................................................................................2 5. Conclusions..........................................................................................................................................85
Executive summary.................................................................................................................................3 References..................................................................................................................................................87
1. Introduction.............................................................................................................................................5 List of abbreviations and definitions.......................................................................................89
1.1 Policy context and background...........................................................................................5 List of figures............................................................................................................................................90
1.2 The research study....................................................................................................................5 List of tables.............................................................................................................................................90
1.3 SELFIEforTEACHERS approach............................................................................................6 Annexes........................................................................................................................................................91
2. SELFIEforTEACHERS...........................................................................................................................8 Annex 1. SELFIEforTEACHERS scoring scheme.................................................................92
2.1 Content........................................................................................................................................12 Annex 2. Results and feedback report (a demo example).........................................93
2.2 Glossary.......................................................................................................................................12 Annex 3. SELFIEforTEACHERS glossary.............................................................................107
2.3 Online platform.......................................................................................................................12 Annex 4. SELFIEforTEACHERS use cases..........................................................................110
2.4 Ecosystem..................................................................................................................................13 Annex 5. SELFIEforTEACHERS items in relation
2.5 Use cases...................................................................................................................................14 to the DigCompEdu framework key competences.......................................................116
3. Methodology........................................................................................................................................15 Annex 6. Expert workshop.......................................................................................................118
3.1 Overview.....................................................................................................................................15
3.2 Conceptualisation...................................................................................................................15
3.2.1 The DigCompEdu framework..................................................................................16
3.2.2 The CheckIn testing tool............................................................................................17
3.3 The process...............................................................................................................................17
3.3.1 Desk research.................................................................................................................18
3.3.2 Content creation............................................................................................................18
3.3.2.1 Defining the self-reflection items................................................................19
3.3.2.2 Creating the items and the proficiency level statements...............20
3.3.2.3 Feedback report...................................................................................................21
3.3.3 Expert consultations....................................................................................................21
3.4 Pilot study...................................................................................................................................24
3.4.1 Pre-pilot.............................................................................................................................24
3.4.2 Pilot......................................................................................................................................25

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence i

Foreword
The need for fast-developing and complex digital competences overwhelmed the By developing, piloting and making openly available SELFIEforTEACHERS, along
whole of European society and economy; it caught, in several cases, our educational with other initiatives -such as DigComp 2.2 (the Digital Competence Framework for
systems and teacher professional development systems unprepared to respond in Citizens for the general digital competence of citizens across the EU and beyond),
time and quality. DigCompOrg (the European Framework for Digitally Competent Educational
Organisations) and the SELFIE tool for schools and Work Based Learning for the
The digital transition and digital transformation of education for quality teaching and
development of schools’ digital capacity- the Joint Research Center (JRC) and the
learning is high on the European agenda. Teachers are to build digital competences
Directorate-General for Education, Youth, Sport and (DG EAC) contribute concretely
for themselves as professionals, in their teaching, and for their students’ learning.
to the efforts of the European Commission and national policy makers to support
Specific policies to implement this goal are being developed. SELFIEforTEACHERS,
the building of educators’ digital competence in all areas of their professional
an online self-reflection tool to support the building of teachers’ digital competence,
development.
provides a contribution to this policy mission.
There will also be further research and development, currently underway, to assess
In the European Commission Digital Education Action Plan 2021-2027, digital
the tool effectiveness at large scale and to explore and identify key factors and
competence is considered a core skill for all educators and training staff, that should
practices that support its use and further improvement.
be embedded in all areas of teacher professional development. Following the
publication of the European Framework for the Digital Competence of Educators Yves Punie, Deputy Head of Unit Michael Teutsch, Head of Unit
(DigCompEdu) in 2017, SELFIEforTEACHERS serves as a tool to facilitate and support Algorithmic Transparency Schools and Multilingualism
the building of teachers’ digital competence. Directorate T – Digital Directorate B – Youth, Education
Transformation and Data and Erasmus+
The tool draws on DigCompEdu by transforming its key concepts into statements that
Joint Research Centre DG Education, Youth, Sport and Culture
are practical and relevant to teachers’ everyday practice, providing teachers with a
European Commission European Commission
self-reflection roadmap for their digital competence. By encouraging teachers to ask
and answer the questions “where do I stand with respect to my digital knowledge,
skills and attitudes?” and “where do I go next and how?” and providing personalised
feedback, it encourages teachers to take the initiative and actively engage in their
professional learning to build this relatively new, core competence.

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

1
Acknowledgements
SELFIEforTEACHERS is the result of a collaborative process, during which several
people contributed to its various stages of design and development. The author
would like to express her gratitude to all the people involved and in particular the
SELFIEforTEACHERS team and all the experts who contributed through consultations,
workshops, and contractual work:
The IT colleagues at JRC who provided their expertise and experience in the online
platform development: Miguel-Angel Lopez-Lontro, Rafael Gonzalez-Manzano,
Esperanza Moreno-Cruz, and Estrella Vaca-Campayo.
Carmen Capote for designing the layout of the report in a creative way.

Stefania Bocconi, Margarida Lucas and Conor Galvin, who in close collaboration with
the JRC team revised the tool content for the pre-pilot, as well as discussed and
suggested revisions after the pre-pilot and pilot results. Tabetha Newman for a final
edit of the tool content for the pre-pilot version.
The pilot study consortium and their collaborators who studied the tool reliability
and validity: Mart Laanpere, Stefania Bocconi, Margarida Lucas, Valentina Dagienė,
Gabrielė Stupurienė, Vaino Brazdeikis, Chiara Malagoli, and Linda-Helene Sillat.
Artur Pokropek for his support in the analysis of the study psychometric results.
The consultation workshop experts: Katrien Bernaerts, Stefania Bocconi, Rodríguez-
Antonio de Padua-Palacios, Nuno Dorotea, Conor Galvin, Mina Ghomi, Georgia
Gyftoula, César Herrero-Rámila, Anna Kostetska, Mart Laanpere, Margarida Lucas,
Laura Mattioli, Kleanthis Noou, Robert O‘Dowd, and Clara-Maria Vizoso-Martin.
The members of the Education and Training 2020 Working Group on Digital Education
(DELTA) who provided useful insights from the different national perspectives. The
DELTA WG coordinators Simona Petkova and Kristina Larsen for their support.
Thanasis Hadzilacos for taking the role of a critical friend and provided his review
and suggestions on this report.
Above all, special thanks are given to the SELFIEforTEACHERS team: Georgios
Kapsalis for his continuous support and input, and Laura Molina Iglesias for her work
on the tool platform and tool communication. Deirdre Hodson, the project officer
from DG EAC, for her valuable input and continuous support.
Lastly but not least, special thanks are due to Ioannis Maghiros and Yves Punie, Head
and Deputy Head of the Human Capital and Employment Unit (JRC.B4) and Michael
Teutsch and Anna-Maria Giannopoulou Head and Deputy Head of the Schools and
Multilingualism Unit (DG EAC.B2), who provided their support and input at all times.
Author
Anastasia Economou

The JRC, DG EAC and DG CONNECT colleagues who at different stages contributed based
on their expertise and experience to the tool development: Jonatan Castano-Munoz,
Nikoleta Giannoutsou, Andreia Inamorato-dos-Santos, Panagiotis Kampylis, Annika
Östergren-Pofantis, Arianna Sala, Margarita Spasova, Maria Spyridonos, Ana-Maria Stan,
Riina Vuorikari, and Lilian Weikert-Garcia. Romina Cachia for her review of this report.

2 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

Executive summary
Policy context
Education systems in Europe are increasingly promoting the use of digital technologies
in teaching and learning, pursuing a digital transformation in education. In 2017,
the European Framework for the Digital Competence of Educators (DigCompEdu)
captured and described the digital competence of educators, responding to the
growing awareness that educators need a set of digital competences specific to their
profession to be able to seize the potential of digital technologies for enhancing and
innovating education (Redecker, 2017). The COVID-19 health crisis imposed online
and remote teaching to many schools across Europe, leading to a growing demand for
educators’ professional development programmes and support to build their digital
competence (Di Pietro et al., 2020; OECD, 2021; Carretero Gomez et al., 2021). The
European Commission Digital Education Action Plan 2021-20271, Action 5 under
Strategic Priority 1 “Fostering the development of a high-performing digital education
ecosystem”, suggested the launch of an online self-assessment tool for teachers.
Key conclusions - SELFIEforTEACHERS
The research undertaken led to SELFIEforTEACHERS. SELFIEforTEACHERS provides a
two-fold solution: a tool to guide teachers in self-assessing their digital competence,
and a process to help teachers reflect on their results and support them to further
build their digital competence.
SELFIEforTEACHERS moves from the DigCompEdu conceptual framework to a
practical tool for primary and secondary teachers, transforming the competence
descriptors in the framework into self-reflection items to help teachers self-assess
1 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0624
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
their digital competence. The tool provides 32 items which correspond to the six
areas of competences in the DigCompEdu framework and describe six proficiency levels
per item with examples relevant to teachers’ professional practice. On completing
their self-reflection, teachers receive a report with their results and feedback with
suggestions on how to level up.
The tool 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). It was launched on 5 October 2021 (World Teachers Day) in five
languages (English, French, German, Greek and Slovenian), and as of January 2022
is available in 29 languages.
SELFIEforTEACHERS links:
‣ The tool: https://educators-go-digital.jrc.ec.europa.eu
‣ About the tool: https://ec.europa.eu/educators-go-digital
‣ #SELFIEforTEACHERS_EU
Main findings
SELFIEforTEACHERS is a valid and reliable tool for primary and secondary teachers in
Europe to self-assess their digital competence, as confirmed by the tool pilot study.
At the same time, there is high acceptance and appreciation of the tool among users,
as confirmed by the follow-up study in the pilot implementation using quantitative
and qualitative approaches.
The use of a solid and scientific conceptual framework, DigCompEdu, as a benchmark
for the tool’s self-reflection items proved to support the scientific soundness of
the tool, as confirmatory factor analysis confirmed the tool’s six areas and the
corresponding items. The tool design and development process, which included
3
iterative consultations with experts and education representatives from Member
States, increased inclusivity and collective work. The co-construction process created
a sense of ownership, and several countries have already included the use of the
tool in their national digital education strategies.
The tool can be adopted as is by education stakeholders, but it has the flexibility to
be adapted to meet institutional and contextual requirements in different countries
and different educational sectors.
Related and future JRC work
The JRC has developed a number of reference frameworks for individuals’
competence development. The first of these, the Digital Competence Framework for
Citizens (DigComp), was published in 2013 (with a recent update to DigComp 2.2
in 2022). Since then, a number of other frameworks have been developed, such as
the Entrepreneurship Competence Framework (EntreComp), the Personal, Social and
Learning to learn competence framework (LifeComp), the European sustainability
competence framework (GreenComp), the European Framework for Digitally
Competent Educational Organisations (DigCompOrg) and the European Framework
for the Digital Competence of Educators (DigCompEdu). These frameworks can
provide a common reference for policy makers, researchers, regional authorities and
other stakeholders, and serve as a starting point for discussing, planning, designing
and developing different instruments, actions, policies, strategies and research for
developing a competence.
A self-reflection tool, SELFIE that incorporates a module on work-based learning (SELFIE
WBL), has been developed based on DigCompOrg to support the building of the schools’
digital capacity. SELFIEforTEACHERS is a new tool based on DigCompEdu, developed to
support the building of the teachers’ individual digital competence.
4 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Quick guide to the report
This report aims to contribute to the efforts of education stakeholders, including
teachers, trainers, researchers, regional and national authorities, to offer meaningful
and effective professional development opportunities for teachers to further build
their digital competence.
It consists of three parts in addition to the introduction. The first part gives an
overview of SELFIEforTEACHERS; the second part explains the process for the
design and development of the tool; and the third part presents the tool items and
feedback. Each self-reflection item is presented under the relevant competence
area with an introductory statement explaining what the competence entails, the six
proficiency level statements and the feedback with suggestions for each proficiency
level. The report also provides a glossary for the tool, as well as ‘use cases’ for the
tool implementation.
More detailed and in-depth analysis of a complete tool pilot study will be available
in additional reports, describing the validation of the tool through psychometrics
and quantitative methods, and user perception of the tool through a qualitative
study. A toolkit, providing information about the tool and step-by-step guidance for
users, has been also published2. Some small excerpts from the Toolkit publication
are included verbatim in this report.
2 Economou, A., SELFIEforTEACHERS Toolkit - Using SELFIEforTEACHERS, Publications Office of the
European Union, Luxembourg, 2023, doi:10.2760/626409
1. Introduction
1.1 Policy context and background
The provision of high quality and inclusive digital education for all learners is high on
the European agenda. Education and training systems are increasingly developing
strategies and policies to support the digital transition in education, acknowledging
educators’ key role in the digital transformation of education.
The teaching profession needs educators equipped with even broader and more
sophisticated competences to respond to rapidly changing demands in teaching and
learning. The COVID-19 health crisis exposed education systems to the challenge
of continuing educational provision through online and remote settings. As not all
educators were necessarily equipped with the skills and competences to respond to
the new challenges, there has been an increasing need to support skilling, reskilling
and upskilling of educators in order to harness the benefits and opportunities, as
well as the challenges that digital technologies can offer for teaching and learning.
According to the OECD Teaching and Learning International Survey (TALIS) in 2018,
just over half of teachers (56%) across participating countries had received training
in ‘use of ICT for teaching’ as part of their formal education or training, and only 43%
felt well or very well prepared for this element (OECD, 2019). While Member States
are responsible for the content of teaching and the organisation of their education
and training systems, the DEAP consultation (European Commission, 2020) showed
that respondents believe that action at European level should support professional
development for teachers, and they rated teachers’ digital skills and competences
as a very important component of digital education. Supporting actions can include
trainings through cooperation, the exchange of good practice, frameworks, research,
recommendations and other tools to contribute to the development of quality and
inclusive education.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
This need is addressed in the European Commission Digital Education Action Plan
2021-2027 (DEAP), where the digital competence of educators is addressed as one
of the guiding principles:
Digital competence should be a core skill for all educators and training
staff and should be embedded in all areas of teacher professional
development, including initial teacher education. Educators are highly
knowledgeable and skilled professionals that need the confidence and
skills to use technology effectively and creatively to engage and motivate
their learners, support the acquisition of digital skills by learners and to
ensure that digital tools and platform used are accessible to all learners.
Teachers and trainers should have access to ongoing opportunities for
professional learning and development tailored to their needs and their
discipline. (European Commission, 2020)
Moreover, under the DEAP Strategic Priority 1 “Fostering the development of a high-
performing digital education ecosystem” Action 5 includes the launch of an online
self-assessment tool for teachers based on the European Framework for Digital
Competence of Educators.
1.2 The research study
Responding to the need to offer effective professional development opportunities
to foster digitally competent teachers across Europe, the European Commission
undertook the present research study with the main objective to develop an up-
to-date and scientifically valid and reliable tool to support the building of primary
and secondary teachers’ digital competence. The online tool is an integral part of a
comprehensive professional learning process through self-reflection. Through self-
reflection, teachers are encouraged to actively engage and assume a central role
5
in their professional learning, by capturing their current digital competence through
guiding self-reflection items and by receiving feedback that helps them plan training
activities. The study took into account that while education systems should provide
teachers with education and training opportunities and support, teachers should at
the same time be encouraged to take ownership of their professional learning and
development and act as reflective practitioners, capable of identifying their own
training needs and mapping out their learning pathways in a context of autonomous
lifelong learning (European Commission, 2007).
The research study used the definition of competence as a combination of
knowledge, skills, and attitudes, as introduced in the European Recommendation on
Key Competences for Life-long Learning (European Council, 2006), as well as the
updated definition of digital competence in the Council Recommendation on Key
Competences for Lifelong Learning in 2018:
Digital competence involves the confident, critical, and responsible use
of, and engagement with, digital technologies for learning, at work, and
for participation in society. It includes information and data literacy,
communication and collaboration, media literacy, digital content
creation (including programming), safety (including digital well-being
and competences related to cybersecurity), intellectual property related
questions, problem solving and critical thinking. (European Council,
2018)
The DigCompEdu framework was used as the basis for the SELFIEforTEACHERS tool,
guiding teachers to understand what is meant by educators’ digital competence and
helping them to position themselves at a digital competence proficiency level. It
did this by transforming the framework key competences into practical statements,
with examples relevant to teachers’ practice, to facilitate their understanding of the
framework and guide their self-reflection. The framework 22 key competences were
studied and deconstructed through their descriptors, aided by the activity examples
provided in the framework. From the 22 competences 32 self-reflection items were
derived (in some cases, multiple items are associated with one competence, and in
other cases new items were created to emphasise some aspects of teachers’ digital
competence based on emerging educational needs), providing six proficiency level
statements based on the framework progression model.
6 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
The research study incorporated a pilot implementation to test the reliability and
validity of the tool, using psychometric statistical methods in combination with
quantitative and qualitative research to explore users’ reception of the tool.
In summary, the research study proposed a solution that entails an online tool and
a self-reflection process and envisions an ecosystem around it that can empower
teachers’ active engagement and agency in assuming a central role in their
professional learning, initiating and designing their learning pathways. The output
of the research study was SELFIEforTEACHERS.
1.3 SELFIEforTEACHERS approach
SELFIEforTEACHERS supports teachers reflect upon and further develop their digital
competence. After completing their self-reflection, users receive a personal report
with their results, showing their proficiency level in each of the 32 items and also
averaged by competence area. Teachers also receive suggestions for next steps for
further development.
SELFIEforTEACHERS is not designed for external assessment of teachers’ performance
but for empowering teachers to identify their strengths and gaps and plan their
professional learning and development. The tool can be used by individual teachers
or by a group of teachers (e.g. within a school, region, or discipline). In the latter case,
the tool creates an aggregated report for the whole group. As such, the tool can
contribute to European, national and regional efforts to support all citizens develop
the necessary competences to use digital technologies critically, responsibly and
creatively, by fostering digitally competent educators who can facilitate digitally
competent students.
SELFIEforTEACHERS follows a professional learning approach using critical self-
reflection to support teachers identify their own needs through guided self-reflection
items and to take action based on their results to further develop their digital
competence. Engaging in critical self-reflection can lead to engaging in strategies
such as setting goals for continuing personal, professional and career development
(Cheng, 2005). The self-reflection process in SELFIEforTEACHERS involves firstly
teachers reflecting on their digital competence using the tool items to self-assess
their digital competence, and secondly reflecting on the tool feedback to plan their
professional learning.
The full use of SELFIEforTEACHERS is a learning process in itself. Its items correspond
to and describe the various aspects of a teacher’s digital competence. By reviewing
statements about educator digital practices, teachers reflect on their own practice,
and by positioning themselves on each item they realise their current stage of
development on each particular corresponding competence. SELFIEforTEACHERS
aims to enhance teachers’ agency in their professional development and support
them as designers of their professional learning, based on their needs and aptitudes,
by providing a report giving results and feedback with suggestions on how to level up.
The tool allows teachers to start the process of professional learning on digital
technologies, either for their personal professional learning path or for a group with
which they choose to work. Properly used, the tool can help teacher trainers and
policy makers to support teachers’ professional development. For this, they must
provide a self-reflection facilitating context for teachers to use the tool, and use
of anonymised aggregated results to support planning training programmes and
creating resources (Figure 1).
Figure 1. SELFIEforTEACHERS scope
Source: SELFIEforTEACHERS toolkit, 2023.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
SELFIEforTEACHERS supports individual teachers to initiate their professional
learning paths by using the tool at any point in time, independently of any
organisational context. Teachers can benefit from both (a) the self-reflection as a
learning and development process, and (b) the self-reflection outcomes based on
what further action is to be taken. At both stages, teachers can work individually or
in collaboration with peers. The tool gives them the option to set up or participate
in a group, making it possible to plan collaborative learning activities, exchange
practices and monitor progress over time or measured against group and global
averages. In addition, from a policy perspective, the tool allows education authorities
to use anonymised aggregated data to support teachers’ professional development.
Moreover, it provides a professional development context for teachers, which can
be further enriched by training programmes, tools, resources and other measures
introduced by education stakeholders.
In summary, SELFIEforTEACHERS, aims to help teachers take initiative in their
professional learning to further build their digital competence, and to provide
support for institution and system-level action. Its ultimate goal is to support
teachers build their digital competence for their professional practice and their use
of digital technologies to enhance teaching and learning, allowing students to reach
their greatest learning potential while supporting development of their own digital
competence.
7
2. SELFIEforTEACHERS
The outcome of this study is SELFIEforTEACHERS, a self-reflection tool to help
teachers build their digital competence through a self-reflection process.
The tool guides teachers through the construct of digital competence of educators
as described in the DigCompEdu conceptual framework. By responding to the tool’s
32 self-reflection items in the 6 digital competence areas, teachers self-assess
their digital competence and position themselves on a 6-level proficiency scale.
On completion of the self-reflection, teachers receive a personal report, with their
results for each area and each item, and feedback and suggestions on how to level
up. Teachers can identify their weaknesses and strengths and plan their professional
learning paths to further build their digital competence. Teachers can initiate a self-
reflection at any time and complete it at their own pace in as many sessions as they
need.
The tool can also be used for self-reflection within a group, for example a group of
teachers of the same discipline (e.g. mathematics), a group of teachers from the
same school or network of schools, a group of teachers in a training programme, or
the teachers in a region. In this case, the tool provides a report with aggregated data
which can be used to plan professional development activities as a group.
Teachers can monitor their progress over time by comparing the results of their
self-reflections, as well as by positioning themselves with respect to the aggregated
averages for their group or the global results (for all teachers using the tool).
Teacher’s general digital competences as described in the Digital Competence
Framework for Citizens are not described in the DigCompEdu framework, nor in
SELFIEforTEACHERS. The tool comprises items for the educator-specific digital
competences as described in DigCompEdu, relevant to school teachers.

Figure 2. SELFIEforTEACHERS areas and items.

Source: SELFIEforTEACHERS tool infographics, 2021.

8 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence


1. Professional
engagement
Digital technologies can
help teachers in their
professional practice to
access information and
enhance their teaching and
learning practices. Teachers
can also use technology
to communicate with and
support students and
parents, and to share and
learn with colleagues and
others beyond the school.
Through digital technologies,
teachers can enhance
their own professional
development, and support
the overall improvement
of their organisation and
profession.
1.1. Organisational
communication
Using digital technologies
to enhance communication
with colleagues and/or
learners and/or parents.
1.2. Online learning
environments
Managing online learning
environments taking data
management and ethics into
account.
1.3. Professional
collaboration
Using digital technologies to
engage in collaboration and
interactions with colleagues
and/or other education
stakeholders.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
2. Digital resources
Teachers have potentially
a wide range of digital
resources available to them.
It is important for them to
effectively identify resources
that best fit their needs,
their teaching style, and
their learners. They may also
need to learn how to modify
and adapt resources to meet
their exact requirements
or create new ones. At the
same time, they need to
learn how to share digital
resources responsibly,
protect sensitive data, and
manage content ethically
and respect copyright rules.
2.1. Searching and selecting
Using searching and selection
criteria to identify digital
resources for teaching and
learning.
2.2. Creating
Creating digital resources that
support and enhance teaching
and learning aims.
2.3. Modifying
Modifying existing digital
resources to support and
enhance teaching and
learning aims, respecting
copyright and licencing rules.
2.4. Managing, protecting
Organising digital content,
Table 1. SELFIEforTEACHERS overview.
3. Teaching and learning
Digital technologies can
enhance and improve
teaching and learning
practice in a number of
ways. A key skill of teachers
is to design learning with the
use of digital technologies
to help students to engage
actively in authentic learning
experiences. Advanced
practice involves a shift from
teacher-led to learner-
centred activities.
3.1. Teaching
Designing, developing and
support learning with the
use of digital technologies to
enhance learning outcomes.
3.2. Guidance
Using digital technologies
in order to provide feedback
and opportunities for
reflection, leading to
readjustment of teaching
and learning practices for
both teachers and learners.
3.3. Collaborative learning
Using digital technologies to
foster and enhance learner
collaboration for individual
and collective learning.
4. Assessment
Digital technologies
can enhance existing
assessment practices
and facilitate new and
innovative ones. Teachers
can use digital technologies
to collect data to better
support and assess learners,
while enabling them to
reflect and adapt their
teaching practice.
4.1. Assessment strategies
Using digital technologies
to support formative and
summative assessment of
learning.
4.2. Analysing evidence
Using digital technologies
to collect and analyse
evidence on students´
learning processes and
outcomes.
4.3. Feedback and planning
Using digital technologies
to provide feedback to
learners, facilitating
planning of further action.
5. Empowering
learners
Using digital technologies
can help teachers to
create innovative learning
experiences, resulting in
learners becoming more
actively engaged. Digital
technologies can be used
by teachers to personalise
learning and tailor it
according to individual
learners’ levels, interests
and needs. However, it is
important to avoid amplifying
inequality, for example in
terms of learner access to
technology or lack of skills.
Accessibility for all learners is
crucial, including those with
special educational needs.
5.1. Accessibility and
inclusion
Ensuring access to digital
resources and learning
activities for all students,
taking into consideration
any contextual, physical or
cognitive constraints to their
use.
5.2. Differentiation and
personalisation
Using digital technologies
to address diverse learning
needs and capabilities, by
allowing learners to advance
at different levels and
speeds, and follow individual
learning pathways and
objectives.
6. Facilitating
learners’ digital
competence
Teachers’ digital competence
is important to support and
facilitate the development
of their learners’ digital
competence.
6.1. Information and data
literacy
Incorporating learning
activities, which require
learners to use digital
technologies to search,
evaluate and manage
information and data in
digital environments.
6.2. Communication and
collaboration
Implementing learning
activities that require
learners to communicate
and collaborate using digital
technologies.
6.3. Content creation
Incorporating learning
9
1.4. Digital technologies
and school level
infrastructure
Using digital technologies
(devices, platforms and
software) and infrastructure
(internet access, local
network) available in my
school to enhance education.
1.5. Reflective practice
Reflecting on my own and
collective professional
practice with the use of
digital technologies.
1.6. Digital life
Contributing positively
and ethically in the digital
world, considering safe and
responsible digital practices.
1.7. Professional
learning (through digital
technologies)
Using digital technologies
for one’s own professional
learning.
1.8. Professional learning
(about digital technologies)
Engaging in professional
learning activities for the
development of teachers’
digital competence.
1.9. Computational thinking
Engaging with computational
thinking concepts and
processes as part of teacher
digital competence.
10
enabling easy and secure
access for students,
parents and teachers, while
protecting sensitive and
personal data.
2.5. Sharing
Sharing digital content
with respect to intellectual
property and copyright rules.
3.4. Self-regulated learning
Using digital technologies
to enhance students’
self-regulated learning
processes, fostering active
and autonomous learning
making students more
responsible for their own
learning, thereby shifting
the focus from teaching to
learning.
3.5. Emerging technologies
Using emerging technologies
in ethical ways to explore
novel learning experiences
and content.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
5.3. Actively engaging
learners
Using digital technologies to
foster learners’ active and
creative engagement in their
learning.
5.4. Blended learning
Using digital resources
and tools, online learning
environments and platforms
to ensure students’ learning
within and beyond the
classroom.
activities that require
learners to express
themselves by creating
digital artefacts.
6.4. Safety and wellbeing
Empowering learners to
use digital technologies
safely, while mitigating
risks to ensure physical,
psychological and social
well-being.
6.5. Responsible use
Empowering learners to
use digital technologies
responsibly and ethically,
managing their digital
identity digital footprint and
digital reputation.
6.6. Problem solving
Incorporating learning
activities, where learners
use digital technologies
to understand and solve
problems.
Each item in the tool comprises an introductory statement, followed by six statements
reflecting different proficiency levels. Based on this model, each self-reflection item
provides six proficiency statements with an allocation of one to six points (Annex 1).
To help teachers understand their competence level, each statement (i) indicates the
proficiency level by highlighting the action verbs, (ii) provides help text for complex
terms, and (iii) gives indicative examples. Teachers are asked to choose the statement
that best describes their current competence level.
A seventh option ‘I am not aware of this competence’, was added following a
suggestion in the pilot study, to ensure that all teachers can find a best fit for their
current competence level. This option has zero points assigned towards the scoring
of the competence level results.
The tool generates an automated personal report for the teachers (Annex 2) with
their results (Figure 4).

Figure 4. SELFIEforTEACHERS personal results (an example).

The six proficiency levels follow the progression model described in the DigCompEdu
framework. To help users, the statements use ‘action verbs’ related to the proficiency
level (Figure 3) and provide indicative examples relevant to teachers’ practice. The
tool also provides a glossary of terms and help text related to teachers’ digital
competence. This feature supports teachers’ learning about digital competence,
while at the same time supporting their understanding of the related competence.

Figure 3. SELFIEforTEACHERS proficiency levels.

C2

C1

B2 Source: SELFIEforTEACHERS toolkit, 2023.

B1

A2
The tool also provides teachers with personalised feedback based on their competence
level in each self-reflection item with suggestions how to level up (Figure 5). Based
A1
on their results and the feedback received, teachers are encouraged to plan their
professional learning to further develop their digital competence.
Source: SELFIEforTEACHERS tool infographics, 2021.

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

11
 Figure 5. SELFIEforTEACHERS personalised feedback with suggestions on how to level up
(an example).
Source: SELFIEforTEACHERS toolkit, 2023.
The tool was launched on 5 October 2021 in five languages and as of January 2021
is available online in 29 languages.
Translation of the tool into the EU official languages was undertaken by the
European Commission translation services. As the translation was more of an
adaptation than a linguistic translation alone, each translation was then reviewed
by national education experts, to ensure the quality of the translations in reference
to terms used in the educational context of the countries. The following process
was established for translation/adaptation of the tool: (1) Linguistic translation,
(2) Review for adaptation to specific language context, (3) Reverse translation
(random selection of 10% of the content to translate back to English and compare),
(4) Testing of translation with teachers (about 10 teachers from both primary and
secondary education), and (5) Finalisation of the translation.
12
2.1 Content
SELFIEforTEACHERS comprises 32 self-reflection items in 6 competence areas. Each
item is introduced by a description of the competence and provides six competence
statements following a six-level proficiency model. Teachers receive their results
based on a score for each one of the items. They also receive feedback according to
their competence level for each of the items, with suggestions on how to level up.
In section 4 of this report, we present each one of the competence areas with its
description, the items underneath each area with their introductory statements,
and the six proficiency level statements. For each proficiency level, the feedback
provided to the teachers is also presented.
2.2 Glossary
SELFIEforTEACHERS includes some terms from recent literature that might not be well
understood by teachers in all contexts, for example ‘learning design’ or technical terms
such as ‘maker spaces’. Some other terms are also used in the context of the tool
with a specific meaning, for example ‘various’. To facilitate teachers’ understanding
of the competence level statements, these terms are indicated as text with help text
available on hover. The glossary used for these terms is presented in Annex 3.
2.3 Online platform
SELFIEforTEACHERS is hosted online on an in-house custom-made platform. This
provides the flexibility to build a user interface with features to fit the design and aims
of the tool, while allowing for quality control based on the European Commission’s
ethics and policies, such as data privacy and security, and free and equal access.
The design of the platform follows learning design principles, supporting teachers’
learning needs as adult professionals. This includes providing a user dashboard
where they can manage their self-reflections, save their results in different sessions,
compare results over time and with averages for groups of users, access their
results and feedback reports whenever needed, and download and print their digital
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
badges and certificates of participation. The platform also supports teachers to take
initiative for their own learning, as any teacher can begin their self-reflection by
simply creating an account at any point in time. Furthermore, it allows users act as
a group creator and invite teachers to take self-reflection within a group, with the
option of sharing their anonymised results to help plan professional development
activities for the group. Group creators have access to the group’s aggregated results
for further analysis if needed.
An important aspect of the design of the platform hosting SELFIEforTEACHERS is
that it gives flexibility and adaptability through planned features that will allow
adding a new education sector or new area, or adding or removing items to suit the
needs of a specific group.
2.4 Ecosystem
The SELFIEforTEACHERS tool aims to help teachers further develop their digital
competence and subsequently use digital technologies for the benefit of their
students. The tool encourages teachers to take action following their self-reflection
results, and aims to establish an ecosystem to support its users on their learning
journeys.
The SELFIEforTEACHERS expert network brings together experts and practitioners who
contributed to the tool development to further support the use of SELFIEforTEACHERS
by implementing various use cases in different contexts across Europe and exchanging
practices. The network aims to facilitate knowledge and experience sharing while
building a strong community for SELFIEforTEACHERS users. A workshop on 2-3 June
2022 marked the kick-off of the expert network.
While SELFIEforTEACHERS encourages teachers to have agency and active
participation in their learning, institutional and systemic support is also very important
to facilitate their further development and to provide support on their professional
learning paths. Teachers need access to learning resources and to communities to
meet their learning needs, to receive feedback and to exchange good practices (steps
4 and 5, Figure 6).
Figure 6. SELFIEforTEACHERS professional learning process.
1
6 Take the
self-reflection
Take the self-reflection
again to see progress

Supporting material – including videos, infographics and other resources – has been 5 2
developed to provide information about the tool and guidelines on how to use it. A Apply new competences
in professional practice
Receive the individual
feedback report
dedicated website serves as the gateway to this material and provides news and
updates about the tool.

Moreover, good practices by various users in implementing the tool are being 4
collected and shared. Teachers are starting to share stories on how they are using 3
Implement the plan – e.g. training
Design a professional
SELFIEforTEACHERS, with some already presented in webinars and on online shared courses, communities of practice,
working with colleagues learning plan
platforms (such as the DigCompEdu ePosters platform). Furthermore, the DigCompEdu
community serves as an initial hub where researchers, educators, teachers and other
stakeholders can start discussions about SELFIEforTEACHERS and its implementation. Source: SELFIEforTEACHERS tool infographics, 2021.

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

13
A number of projects have been launched in relation to SELFIEforTEACHERS by
different stakeholders, including the development of teacher training programmes,
and educational resources, and the implementation of teaching and learning using
digital technologies. The SELFIEforTEACHERS ecosystem envisages to promote a
repository for all this material, which would correspond to the six digital competence
areas, and which would support teachers in implementing their professional learning
paths and in sharing their learning achievements.

2.5 Use cases

SELFIEforTEACHERS is not a test or a survey; it is a tool for self-reflection to support
teachers’ digital competence and encourage them to take action based on their
results and the feedback provided.

Various use cases have been described for the tool; these are general descriptions of
how the SELFIEforTEACHERS tool can be used in a particular setting (i.e. hypothetical
but possible scenarios of how it could be implemented). Implementation of a
SELFIEforTEACHERS use case refers to how the use case will be carried out in practice
(i.e. the application of a potential scenario for a use case). The various use cases are
defined by who is using the tool (e.g. individual teachers, groups of teachers, school
leaders, teacher educators, teacher trainers, education authorities) and for what
purpose (e.g. design individual learning paths, use aggregated data for planning). A
number of use cases are presented in Annex 4, following a structure that describes
the target of the use case (who), the context in which it may take place (context),
actions to be taken (action), how it can be implemented (how to) and how to follow
up (follow up).

These use cases can support exploration of how the tool can be used effectively in
different educational contexts and settings, for example by networks of teachers and
schools, in initial teacher education, by in-service training institutes and by education
authorities. Implementations of the use cases can provide practices and insights into
key factors – enablers and barriers - that can support the aim of the tool, i.e. to build
teachers’ digital competence.

14 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

3. Methodology
3.1 Overview
To develop SELFIEforTEACHERS, the research team used the European Digital
Competence of Educators (DigCompEdu) as a benchmark for teachers’ digital
competence. As DigCompEdu addresses educators of all education levels, we
performed a content analysis of the framework to adapt it specifically to primary and
secondary teachers in Europe, taking into consideration emerging educational needs
and approaches. We then designed a number of self-reflection items following the
framework six competence areas and reflecting the framework key competences and
crucial aspects/subsets. These items are presented with a title name, an introductory
statement describing the specific competence they correspond to, and six proficiency
level statements with teacher practice examples to guide teachers identify their current level.
In order to ensure the tool suitability, quality, validity and reliability we relied on
previous research and literature and an extensive network of experts who contributed
to the development process through iterative consultations, workshops and in some
cases contractual work. We also conducted a pre-pilot and a pilot study in five
countries with more than 4.000 participating teachers.
Figure 7. Overview of the SELFIEforTEACHERS design and development methodology.
Primary and Secondary Teachers
Emerging education needs and approaches
Desk research Expert consultations
DigCompEdu Item and content
Revision
content analysis creation
Pilot
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
3.2 Conceptualisation
To address the need to support building teachers’ digital competence through an
online self-reflection tool for teachers based on the European Framework for Digital
Competence of Educators as described in DEAP Action 5 (European Commission,
2020), we conceived the research study in two aspects: (a) the design and
development of the tool content, which includes the reflection items, examples,
help text explaining the terms used and proficiency level-based feedback with
suggestions on how to level up, and (b) the design and development of the online
platform to host the tool, which includes tool functionalities and usability. A further
aspect includes the tool ecosystem to support users in their self-reflection process
and in further development of their digital competence.
Regarding the tool content, DigCompEdu, being widely accepted across Europe,
served as the conceptual reference for the tool content. Content analysis of the
framework has been performed to respond to the specific needs of the target group
of the tool, i.e. primary and secondary teachers in Europe, As DigCompEdu was
published in 2017, the tool content was enhanced by desk research and expert
consultations to meet up-to-date educational needs and trends.
In order to offer meaningful and effective professional development opportunities to
teachers, SELFIEforTEACHERS design took into account important aspects of teachers’
professional learning, including learning approaches and teachers’ professional
characteristics, to support the development of teachers’ digital competence as a
learning outcome, while at the same time providing a continuous learning process.
In summary, the tool design and development was guided by the following elements:
Pre-pilot
(a) transforming the conceptual framework concepts and descriptors into statements
that are more concrete and relevant to teachers’ professional context, with examples,
15
(b) taking into account emerging and up-to-date pedagogical needs and trends,
(c) ensuring scientific evidence of the tool’s validity and reliability, (d) providing an
opportunity that is meaningful to teachers’ professional development and follows
effective professional learning approaches, (e) providing a learning experience for
teachers through a self-reflection process with personalised feedback, (f) supporting
teachers’ active engagement and agency in the design of their professional learning,
(g) encouraging collaborative learning design and activities, and (h) providing
aggregated data to support planning and monitoring of professional development.
3.2.1 The DigCompEdu framework
The European Framework for the Digital Competence of Educators (DigCompEdu)
captures and describes 22 educator-specific digital competences in six areas. These
areas correspond to three dimensions: educators’ professional context, pedagogy
and learners’ competences (Figure 8).
Figure 8. The European Framework for the Digital Competence of Educators (DigCompEdu).
3 CEFR levels were coupled with motivating role descriptors, ranging from Newcomer
1 6
2 5
4 and ‘Analysing’, and finally to ’Evaluating’ and ‘Creating’. Similarly, in the first two
Source: European Framework for the Digital Competence of Educators report, 2017.
For each competence, a competence descriptor is provided, complemented by a list
of typical activities that are examples of the competence. A series of proficiency
statements exemplify the activities at six proficiency levels.
16
The DigCompEdu framework sets out a six-scale progression model to capture
educators’ competence proficiency level: A1 = Awareness, A2 = Exploration, B1 =
Integration, B2 = Expertise, C1 = Leadership, C2 = Innovation (Figure 9).
Figure 9. European Framework for the Digital Competence of Educators (DigCompEdu),
Progression Model.
Source: European Framework for the Digital Competence of Educators report, 2017.
According to the framework report (Redecker, 2017), the proposed progression
model describes different stages or levels of digital competence development,
linked to the six proficiency levels used by the Common European Framework of
Reference for Languages (CEFR), ranging from A1 to C2, for ease of reference. The
(A1) to Pioneer (C2). These stages and the logic of their progression were inspired
by Bloom’s revised taxonomy3, which explains the subsequent cognitive stages
of any learning progress from ‘Remembering’ and ‘Understanding’, to ‘Applying’
stages of DigCompEdu, Newcomer (A1) and Explorer (A2), educators assimilate
new information and develop basic digital practices; at the following two stages,
Integrator (B1) and Expert (B2), educators apply, further expand and reflect on their
digital practices; at the highest stages, Leader (C1) and Pioneer (C2), educators pass
on their knowledge, critique existing practice and develop new practices (Redecker,
2017).
3 Anderson, L.W., and Krathwohl, D. R. (eds.), A Taxonomy for Learning, Teaching and Assessing: a
Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York, 2001
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
3.2.2 The CheckIn testing tool
A testing tool (CheckIn)4, had been developed by the JRC in 2018 and was available
online on EUSurvey, the European Commission’s official survey management system5.
The aim was to test educators’ understanding of the DigCompEdu framework and to
offer them an initial assessment of their individual strengths and learning needs The
CheckIn tool was studied along with DigCompEdu for the design and development
of the SELFIEforTEACHERS tool.
As described by Ghomi and Redecker (2019), the tool consisted of 22 items
representing each competence in the framework. Each item consisted of a statement
describing the core of the competence and five possible answers, which were
cumulatively structured and mapped onto the proficiency levels, as described in the
DigCompEdu progression model. As it was decided that each competence should
be represented by only one item, in some cases a choice had to be made between
different aspects crucial to a given competence. For example, for competence 2.3
(Managing, protecting, sharing) it was decided to focus on data protection, rather
than on copyright rules or the use of shared content repositories.
The five possible answers to each question corresponded to a five-point scale
progression, assuming that digital competence development comprises the
following stages: no use, basic use, diversification, meaningful use, systematic use
and innovation. In some cases, the categories of meaningful and systematic use
were merged, as it was deemed difficult for users to differentiate between the two
options. In other cases, the highest competence level (C2), was left out, as it was
expected that current usage patterns were unlikely to display innovative strategies.
The resulting CheckIn instrument presented five answer options, for which points
3.3 The process
The SELFIEforTEACHERS development process involved an iterative collaboration
between the main researcher of the study, the JRC team and education experts
from the EU Member States, complemented by desk research on international
developments in the field of educators’ digital competence, competence frameworks
and self-assessment tools. Minimising the possibility of bias and building collective
and shared ownership were important for the tool development, its dissemination
and use, as well as its testing and collection of data for further development.
Subsequently, we organised a workshop in which a group of around thirty experts –
including researchers, policy makers, teacher educators and teachers– discussed the
items and provided their input. We edited the items based on the feedback received
in collaboration with three education experts and one expert in assessment items
development. More input was received on the updated items by the experts as well
as education stakeholders from the DG EAC Education and Training 2020 Working
Group on Digital Education.
Finally, a pilot study was undertaken to scientifically confirm the validity and reliability
of the tool, along with a usability study to collect user feedback to improve the
online platform hosting the tool. Next steps include implementing various use cases
of the tool to identify key factors for its effective use. Finally, future plans involve
qualitative and quantitative research of the tool use and analysis of collected data
to support policy planning.
Figure 10. SELFIEforTEACHERS design and development path.
March 2020 Desk research February 2021 Revision of content for the tool

ranging from 0 to 4 were allocated. In the feedback report generated, the total April-May 2020 Content development for first version of the tool March - April 2021 Pilot study
26 May 2020 Expert consultation workshop
score - ranging from 0 to 88 points - is mapped onto the six different DigCompEdu June - November 2020 Review and updates, development of online platform
May - June 2021

July - September 2021

Finalisation of content

Translations of the tool

proficiency levels (Ghomi and Redecker, 2019). 30 November 2020 DELTA WG consultation workshop 5 October 2021 Official launch of the tool in five languages
December 2020 – January 2021 Pre-pilot study January 2022 Launch of the tool in all EU official languages

4 https://joint-research-centre.ec.europa.eu/digcompedu/digcompedu-self-reflection-tools_en
5 https://ec.europa.eu/eusurvey

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

17
3.3.1 Desk research
Since the publication of the DigCompEdu framework in 2017, social and technological
changes have led to new needs and development in education, with a number of
education reforms taking place in Europe. The COVID-19 pandemic also had a major
impact on how education is offered. In order to capture these emerging pedagogical
needs and trends and incorporate them into the tool self-reflection items to ensure
an up-to-date tool, desk research was conducted, along with consultation with
experts and practitioners.
This exploration did not repeat the mapping exercise of tools and frameworks done
for the DigCompEdu framework. It involved a narrow selection of recent tools and
reports (after the publication of DigCompEdu) related to digital competence in
education, based on specific elements proposed by the researchers, practitioners
and experts, as extensive review of academic and grey literature had already been
conducted for the framework. The selection included websites and reports from
national education ministries, councils or agencies, in order to identify relevant
instruments and digital competence frameworks at national and European level
that appeared or were in development after the release of DigCompEdu. It also
included relevant policy reports on emerging trends.
The key aim of the desk research was to identify any teachers’ digital competences
that were not explicitly mentioned in the framework, and to provide evidence of
the analysis of such key competence descriptors. The desk research led to some
elements being considered for greater prominence among the tool items, such as
computational thinking, emerging technologies and artificial intelligence, distance
and blended learning, data management and ethical considerations.
3.3.2 Content creation
The research team performed a content analysis of the DigCompEdu key competences
and their descriptors adapting it specifically for primary and secondary education
teachers in Europe. The work encompassed the following tasks: (a) analysing and
simplifying the key ideas in the framework, (b) transforming the framework into
self-reflection items with concrete practices that primary and secondary teachers
18
in Europe could relate to (c) bringing forward competences that are relevant to up-
to-date educational needs (d) describing the progression within a competence to
guide teachers position themselves in a six-scale competence level, (e) providing
personalised feedback to teachers according to their individual competence level to
help them plan further development.
The creation of the tool content was based on the following principles:
‣ The tool follows the six competence areas in the three dimensions presented
in the DigCompEdu. The first dimension covers teachers’ competence in their
professional engagement and development, the second covers teachers’
pedagogic competence and teaching practices, and the third covers facilitating
students to build digital competence.
‣ Each self-reflection item lies within a DigCompEdu competence area,
according to the area description.
‣ The tool presents competences, using a simple and practical approach, and
contains examples to help teachers reflect on their digital competence.
‣ The tool considers competence as a complex construct that combines
knowledge (being aware of, understanding), skills (applying, performing) and
attitudes (developing a mindset for critical, ethical and creative use).
‣ Teacher-specific digital competences as introduced in DigCompEdu are
supported by the general digital competences described in DigComp, as well
as teacher subject specific, pedagogic and transversal competences.
‣ Each item consists of an introductory statement giving the overall scope
of the competence and six proficiency level statements associated with
teachers’ level of competence.
‣ The six proficiency level statements show progression in terms of ‘skills
complexity’ and not in terms of points on a scale of competence or frequency
(e.g. a 6-point Likert scale). This also indicates that a level reflects a ‘range’
and not an absolute number.
‣ Teachers receive a score for each one of the items that indicates their
cumulative points (one point for each level, thus a range from 1 to 6 points
for each item).
Some practical aspects were also anticipated to make the tool useful and usable for
teachers. For example, the number of items could not be exhaustive as this would
require too much time and effort from teachers. Similarly, provided feedback at a
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
large scale, was designed to be as personalised as possible (e.g. responding to the
teacher competence level for each item) while at the same time introducing scoring
of the items to provide a quantitative representation of the teachers’ results in
addition to the qualitative feedback.
3.3.2.1 Defining the self-reflection items
We started with a preliminary analysis of the DigCompEdu key competences,
involving understanding the descriptor for each competence along with its proficiency
statements, as well as the activities presenting some examples of the competence.
We then analysed each competence for its key elements, as some of them were
quite complex involving more than one crucial aspect which could not be described
by one simple item. Based on the desk research and consultations with experts
and practitioners, we considered whether to use each aspect as a proficiency level
statement within the same item, indicating the complexity increment for each level
(for example under competence 1.2. (Professional collaboration), ‘collaborative
innovating pedagogic practices’ was viewed as a more advanced level of ‘using
digital technologies to engage in collaboration with peers’) or whether we would
create additional items. In a number of cases, a crucial aspect of a competence was
considered important enough to be analysed further and presented as a separate
item. For example, competence 2.2. (Creating and modifying digital resources) was
split into two, so as to include the learning design aspect in the ‘Creating’ item
and the copyright aspect in the ‘Modifying’ item. In other cases, a crucial aspect
was selected to become a new item to emphasise and to show the different areas
within one competence. Such an example is the new item ‘Managing online learning
environments’ under the area of ‘Organisational communication’, to include data
management and ethical considerations. Finally, based on emerging trends and
needs in education, aspects were identified that needed greater prominence, either
in the progression level analysis or as new items. This resulted either in new items,
such as ‘Emerging technologies’ and ‘Computational thinking’, or in new elements
embedded in existing competences, such as data management and ethical
considerations.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Figure 11. Defining the items.
Item X
Deconstruction of
Desk
Item X1 + Item X2
research /
Key
competence descriptor emerging needs
Competence X Item X + New item
into its crucial aspects and trends in
education New item
During the process, we tried to ensure that all key competences and their crucial
aspects were included in the tool items, either vertically (i.e. under an area as a
separate item) or transversally (i.e. embedded in the items proficiency levels).
For each item, we revisited the existing competence descriptor and created a new
one for the new items, based on recent literature. The competence descriptor plays
the role of introducing the competence on which each item then elaborates. To decide
on the item title and the introductory statement, we also consulted experts with
experience in the area, along with literature. For example, related to ‘computational
thinking’ terms such as ‘algorithmic thinking, ‘programming’, ‘coding’ were discussed,
and related to ‘blended learning’ terms such as ‘online learning’, ‘remote learning’
and ‘distance learning’ were discussed.
Based on the recent literature, we also renamed the key competence 1.4 Digital
Continuous Professional Development (CPD) to ‘Professional learning’. In addition,
we decided to include some terms in the item statements that are aligned with
more recent pedagogical approaches, as for example the terms ‘Learning design’
and ‘Maker spaces’.
The analysis was done in parallel with the CheckIn tool, as each of the tool’s 22
questions corresponded to the framework competences.
Table 2 presents the items to be included in the first working version of the tool
for the expert consultation workshop, while Annex 5 presents this analysis in more
detail. In summary, the suggested working version for the tool presented 32 self-
reflection items (10 more than the CheckIn tool), corresponding to the competences
19
proposed by the DigCompEdu framework. Different approaches were employed 3.3.2.2 Creating the items and the proficiency level statements
for the introduction of new items. In some cases, existing items were split to
accommodate different aspects of the competence proposed by the framework. In We started creating the proficiency statements for each item by first writing down
other cases, new items were added to emphasise current needs. However, each item the basic aspects of the competence corresponding to the item, and then writing a
still lays within one of the six competence areas in the framework. range of practices with concrete examples related to teachers’ professional context.
We then tried to organise them along the DigCompEdu progression model. The
Table 2. SELFIEforTEACHERS first proposal for new items in relation to DigCompEdu competence areas. progression was underpinned by the following:
‣ The proficiency level statements follow the progression model in the
DigCompEdu competence area New items DigCompEdu framework (A1 – Awareness, A2 – Exploration, B1 – Integration,
B2 – Expertise, C1 – Leadership, C2 – Innovation).
1. Professional learning (using digital ‣ The proficiency level statements reflect the increased level of skills complexity,
technologies) (1) describing different stages or levels of digital competence development.
2. Professional learning (on digital technologies)
Similarly, each level reflects a ‘range’ of more complex abilities in a continuum
Area 1 – Professional engagement (1)
3. Digital technologies and infrastructure rather than an absolute number (e.g. 5-point Likert scale).
4. Online learning (management) ‣ The progression moves from specific to more strategic (e.g. initiating a school
5. Digital citizenship policy) and from individual to more collective (e.g. supporting others). It also
moves from awareness and basic understanding (knowledge) to using and
6. Creating (2) applying (skills) and involving others, to initiating actions (attitudes).
7. Modifying (2) ‣ The proficiency level in the statements is reflected in action verbs that are
Area 2 – Digital resources
8. Sharing used consistently (e.g. I use, I explore, I choose, I apply, I develop).
9. Programming ‣ The statements are stated in the first person ‘I …”’, so as to provide more
relevance to the teacher.
Area 3 – Teaching and learning 10. Emerging technologies ‣ The proficiency level statements measure a competence that teachers have,
not their everyday practice. Thus, adverbs expressing frequency of use (e.g.
Area 5 – Empowering learners 11. Distance education often, sometimes, always) or degree (e.g. strongly, completely, barely) are
avoided.
Area 6 – Facilitating learners’ digital ‣ The items approach the competences at a macro- as opposed to a micro-
12. Innovate
competence level (e.g. specific skills in using a certain digital tool or technology are not
included), while at the same time providing context for the teachers to relate
(1) These two items were presented as one in the CheckIn tool. to their practice and specific context.
(2) These two items were presented as one in the CheckIn tool.
We applied a structure where each item consists of an introductory statement, giving
the overall scope of the competence in focus, and six proficiency level statements,
describing how competence manifests itself at different proficiency levels, with
examples providing relevance and context for teachers.

20 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

To make the proficiency statements for each item easier to read and understand, we
followed the scheme presented in Figure 12, where the core text of the statement
appears in bold text, indication of complexity appears in red text, and examples/
explanations appear in italics.
The first working version of the tool was updated and shared for the expert
consultation workshop.
Figure 12. SELFIEforTEACHERS structure of proficiency statements (an example).
Source: SELFIEforTEACHERS toolkit, 2022.
3.3.2.3 Feedback report
The SELFIEforTEACHERS feedback report, which users receive after completing their
self-reflection, was developed using the CheckIn tool feedback report as a starting
point. This existing report was reviewed and modified to reflect the changes made in
the content of the new tool (e.g. new items, differentiated proficiency levels).
The feedback format was restructured into two parts: (a) acknowledging
achievement at the current proficiency level by providing comments focused on the
key aspects of this level, and (b) providing suggestions on how to level up, with a
range of suggested actions to take for further development of digital competence,
highlighting key aspects of the next proficiency level. Thus, the feedback provided for
each level encompasses elements of the current level and also indicates a direction
towards the next one.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
The quality and tone of the feedback language was also addressed, to avoid
authoritative or condescending language and to inspire teachers to take action based
on their results and plan their professional learning paths based on the suggestions.
3.3.3 Expert consultations
A number of consultations were held during the development phase, to obtain expert
feedback and suggestions. A first consultation took place during a workshop on 26
May 2020 (see Annex 6). The first working version for the consultation presented
the 32 items, with the introductory and proficiency statements, under the 6 areas.
In general, the 32 items were accepted as they had been distributed in the 6 areas
with the following modifications:
‣ The item related to ‘Programming’, initially positioned under ‘Area 2 - Digital
resources’ was instead included under ‘Area 1 – Professional engagement’ as
‘Computational thinking’.
‣ The item related to ‘Responsible use: To empower learners to exploit digital
technologies creatively, responsibly, ethically and safely, while mitigating
risks to ensure their physical, psychological and social wellbeing.’ under ‘Area
6- Facilitating learners’ digital competence’ was expanded and divided into
two distinct items, namely ‘Responsible use’ and ‘Safety and wellbeing’.
‣ The new item ‘Innovate’ proposed under ‘Area 6- Facilitating learners’ digital
competence’ was excluded as it was considered to overlap with other items
(mainly ‘Content creation’ and ‘Problem solving’).
Another important change deriving from the expert consultation was to start
the proficiency level A1 from a lower point, i.e. from ‘awareness’ and not ‘using’.
Furthermore, it was suggested to ensure consistency in the use of words (verbs) for
each proficiency level: A1 = I am aware of, A2 = I use in a basic way, B1 = I choose
and use suitable digital technologies, B2 = I reflect and modify, C1 = I support (or
advise/assist/coach) and readjust practices, C2 = I initiate/introduce/invent/develop
a comprehensive strategy.
Following the workshop, three experts were contracted to work closely with the JRC
team to review the tool and further elaborate on the items based on the expert
feedback. These three advisers had expertise in digital technologies for education,
and more specifically on digital competence, teachers’ professional development
21
and assessment tools. The work took place between July and October 2020. It then Table 3. Set of action-verbs used in describing the proficiency level statements.
went through a final language review and edit by another expert, with experience in
A1 - A2 - B1 - B2 - C1 - C2 -
developing assessment items. Awareness Exploration Integration Expertise Leadership Innovation

The involvement of external experts was designed to ensure that all steps were I lead / I
support
counter-checked and that the quality of the final tool was covered in all its aspects. Area 1 – I analyse and and provide
I contribute
I am aware I use various… to /
The expert team worked closely with the JRC team and provided recommendations Professional
that
I explore
according to…
select… advice
I initiate and
engagement based on… (from
on improvements to overall content. Each expert worked on one or two areas (with individual to
promote
each area covered by two team members for a degree of cross-validation) and during collective)
regular online meetings each item was discussed and agreed, in terms of content, I analyse and
I reflect on…
language and examples provided for each statement. The first revised draft was select... I initiate and
and readjust /
Area 2 – based on... contribute/
then revisited by all experts, looking at each item in terms of the progression levels I am aware I use various… redesign
Digital I explore or promote...
that according to… or
within each one (vertically) and each progression level across all items (horizontally). resources I select…
I design and
school-wide
to modify and strategy
The whole work was undertaken by five people, including the JRC team. adapt
develop

Based on the feedback received during the workshop, the introductory level A1, I select and I initiate and
employ digital I reflect on contribute/
originally conceived as ‘basic use’ of digital technologies, was modified to focus on Area 3 – I employ technologies and redesign... promote...
I am aware
the ‘awareness’ level, where teachers are expected to know/have a basic level of Teaching I explore various… in my learning students’ within my
that
and learning to support… designs based active school and
awareness of a specific aspect of digital competence. Levels C1 and C2 were also on their engagement its wider
modified, in line with the expert feedback, for greater consistency. In particular, level affordances community

C1 encompasses teachers’ capability ‘to be source of inspiration for others, to whom I initiate and
I develop contribute/
they pass on their expertise’, hence supporting and engaging with colleagues and I implement /
learning
I reflect on
promote...
Area 4 – I am aware integrate… and involve
students. Similarly, level C2 highlights teachers’ capability to initiate and promote Assessment of/that
I explore
according to
designs...
my students
within my
I reflect / school and
actions within and beyond the school, reaching out to the wider community. their needs in…
select its wider
community
The experts also revised the language used and some of the terminology, to reflect
I initiate and
the competences in a simpler and more concise way that is closer to teachers’ contribute/
I implement /
every-day practice. They also further elaborated the explanation of key terms used, Area 5 –
I am aware integrate…
I develop
I reflect on
promote...
Empowering I explore learning within my
with the tool’s Glossary serving as a help feature. learners
of/that according to
designs...
and redesign
school and
their needs
its wider
Moreover, to ensure consistency with the DigCompEdu framework, as well as community
coherence across the different areas and competences, a revised set of agreed Area 6 – My students
I implement / I reflect and
‘action verbs’ was adopted. This pool of words has been consistently applied to Facilitating
I am aware integrate…
I develop
redesign...
and I...
learners’ I explore learning initiate and
ensure the proficiency level statements aligned with the progression model (vertically digital
of/that according to
designs...
or
promote/
their needs I lead...
within an item and horizontally across items). Progression levels were considered as competence contribute
cumulative; hence each higher-level descriptor comprises all lower-level descriptors.
An ‘N/A-Not Applicable’ option would also be accommodated in the online tool.

22 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

Concerning the feedback generated for each proficiency level, a refinement to the Table 4. SELFIEforTEACHERS items in relation to DigCompEdu competence areas and competences.
proposed structure was agreed (in the approach and in the wording of the two DigCompEdu competence area
and competences
parts): (a) the introductory comment focusing on the key characteristics of the
current proficiency level and (b) suggestions on how to level up, highlighting facets Area 1 – Professional engagement
of the competence at the following proficiency level and providing teachers with a 1.1 Organisational communication
1.2 Professional collaboration
range of possible actions to take to further develop their digital competence. All the 1.3 Reflective practice
experts validated the feedback for each item (under each competence level) and 1.4 Digital Continuous Professional
across all competence levels (for each item). Development (CPD)
The contracted experts were also consulted during revision of the tool after the pre-
pilot, and pilot to enhance the internal validity of the tool with additional external
validity as well from the perspective of experts and practitioners.
Area 2 – Digital resources
After the contractual work, the revised tool was sent to the workshop expert group 2.1 Selecting digital resources
2.2 Creating and modifying digital
for further input. The consultation also involved the European Commission’s Working
resources
Group on Digital Education: Learning, Teaching and Assessment (DELTA WG). The 2.3 Managing, protecting and sharing
consultation took place on 30 November 2020 during a 2-hour online workshop, digital resources
with some preparatory and follow-up work. The goal of the workshop was to present Area 3 – Teaching and learning
the preliminary tool and get feedback on the content (items and feedback report), 3.1 Teaching
the platform (features, interface) and its potential usage. In all, 34 participants 3.2 Guidance
3.3 Collaborative learning
from ministries of education (Member States, EFTA and candidate countries),
3.4 Self-regulated learning
social partners and NGOs took part. The participants gave positive feedback and
showed a strong interest in the tool providing comments and suggestions mainly on
Area 4 - Assessment
improving the interface and its usability. At a later stage, the DELTA WG members 4.1 Assessment strategies
were also informed about the results from the pre-pilot and pilot, and consulted 4.2 Analysing evidence
about possible revisions. 4.3 Feedback and Planning
Area 5 – Empowering learners
The revised working version of the tool led to the pre-pilot version which was used 5.1 Accessibility and inclusion
for the pre-pilot study. Table 3 presents the items of this version in relation to the 5.2 Differentiation and personalisation
DigCompEdu competence areas and competences. 5.3 Actively engaging learners
Area 6 – Facilitating learners’ digital
competence
6.1 Information and media literacy
(1) These are new items. 6.2 Digital communication &
(2) These two items were presented as one in the CheckIn tool. collaboration
(3) These two items were presented as one in the CheckIn tool. 6.3 Digital content creation
(4) These two items were presented as one in the CheckIn tool. 6.4. Responsible use
(5) These two items were presented as one in the CheckIn tool. 6.5 Digital problem solving
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
SELFIEforTEACHERS items
Area 1 – Professional engagement
1.1 Organisational communication
1.2 Online learning environments (1)
1.3 Professional collaboration
1.4 Digital technologies and school level infrastructure (1)
1.5 Reflective practice
1.6 Digital life (1)
1.7 Professional learning (through digital technologies) (2)
1.8 Professional learning (about digital technologies) (2)
1.9 Computational thinking (1)
Area 2 – Digital resources
2.1 Searching and selecting
2.2 Creating (3)
2.3 Modifying (3)
2.4 Managing and protecting (4)
2.5 Sharing (4)
Area 3 – Teaching and learning
3.1 Teaching
3.2 Guidance
3.3 Collaborative learning
3.4 Self-regulated learning
3.5 Emerging technologies (1)
Area 4 - Assessment
4.1 Assessment strategies
4.2 Analysing evidence
4.3 Feedback and planning
Area 5 – Empowering learners
5.1 Accessibility and inclusion
5.2 Differentiation and personalisation
5.3 Actively engaging learners
5.4 Blended learning (1)
Area 6 – Facilitating learners’ digital competence
6.1 Information and data literacy
6.2 Communication and collaboration
6.3 Content creation
6.4 Safety and wellbeing (5)
6.5 Responsible use (5)
6.6 Problem solving
23
3.4 Pilot study Table 6. Distribution of participants in the follow-up qualitative study by country.

Country Primary Secondary Total

The pilot study aimed to validate the overall scientific soundness of the tool.
Italy 9 9 18
Psychometric statistics were used to verify the competence areas and progression
levels with reference to the DigCompEdu framework, and the validity and reliability Portugal 8 8 16
of the 32 items underneath each of the areas. A follow-up study using quantitative
Grand total 17 17 34
and qualitative methodology, collected user feedback on the tool.

The study was conducted by an external contractor and comprised in two phases: a Factor analysis confirmed a good fit for the suggested six-factor model of teachers’
pre-pilot, in two countries (Italy and Portugal) during December 2020 and January digital competence. Confirmatory Factor Analysis (CFA) and Item Response Theory
2021, and a pilot in four countries (Estonia, Italy, Lithuania and Portugal) in April (IRT) did not suggest any changes to the dimensionality (factor structure) of this
2021. Two reports will provide more details and in-depth analysis of the pilot study. construct. All items had good - or at least satisfactory - factor loadings, and there
was no evidence to support an argument for removing, adding or replacing items for
3.4.1 Pre-pilot any factor. Moreover, correlation analysis did not reveal significant overlap between
any two items in the self-reflection tool. None of the item pairs correlated so highly
The self-reflection and quantitative data was collected from 2 December 2020 to with each other as to suggest removal of one. There were some doubts, as perceived
12 January 2021 from a sample of teachers in two countries, Italy and Portugal. by respondents, regarding the distinctiveness of the six progression levels and equal
A clustered (school-based) sampling approach was followed with 6-8 primary and distances between the levels across items.
6-8 secondary schools for each country, stratified by school size, and geographical
region. All teachers from these schools were invited to participate in the study. The expert team involved in the creation of the items was consulted about revision
of the tool after the pre-pilot. Even though CFA and IRT applied to the pre-pilot results
Table 5. Distribution of respondents by gender and country. did not suggest any changes, we wanted to enhance the internal validity of the tool
with additional external validity from the perspective of experts and practitioners.
Country Male Female Missing Unrevealed Total
Based on the pre-pilot results, the expert team reviewed the wording of some items
Italy 81 (16%) 412 (81%) 3 9 505 where psychometric analysis revealed higher difficulty. Specifically, this related to
Portugal 95 (33%) 191 (66%) 4 290 difficulty and progression under the items 1.2. (Online learning environments), 1.5.
(Reflective practice), 1.9. (Computational thinking) and 3.5. (Emerging technologies)
Grand total 176 603 3 13 795 regarding proficiency levels. The expert team discussed the possibility that the
items reflected a competence that is indeed more difficult for teachers to develop,
The quantitative data collection was complemented by a qualitative follow-up study, as it might represent a new competence for them (e.g. ‘Emerging technologies’
where a sample of 34 primary and secondary school teachers who participated in and ‘Computational thinking’. The experts simplified the language in some of the
the pre-pilot were invited to focus group interviews for in-depth reflection on the sentences and provided simpler examples of these items in some cases. A decision
pre-pilot experience. was also made to test the tool in Ireland, where English is a native language, in order
to explore the efficiency of the language translations of the tool.

24 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

3.4.2 Pilot Table 8. Distribution of participants in the follow-up qualitative study by country.

Country Primary Secondary Total

The self-reflection and quantitative data was collected from 7 to 30 April 2021
Estonia 10 8 18
from a sample of teachers in four countries (Estonia, Italy, Lithuania and Portugal),
using the revised tool after the pre-pilot results. A clustered (school-based) sampling Italy 9 9 18
approach was followed, with 6-8 primary and 6-8 secondary schools for each
Lithuania 11 11 22
country, stratified by school size, and geographical region. All teachers from these
schools were invited to participate in the study. In addition, 81 teachers were invited Portugal 5 8 13
to test the tool in Ireland through an open call.
Ireland (1) 7 14 21
Table 7. Distribution of respondents by gender and country.
Grand total (2) 35 36 71
Prefer not
Country Female Male Other to say Missing Grand Total
(1) Ireland data was not included in the analysis as the qualitative methodology approach was different.
Estonia 401 (90%) 39 (9%) 1 5 1 447 (2) The Grand Total numbers do not include the respondents in Ireland.

Italy 548 (83%) 105 (16%) 2 7 2 664 Factor analysis confirmed a good fit for the suggested six-factor model of teachers’
Lithuania 762 (86%) 100 (11%) 2 14 5 883 digital competence. CFA and IRT did not suggest any changes to the dimensionality
(factor structure) of this construct. Analysis confirmed that all items had good - or
Portugal 838 (68%) 362 (30%) 5 11 8 1224
at least satisfactory - factor loadings and there was no evidence to support an
Ireland (1) 53 (65%) 27 (33%) 1 81 argument for removing, adding or replacing items for any factor. Correlation analysis
did not reveal significant overlap between any two items in the self-reflection
Grand
2549 (79%) 606 (19%) 10 37 16 3218 tool, and none of the item pairs correlated so highly with each other as to suggest
Total (2)
removal of one.
(1) Ireland data was not included in the analysis as the sampling process was different (convenience
sampling by an open call to teachers in Ireland). Once more, the expert team involved in the creation of the items was also involved
(2) The Grand Total numbers do not include the respondents in Ireland.
in discussion of the pilot results to further assure the external validity of the tool.
The quantitative data collection was complemented by a qualitative follow-up
study, where a sample of 71 primary and secondary teachers who had participated
in the pilot were invited to focus group interviews for in-depth reflection on the pilot
experience.

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

25
4. SELFIEforTEACHERS items and feedback
SELFIEforTEACHERS comprises 32 self-reflection items in 6 competence areas. Each item is introduced by a description of the competence and provides six competence
statements following a six-level proficiency model. A seventh statement of not being aware of the competence is also available.

Teachers receive their results based on a score for each one of the items, ranging from 1 to 6 points. They also receive feedback according to their competence level for each
of the items, with suggestions on how to level up.

In the following pages, we present each one of the competence areas with its description, the items underneath each area with their introductory statements, and the six
proficiency level statements. For each proficiency level, the feedback provided to the teachers is also presented.

26 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence


ITEM NAME and PROFICIENCY LEVEL
INTRODUCTORY STATEMENT STATEMENTS
1.1 Organisational I am aware that digital technologies can be
communication used for organisational communication (e.g.
email, instant messaging, social networks,
Using digital technologies to
online learning platforms).
enhance communication with
colleagues and/or learners and/
or parents.
I have tried using digital technologies to help
me communicate with colleagues, learners and/
or parents (e.g. email, instant messaging, social
networks, online learning platforms).
I use various digital technologies according to
my organisational communication needs (e.g.
the communication goal, target and context).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Area 1 – Professional Engagement
Digital technologies can help teachers in their professional practice to access information
and enhance their teaching and learning practices. Teachers can also use technology to
communicate with and support students and parents, and to share and learn with colleagues
and others beyond the school. Through digital technologies, teachers can enhance their own
professional development, and support the overall improvement of their organisation and
profession.
The proficiency level statements are organised by increasing level of engagement with
digital technologies with a focus on contributing to organisational development.
FEEDBACK
Being aware of digital communication tools and platforms is important to help you find effective
ways to streamline your interaction with students, parents and colleagues. Start with exploring
different communication tools for information exchange and interaction.
[Suggestions to level up]: Start trying different tools (e.g. email, instant messaging, social
networks, online learning platforms) to communicate with colleagues, parents or students.
Exploring digital communication tools and platforms can help you streamline your interaction with
students, parents and colleagues and enable you to find an appropriate communication channel
that works for all of you. Sometimes a different format or channel is more appropriate. Try to be
flexible and adapt your choice of communication channel to your audience and communication
needs.
[Suggestions to level up]: Use a variety of digital technologies according to your communication
goal, target or context, so as to meet your organisational communication needs (e.g. email
or instant messaging, individual chat or group discussion forum).
There is a variety of technologies that help people to communicate across an organisation. Each
has different strengths and weaknesses. You can optimise communication by selecting the most
appropriate technologies for the specific communication context, target and goal. Try to identify
the most typical communication needs in your organisation and analyse the affordances and
limitations of available digital communication tools so as to select the most suitable and effective
one(s).
[Suggestions to level up]: Analyse the affordances and limitations of digital communication
technologies for effective communication and interaction (e.g. develop a personal effective,
efficient and safe communication practice).
27
 I analyse and select digital technologies
based on their features and suitability for my
organisational communication needs (e.g.
effective, efficient and personal communication).
I support and provide advice to colleagues on
how to use digital technologies for organisational
communication (e.g. for effective, efficient, safe,
responsible, inclusive communication at school
level).
I contribute to developing organisational
practices on communication using digital
technologies (e.g. for effective, efficient, safe,
responsible, inclusive communication).
I am not aware of this competence.
1.2 Online learning I am aware that when managing online
environments learning environments, ethical issues and use
appropriate data management methods should
Managing online learning
be considered (e.g. open or restricted access,
environments taking data
GDPR compliance.)
management and ethics into
account.
28
Being able to analyse digital technologies based on their affordances and limitations facilitate the
selection of the most appropriate communication tools for the communication goals and needs.
You may also want to work with colleagues and support them on developing common digital
communication practices to use for the whole school and its wider community.
[Suggestions to level up]: Think about the communication needs and skills of your colleagues
and provide support and advice to reach effective, efficient, safe, responsible, inclusive
communication at school level and beyond.
By supporting and providing advice to colleagues on the use of digital technologies for effective
organisational communication you will be able to extend your own digital competence on
organisational communication and contribute to the development of innovative organisational
communication practices in your school. Try to engage teachers in your school in using digital tools
for communication and provide them with guidance for most effective uses.
[Suggestions to level up]: Work with colleagues on developing a common digital communication
strategy for the whole school and its wider community.
Contributing to the development of organisational practices on the use of digital technologies for
effective communication and interaction within the school and beyond, allows you to use your digital
competences to support innovative solutions for the communication needs of your school. Keep
adjusting your communication practices and strategy to meet different communication needs. To seize
the full potential of your digital competence in this area you should focus on continuously adapting
your strategies and exploring new options. As new technological solutions keep emerging, you will find
ways to even better address and accommodate your own and your colleagues’ communication needs.
[Suggestions for future actions]: Keep anticipating your colleagues’ communication needs and use
digital tools and solutions in strategic and innovative ways. Continue exploring new solutions.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that there are ethical considerations in the management of data is important when starting
using online learning environments. Questions such as what kind of personal data is necessary to collect, who
has access to it, whether or not and to whom to share it with and so on are important aspects to understand
data management strategies and address ethical considerations of data use. Make sure you are aware of the
general principles of the General Data Protection Regulation in the context of being a teacher and common
teaching/learning practices (GDPR). Ask your school if there is a GDPR policy, and if so ensure you are familiar
with it. You can start exploring features of online learning environments in reference to data management
and how they address ethical issues, especially when dealing with students’ and teachers’ data.
[Suggestions to level up]: Start trying features of online learning environments related to
ethical considerations and data management strategy (e.g. users’ data management, access
policy, terms of use, privacy issues).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried different settings to ensure that
online learning environments to comply with
ethical considerations and data management
strategy (e.g. protection of users’ data, access
policy, terms of use, data management, privacy
issues).
I administer online learning environments
in line with ethical considerations and data
management strategy (e.g. administration
features, managing content and student data).
I analyse the features of online learning
environments and apply the ones that best
respond to the ethical considerations and data
management strategy of my working context
(e.g. security, users and data management,
access policy, hosting of data).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Exploring features of online learning environments in reference to data management and how they
address ethical issues, especially when dealing with students’ and teachers’ data, is essential when
incorporating online learning in your teaching practice. It is important to understand the policies
and terms of use of an online environment or tool before starting using it with your students, as
sometimes you might find that personal information collected can be used for marketing or other
purposes. Start by acknowledging your school data management strategy and ethical considerations
that you might have and apply them when administering online learning environments and tools.
[Suggestions to level up]: Administer online learning environments in line with ethical
considerations and data management strategy in compliance with the main principles of
the General Data Protection Regulation (GDPR) (e.g. consider administration features, describe
a policy on managing content and students’ data, edit privacy settings).
You should now be able to administer online learning environments in line with ethical considerations
and data management strategy in compliance with the main principles of the General Data Protection
Regulation (GDPR). You might want to consult other colleagues and follow existing practices or even
consult the Data Protection Officer in your organisation. Start analysing the specificities of your own
professional context and any particular implications that you might need to consider. For example,
some online tools and environments have age restrictions while some others might require the user
to accept sharing contact details with third parties. This process will ensure that you choose an
online learning environment that best responds to the ethical considerations and data management
strategy of your working context.
[Suggestions to level up]: Analyse the features of online environments and tools in reference
to your ethical considerations and data management strategy (e.g. security, users and data
management, access policy, hosting of data).
Being able to analyse and select the online environments and tools that best respond to your
ethical considerations and data management strategy can ensure the best possible safe and secure
environment for you and your students to work in. It is important to extend this competence to your
colleagues so that all of the school community can benefit from the exchange of good practice and
altogether to lead successful data policy and code of ethical conduct when using online learning
environments.
[Suggestions to level up]: Support and provide advice to colleagues on ethical considerations
and data management strategy when using an online learning environment (e.g. use of
passwords, encryptions, security procedures, data management transparency).
29

1.3 Professional collaboration
Using digital technologies to
engage in collaboration and
interactions with colleagues and/
or other education stakeholders.
30
I support and provide advice to colleagues on
ethical considerations and data management
practices when using an online learning
environment (e.g. use of passwords, encryptions,
security procedures, data management
transparency).
I initiate and promote a school level data policy
and code of ethical conduct in online learning
environments (e.g. personal data management,
accessibility for all, security, privacy).
I am not aware of this competence.
I am aware that digital technologies can be
used for collaboration and interactions with
colleagues and/or other education stakeholders
(e.g. exchange content by email attachments).
By supporting other colleagues towards the implementation of a data management policy and a
code of ethical conduct when managing online learning environments, extends your own competence
while at the same time facilitates the engagement of the school community into a culture that
promotes respect for personal data as well as safety and security issues. It will also lead to
awareness on possible misuse of data by third parties, especially when data management policies
are not transparent. You can support your school to gather good practices on data management
on a more practical level for everyday practice as well as to initiate an effort to develop a school
level data policy and code of ethical conduct when using online learning environments. Moreover, to
consider accessibility issues to online learning that students might face.
[Suggestions to level up]: Propose and advocate for school level data policy and code of
ethical conduct in online learning environments (e.g. personal data management, accessibility
for all, security, privacy).
Contributing to the development of organisational practices on the use of digital technologies for
effective communication and interaction within the school and beyond, allows you to use your
digital competences to support innovative solutions for the communication needs of your school.
Keep adjusting your communication practices and strategy to meet different communication needs.
To seize the full potential of your digital competence in this area you should focus on continuously
adapting your strategies and exploring new options. As new technological solutions keep emerging,
you will find ways to even better address and accommodate your own and your colleagues’
communication needs.
[Suggestions for future actions]: Keep anticipating your colleagues’ communication needs and
use digital tools and solutions in strategic and innovative ways. Continue exploring new
solutions.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that digital technologies can facilitate the exchange of ideas and boost interactions
with colleagues and educational stakeholders is a first step for you to start engaging in professional
collaboration practices. Try to explore different digital technologies to share and exchange material
and good practices with colleagues within and beyond your school. Join online professional groups
(e.g. on social media) to get inspired by the discussions and access material other teachers all over
the in your country, across Europe and around the world have created. You can share with them
material you’ve created and get feedback and ideas on how to adapt them to different situations
or how to make them even better. Such an exchange is often an enriching professional experience.
[Suggestions to level up]: Start trying different digital technologies to interact and share
ideas and resources with colleagues (e.g. exchange material using online services, participate in
online professional networks).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried using digital technologies to
collaborate and interact with colleagues and/
or other education stakeholders (e.g. exchange
content using online services, participate in
online professional networks).
I use various digital technologies to collaborate
and interact with colleagues and/or other
stakeholders, according to collaboration needs
(e.g. sharing content, practices, and/or ideas).
I analyse and select digital technologies based
on their features and how they can support
collaboration tasks I need to engage in with
colleagues and/or other education stakeholder
(e.g. collaborative online activities).
I lead collaborative tasks with colleagues and/
or other education stakeholders using digital
technologies (e.g. collaboration and co-creation
of learning designs, implementation of joint
projects).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Once you start exploring digital technologies to interact with colleagues and other education
stakeholders, you will be able to share and exchange ideas, practices, resources and material that
can enrich your teaching practice. You can then start using collaborative tools that better fit your
purpose and preferences, such as shared online files or a teachers’ group on a social network.
[Suggestions to level up]: Use digital technologies to collaborate with colleagues and other
stakeholders in your school and its wider community (e.g. share content on a common online
space for collaboration, join an online professional community).
Reaching the point where you use various digital technologies to collaborate and interact with
colleagues in your school and beyond will allow you to enrich your teaching practices with new ideas
and a collective approach for professional development. Reflect on how the digital collaborative
tools you are using are facilitating and supporting your collaborations. Reflect on how you can
best benefit from these interactions. Are you learning from your peers and are you bringing in your
expertise so that they can learn from you?
[Suggestions to level up]: Analyse and select digital technologies for effective collaboration
and interaction based on their affordances and limitations (e.g. use online collaborative spaces
to engage with peers in the joint production of teaching resources that each of you can refine for
their purposes and thus learn from each other, or implement a joint project where your students
interact with students from different contexts).
Being able to analyse digital technologies based on their affordances and limitations can help in the
selection of the most appropriate collaborative tools to satisfy goals and needs. You may also want
to work with colleagues and engage them in collaborative tasks with partners within the school and
its wider community. Support them to select the collaborative tools that best fit the task purpose
and participants’ needs and preferences.
[Suggestions to level up]: Anticipate your colleagues’ collaboration skills and provide support
and advice so as to reach effective, efficient, and inclusive collaborations at school level
and beyond (e.g. lead collaborative tasks for colleagues to participate in co-creation of learning
designs, implementation of joint projects).
By leading collaborative tasks for colleagues and supporting them to co-create material and
implement joint projects, you will be able to extend your own digital competence on professional
collaboration and contribute to the development of collective learning and development in your
school. Try to extend the collaborative activities beyond the school (and regional/national context)
involving more education stakeholders in the wider school community.
[Suggestions to level up]: Initiate and promote collaborative activities within the school and
beyond involving colleagues, students, parents, external partners (e.g. initiate a partnership
with educational technology companies, promote collaborations with teachers in other countries,
engage students and parents in joint projects).
31

1.4 Digital technologies and
school level infrastructure
Using digital technologies
(devices, platforms and software)
and infrastructure (internet
access, local network) available
in my school to enhance
education.
32
I initiate and promote collaborative activities
between my school and its wider community
using digital technologies (e.g. networks,
communities and synergies, partnerships with
local and wider community).
I am not aware of this competence.
I am aware of digital technologies
available in my school that can support my
professional practice (e.g. devices, applications,
infrastructure).
I have tried using digital technologies available
in my school that can support my professional
practice (e.g. interactive whiteboards, tablets,
intranet).
I use various digital technologies available
in my school according to my professional
practice needs (e.g. learning management
system, cloud services).
Initiating and promoting collaborative practices with the use of digital technologies for your school
and its wider community, allows you to use your digital competence in this area to support innovative
solutions for a collaborative and collective learning culture within your school. Keep adjusting your
professional collaboration practices and strategy to meet different collaboration needs. To seize the
full potential of your digital competence in this area you should focus on continuously adapting your
strategies and exploring new options. As new technological solutions keep emerging, you will always
find ways to even better address and accommodate your own and your colleagues’ collaboration
needs.
[Suggestions for future actions]: Keep anticipating your colleagues’ and school’s collaboration
needs and strategically employ innovative digital solutions. Continue exploring new
solutions.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Your professional practice could be enhanced using digital technologies already available in your
school. Being aware of available infrastructure, devices, and digital resources is a first step for you
to start learning about opportunities that digital technologies can bring to education and teaching
and learning. Start talking with colleagues to find out what kind of digital technologies are available
in your school and exchange ideas of how they can support your professional practice.
[Suggestions to level up]: Start trying to use the digital technologies which may be available
in your school to support your teaching practice (e.g. interactive whiteboards, tablets, intranet).
Now that you started exploring what kind of digital resources are available in your school, you will
be able to develop ideas on how to incorporate them to enrich your professional practice. You can
start sharing and exchanging ideas and practices with colleagues that are already using these
technologies and start using them to enhance your students’ learning.
[Suggestions to level up]: Use digital technologies to meet your professional practice needs
(e.g. use an online learning management system, use tablets for students to work on a project).
Reaching the point where you use various digital resources to support your professional practice
and to support and enhance your students’ learning, will allow you to enrich your teaching practices
with new ideas and pedagogies. Reflect on how the digital tools you are using allow your students’
active engagement in their learning process and what kind of pedagogies are needed to employ in
your teaching. Start analysing the available technologies to see whether and how they can support
innovative pedagogies and learning.
[Suggestions to level up]: Analyse and select digital technologies for effective teaching and
learning based on their affordances and limitations (e.g. use online learning environments to
engage students in active learning within and beyond the classroom, use digital tools to facilitate
management of learning outcomes).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I analyse and select digital technologies
available in my school based on their features
and suitability to enhance my professional
practice (e.g. online learning environments,
immersive technologies).
I support and provide advice to colleagues
on how to use digital technologies available in
our school for their professional practice (e.g.
giving presentations, organising workshops,
developing learning resources).
I propose new digital technologies for
professional practice to be used in my school
(e.g. emerging technologies, applications,
infrastructure).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Being able to analyse and select the most appropriate digital tools based on their affordances and
suitability, can support and enhance your professional practice. It can facilitate your ideas on how to
incorporate digital technologies in your teaching practice for the benefit of your students’ learning.
Digital tools can also enhance the building of a community of practice in your school for sharing
good practices and resources. You can share your experience and competence with your colleagues
to support their own needs as well as to benefit from their ideas and pedagogical approaches.
[Suggestions to level up]: Support and provide advice to colleagues to use available digital
technologies for their professional practice (e.g. give presentations, organise workshops on how
to use a particular digital tool).
Supporting other colleagues to use digital technologies in their professional practice, extends your
own competence while at the same time facilitates the engagement of the school community
in collaborating and sharing teaching and learning practices. This can lead your school towards
pedagogical innovation. You can facilitate your school as a whole to become aware of the potential
for innovative teaching and learning with the use of digital technologies. You can initiate communities
of practice in your school, to share ideas and pedagogical approaches using the available digital
technologies in your school, as well as suggesting new ones that can support your professional aims.
[Suggestions to level up]: Drive innovation and change across your school by proposing
innovative digital technologies to be used in your school (e.g. new apps, infrastructure,
emerging technologies).
New technological solutions are constantly emerging which can support new needs and pedagogical
trends. It is important to be open to new tools that can enhance your professional practice as
well as searching for new technologies that can satisfy your professional goals and pedagogical
approaches. While it is important to continue existing digital technologies, it is equally important to
search for new one and discuss how the whole organisation could benefit from innovative teaching
practices that these technologies can support.
[Suggestions for future actions]: Continue exploring new digital technologies that support
innovative pedagogies, as well as ones that provide new perspectives in teaching and
learning.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
33
1.5 Reflective practice I am aware that reflecting on how I use digital
technologies can enhance my professional
Reflecting on my own and
practice (e.g. online diary, peer-to-peer
collective professional
reflections).
practice with the use of digital
technologies.
I have tried reflection methods on my use
of digital technologies to further develop my
digital competence (e.g. online self-reflection
tools, reflection diary, digital story telling).
I use various reflection methods in order to
improve and update my professional digital
practice (e.g. co-teaching, video recording of
lessons, peer-debriefing sessions).
34
Being aware that reflection on your professional practice with the use of digital technologies can
enhance your teaching is an important first step for you to develop your digital competence. Start
by asking yourself:
• How can I use digital technologies with an added value?
• What can I achieve with them that I could not achieve in traditional ways?
• What can I change to improve the match between the technology I select and the set learning
objectives?
Then, explore some tools (e.g. online diaries, tools for notes taking) to start reflecting on your practice.
[Suggestions to level up]: Start trying different methods to support your reflection on your
teaching practice and reflective learning with the use of digital technologies (e.g. use online
self-reflection tools, keep a reflection diary, explore reflective digital story telling).
Having tried using different methods to reflect on your professional practice with the use of digital
technologies is important to further develop your digital competence. However, in some instances
you will find that it is difficult for you to improve your teaching practices using digital means yourself.
This is when you should seek help and look for other ways of improving them. Start by sharing your
reflections with colleagues and seeking their feedback. Try using different tools to reach colleagues
in your school, in online professional communities or discussion groups.
[Suggestions to level up]: Use various reflection practices with colleagues and receive their
feedback to improve your digital professional practice (e.g. co-teaching, video recording of
lessons, peer-debriefing sessions).
Sharing reflections with colleagues and receiving their feedback is important to understand how you
can improve your professional practice. Using various reflection methods and taking advantage of
digital technologies to share feedback can enhance further your reflective learning. Technology is
changing all the time so make sure to keep updated on new tools or improvements to ones you are
already using. Make sure that you use the insights gained to the benefit of your students and their
learning. Also share your expertise with colleagues and discuss with them how to jointly improve
learning across your school.
[Suggestions to level up]: Analyse and select digital technologies which can allow you to
gather feedback from your colleagues. Use their feedback and suggestions in your teaching
practice accordingly (e.g. analysing peers’ feedback, using mind mapping tools and other tools
that support annotations, audio commentaries, e-journals).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I analyse the outcomes of my reflection to
improve the use of digital technologies in
my professional practice (e.g. analysing peer
feedback, using mind mapping tools and
other tools that support annotations, audio
commentaries, online diaries).
I support and provide advice to colleagues
about improving the use of digital technologies
in their professional practice through critical
reflection (e.g. through discussion forums,
blogs, social networks, online professional
communities).
I initiate and contribute to the development
of a reflective learning culture that enhances
the use of digital technologies in my school and
beyond (e.g. lesson study, collaborative learning
design, coaching, mentoring).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Being able to analyse and select the appropriate outcomes of your reflections can support
the development of your teaching practices. Digital technologies can support further proper
documentation and management of the feedback received and reflections on your teaching
practice. It can also facilitate your ideas on how to incorporate this feedback in your teaching
practice towards the benefit of your students’ learning. Such tools can also enhance the building
of a community of practice in your school for sharing teaching practices and giving and receiving
feedback. It is important to extend this opportunity to your colleagues so that all of the school
community can benefit of the exchange of constructive feedback and altogether to lead a reflective
learning organisation.
[Suggestions to level up]: Support and provide advice to colleagues about improving their
digital professional practice through critical reflection. Use digital technologies to give
and receive feedback and reflect on their teaching practice (e.g. consider joining peer support
online groups and communities of practice, participate in discussion forums and attend blogs).
Supporting other colleagues in their own reflection of their teaching practice using digital technologies
will extend your own competence in this area. It also facilitates the engagement of the school
community into collaborating and sharing practices that can lead your school to become a better
learning organisation. You can facilitate your school as a whole to become aware of the potential
to innovate teaching and learning with the use of digital technologies by initiating communities of
practice, and using tools and environments to support reflections on your combined experiences of
teaching through digital technologies.
[Suggestions to level up]: Drive innovation and change across your school using digital
technologies to support teaching and learning (e.g. organise lesson studies and reflect on the
lesson implementation, initiate coaching and mentoring activities to newcomers).
Contributing to the development of a reflective culture in your school using digital technologies, will
allow the exploitation of your own and your organisation’s digital competence in this area. As new
technological solutions keep emerging, you need to be open to seize their potential for education.
While it is important to continue working on your individual strengths and weaknesses and to learn
from each other, it is equally important to discuss how the whole organisation can benefit from your
innovative teaching practices and to contribute to the development of your school as a learning
organisation.
[Suggestions for future actions]: Keep reflecting on yours and your colleagues’ teaching
practices using digital technologies and strategically employ innovative pedagogies.
Continue exploring new solutions.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
35
1.6 Digital life I am aware that my digital activity may have
implications for my own reputation and that
Contributing positively and
of my school (e.g. sharing private information,
ethically in the digital world,
using inappropriate language).
considering safe and responsible
digital practices.
I recognise possible risks and threats for my
reputation and that of my school relating to
my digital activity (e.g. privacy, personal data,
bullying, misinformation).
I use mitigating measures to maintain a
positive digital profile (e.g. understanding
the provided terms of use, tracing my digital
footprint, managing my privacy settings).
36
More or less everyone has some kind of digital activity in their personal lives. It is important to be
aware that your digital activity leaves traces to a digital footprint that might have implications for
your reputation. For example, personal choices that you made on online tools and websites, photos
and opinions that you posted on social networks could be shared with others because you agreed
on the user policy of the tool. Make sure that you acknowledge such risks and threats so as to avoid
your online data to be exposed without your wanting so. You can start identifying possible risks and
threats for your reputation by starting a web search on your name and see what “the web says”
about you.
[Suggestions to level up]: Recognise possible risks and threats for you and your school’s
reputation relating to your digital activity (e.g. personal data and content shared or published
without your consent).
When able to recognise possible risks and threats for your reputation and your school’s related to
your digital activity, you can mitigate such risks by following your digital footprint and maintaining
a positive digital profile. Make sure you are aware of data management policies of the digital
technologies you are using and always manage the privacy settings to your own preferences (the
default ones may not suit your case). For example, you can define in privacy settings with whom to
share information, whether people can tag you or not in a photo, what kind of cookies to allow and
so on.
[Suggestions to level up]: Use mitigating measures to maintain a positive digital profile (e.g.
going through the provided terms of use, tracing your digital footprint often, managing your privacy
settings).
To maintain a positive digital profile, it is important that you analyse the risks and use mitigating
measures to manage them. Sometimes, it is not easy to understand the policies underpinning data
management as more and more artificial intelligence (AI) algorithms are supporting automated
routines and you need to consult with other users when in doubt of a particular tool or network. It is
a good practice to follow your digital footprint often and try to eliminate information that you think
does not represent you. Note though that sometimes this process is not as obvious. Thus, try to
reflect on your digital activity in regard to the traces that you are leaving behind and redefine your
digital behaviour.
[Suggestions to level up]: Analyse and assess your digital footprint to redefine your digital
behaviour (e.g. tracing your digital footprint, managing your privacy settings, blocking suspicious
content and people).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I analyse and assess my digital footprint to
adjust my behaviour and to help curate my own
reputation online and that of my school (e.g.
tracing my digital footprint, managing privacy
settings, blocking suspicious content and people,
applying school guidelines on digital activities).
I support and provide advice to colleagues
on creating and curating ethical and responsible
digital profiles (e.g. presentations, workshops,
supporting material, activities).
I initiate and promote school-level strategies
that encourage staff and students to contribute
positively, responsibly and ethically in a digital
world (e.g. provide transparent data and content
management procedures, develop an ethics
code of conduct).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Being able to analyse and assess your digital footprint can help you to redefine your digital behaviour.
For example you might want to avoid certain websites and vendors that use your personal data
for marketing purposes that can lead to a profile that does not represent you; or you might decide
to set the preferences of your personal online accounts to a narrower group of people, so as your
personal information and content is not widely shared. It is important to extend this competence to
your colleagues so that all of the school community can benefit from the exchange of good practice
and altogether to maintain positive digital profiles for themselves and your school.
[Suggestions to level up]: Support and provide advice to colleagues on creating and curating
ethical and responsible digital profiles (e.g. organise workshops on security procedures, initiate
discussion forums on good practices for privacy settings, give presentations on data management
transparency).
By supporting other colleagues to maintain a positive digital profile, extends your own competence
while at the same time facilitates the engagement of the school community into a culture that
promotes leading a safe and legal digital life, while contributing positively, ethically and responsibly
in the digital world. You can contribute to the adoption of a vision for your school that inspires people
to lead a responsible and constructive digital behaviour that reflects a positive digital profile for the
whole school.
[Suggestions to level up]: Initiate and promote a vision for your school that enables the
contribution to positive and responsible participation in the digital world (e.g. provide
transparent data and content management procedures, develop an ethics code of conduct).
Initiating and promoting a vision for your school for a positive digital profile can facilitate all
stakeholders to constructively contribute to positive and responsible participation in the digital
world. Online activity is growing in our lives and the traces left behind represent data that third
bodies might exploit. You need to be aware of data management online and always informed about
ways to monitor online activity and traces.
[Suggestions for future actions]: Keep reflecting on your vision and strategies for a positive
and constructive digital activity. Continue exploring new solutions.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
37
1.7 Professional learning
(through digital technologies)
Using digital technologies for
one’s own professional learning.
38
I am aware that digital technologies can
support and enhance my professional learning
(e.g. digital tools and resources, online learning
environments and courses).
I have tried using digital technologies for my
professional learning (e.g. search for information
online, join online courses, use online learning
apps, visit online libraries and repositories).
I use various digital technologies for my
professional learning (e.g. discussions in a
forum, uploading material, giving and taking
feedback, presenting).
Being aware of digital technologies can make it easier for you to update your skills and knowledge
independent of location and time, especially if you do not have enough time to engage in more
formal continuous professional development. An option to get started with, could be to think of
a topic that you know little about (e.g. a contemporary pedagogic theory like “flipped classroom”).
An internet search will supply you with a number of videos, discussions, blogs to look at which will
provide you with further threads and links to follow up. Following them you will learn a lot about
this concept and will realise where to dig deeper, in case you want to. Without realising it you have
“participated in online training opportunities”.
[Suggestions to level up]: Start exploring digital technologies for your professional learning
(e.g. search on the web for a teaching strategy you would like to learn more about, follow links to
visit online libraries and repositories).
Exploring digital technologies for your professional learning can enhance your teaching practice. You
have probably already used “online training opportunities” without realising it. Each time you search
the internet for new methods and materials for your teaching, you also indirectly enhance your
teaching skills. Now the idea is to actively use digital technologies for your professional learning and
extending your teaching capabilities. Start using digital technologies such as online learning apps,
online repositories, or tutorials in order to keep updated in your teaching discipline and follow trends
and practices in your field.
[Suggestions to level up]: Use various digital technologies for your professional learning (e.g.
attend an online tutorial or a MOOC, participate in a discussion forum on a topic that you are
interested in).
Using various options for professional learning provides opportunities to select the ones most
beneficial, valuable and interesting for meeting your learning needs. You can consider why you use
a specific format of training. What do you like about it? What did not convince you? If there is a
specific training provider or website that you liked, check out what else they offer and what other
users recommend. Settle on a topic that really interests you and widen the scope of your search,
including also communities devoted to the topic and asking others for recommendations. The most
important thing is for you to better understand what is available, and what mode of training is works
best for you. That way, whenever you have a concrete training need, you can easily identify an online
training opportunity that will work for you.
[Suggestions to level up]: Identify your learning needs and define your learning goals so as
to analyse and select the resources and activities that best suit them (e.g. reflect on your
learning needs and look for a webinar, an online community or a repository that can satisfy them).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I analyse and select online learning resources
and activities that best suit my learning needs
(e.g. webinars, online interactive courses, online
learning communities).
I support and provide advice to colleagues on
using digital technologies for their professional
learning (e.g. online learning communities,
online repositories, e-portfolios).
I initiate and promote a plan to support my
colleagues’ digitally-enhanced professional
learning (e.g. provide webinars, online training,
online communities, resources repository, digital
badges).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Analysing and selecting online professional learning opportunities can enrich your professional
development. This knowledge will help you to identify quickly and effectively a suitable online
training opportunity, whenever you have a concrete training need. If you keep up this consistent
focus on ongoing self-led professional development, you can make sure to continuously advance
your teaching skills and enhance the quality of education you provide to your students. Use this
competence to support and provide advice to colleagues in your school and beyond.
[Suggestions to level up]: Engage in learning communities and exchange ideas and experiences
with other colleagues. Recommend digital tools and resources that you consider of value
to support your and their professional learning (e.g. online learning communities, specific
MOOCs, online repositories).
While providing support and advice to other colleagues on using digital technologies for their
professional learning, you extend your own competence and at the same time facilitate the
engagement of the school community into a culture of continuous professional development
supported by the digital technologies. Through their own use of digital technologies for learning,
teachers can transfer these skills into their teaching practice with their students. Learning through
digital technologies, that is using digital technologies as a medium for learning, entails a learning
outcome in addition to the content to conquer. You can facilitate your school to become aware of
the potential of using digital technologies for teachers’ professional learning. You can initiate a
strategy in your school that can support the provision of training through digital technologies to
better meet the learning needs identified.
[Suggestions to level up]: Drive innovation and change across your school by proposing
innovative digital technologies to be used for teachers’ professional learning (e.g. online
learning communities, online repositories with learning resources, MOOCs, digital badges).
Professional learning and continuous professional development is an essential part in one’s career
and life. Being competent in initiating and promoting a digitally enhanced professional learning
strategy extends your own competence while at the same time builds on the collective knowledge
of your organisation to respond to the learning needs of its people. New technological solutions
are constantly emerging which can support new needs and pedagogical trends. It is important to
be open to new tools that can enhance your professional learning as well as searching for new
technologies that can satisfy your professional learning goals and needs.
[Suggestions for future actions]: Continue exploring new digital technologies that support and
enhance teachers’ professional learning.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
39
1.8 Professional learning (about
digital technologies)
Engaging in professional learning
activities for the development of
teachers’ digital competence.
40
I am aware that engaging in professional
learning activities on using digital technologies
can develop my digital competence (e.g.
webinars or workshops on the use of digital
technologies in teaching and learning).
I have attended professional learning activities
about using digital technologies in order to
develop my digital competence (e.g. micro-
teaching, workshops on the use of digital
technologies in teaching and learning).
I participate in various formal and informal
professional learning activities about using
digital technologies to develop my digital
competence (e.g. hands-on training on the
pedagogical use of digital technologies, online
learning approaches, digital assessment).
Digital technologies can support and enhance teaching and learning as well as innovative pedagogical
approaches for students’ active engagement in their learning. It is important to be aware that there
are professional learning activities and resources that can contribute to the development of your
digital competence in the use of digital technologies in teaching and learning. Being aware is a first
step for you to be informed about opportunities that digital technologies can bring to teaching and
learning. Start talking with colleagues to find out what kind of learning opportunities are available
for the use of digital technologies in education and how to get involved.
[Suggestions to level up]: Start trying professional learning opportunities on the use of digital
technologies in education to support your professional practice (e.g. micro-teachings, hands-
on workshops, online courses).
Exploring professional learning opportunities on the use of digital technologies in education can help
you identify the ones that you need in order to satisfy your learning needs and aims. You can now
identify various learning opportunities that you can participate in as a first step of your professional
learning on the use of digital technologies in teaching and learning.
[Suggestions to level up]: Try out various formal and informal professional learning activities
about using digital technologies in education to develop your digital competence (e.g.
hands-on training on innovative pedagogical approaches supported by digital technologies, online
learning approaches and distance learning, digital assessment).
Your participation in various formal and informal professional learning activities about using digital
technologies in teaching and learning allows you to consider what training format and methodology
best suits your own learning needs and style. You can also decide on a topic that really interests you
and widen the scope of your learning, including communities devoted to the topic and asking others
for recommendations. Now, through your self-reflection on your digital competence as an educator,
you can identify your needs and set your goals for your learning path. This process will allow you to
analyse and select the professional learning opportunities that meet your learning goals.
[Suggestions to level up]: Analyse your needs, set your learning goals and plan your learning
path by analysing and selecting the learning activities and content that best respond to it
(e.g. follow an e-portfolio approach during which you record your learning process, reflections and
learning outcomes).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I analyse and select professional learning
activities about using digital technologies based
on my needs (e.g. use a self-reflection tool on
my digital competence, set learning goals,
design my learning, reflect on my learning).
I provide learning activities about using digital
technologies and support colleagues on the
development of their digital competence (e.g.
workshops, informal sessions with colleagues,
microteaching on the use of digital technologies).
I contribute to the design of professional
learning programmes which aim at developing
teachers’ digital competence (e.g. project-based
learning with the use of digital technologies,
digitally-enhanced learning design, exchange of
good practices).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Analysing and selecting the online professional learning opportunities on the use of digital
technologies in education, will facilitate the development of your overall competence as an
educator. This process will allow you to better meet your learning needs by improving your weak
areas and further exploiting your strong ones. If you keep up this consistent focus on ongoing
self-led professional development, you can make sure to continuously advance your competence
and confidence in using digital technologies to support pedagogies that enhance the quality of
education you provide to your students. Use this competence to support and provide advice to
colleagues in your school and beyond.
[Suggestions to level up]: Engage in learning communities and exchange with other colleagues
learning experiences on the use of digital technologies for teaching and learning that you
consider of value to support yours and their professional learning (e.g. training opportunities
on digitally-enhanced innovative pedagogies, organise informal sessions and microteaching with
colleagues on digital assessment).
At this stage, you can offer learning activities and provide support to other colleagues on the use of
digital technologies in teaching and learning. By doing so, you extend your own learning on the matter,
while at the same time facilitate the engagement of your colleagues in continuous professional
development on digitally-supported practices. You can now support your school to become aware
of the potential of using digital technologies for students’ learning by initiating a comprehensive
training programme based on the school teacher needs identified. This can create a culture in the
school community of innovative teaching and learning supported by digital technologies.
[Suggestions to level up]: Drive innovation and change across your school by contributing
to the design of a professional learning programme on digitally enhanced teaching and
learning (e.g. project-based learning with the use of digital technologies, digitally-enhanced
learning design, exchange of good practices).
Professional learning and continuous professional development is an essential part in one’s career
and life. Being competent in designing a professional learning programme on the use of digital
technologies in teaching and learning extends your own competence while at the same time
contributes to the development of digitally-competent teachers that can facilitate their students’
learning and digital competence. Digital technologies are constantly emerging and they can support
new learning needs and pedagogical trends. It is important to follow these developments and trends
to incorporate if suitable into individual and collective teaching and learning practices.
[Suggestions for future actions]: Continue exploring new digital technologies that support and
enhance quality teaching and learning.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
41
1.9 Computational thinking
Engaging with computational
thinking concepts and processes
as part of teacher digital
competence.
42
I am aware of computational thinking concepts
and processes and how these relate to digital
competence (e.g. analysing a problem to find a
solution, recognising aspects of computational
thinking around us).
I have tried using computational thinking
processes to explore solutions to a problem
(e.g. decomposition of a problem, solution
through a definition of steps, analysing a set of
instructions applied to a solution).
I use various digital tools to explore solutions
to a problem following computational thinking
processes (e.g. visual programming tools,
authoring tools and editors).
I analyse and select responses generated
by algorithms (e.g. rank of search results,
advertisements, how a robot can respond).
I lead computational thinking activities in
my school to support the development of
colleagues’ and students’ digital competence
(e.g. programming classes, competitions,
hackathons).
Being aware of what computational thinking is and its related aspects can facilitate a better
understanding of technological developments around you. Going through computational thinking
processes will enable you to decompose a problem in order to understand it better.
[Suggestions to level up]: Start trying computational thinking practices (e.g. abstraction and
decomposition of a problem, solution through a definition of steps).
Being able to explore the different aspects for computational thinking will allow you to incorporate
it in your teaching practice and guide your students through computational thinking processes.
Computational thinking can facilitate your understanding of the world around you, as for example
to be able to spot where information processing is used in everyday life.
[Suggestions to level up]: Use various digital tools to explore solutions to a problem (e.g. visual
programming tools, authoring tools and editors).
When using various digital tools to explore solutions to a problem, such as a simple authoring tool or
programming language, facilitates at the same time an understanding of the tools and languages
and how digital systems work. Start analysing what underpins the response to a click of your mouse
or the specific results of a web search.
[Suggestions to level up]: Analyse technological responses based on used algorithms (e.g. rank
of search results, advertisements, robots’ responses).
Being able to analyse technological responses allows you to select the right responses to your
needs as well as to avoid automated assigned actions that you might not agree with. For example,
you will be able to understand why a web search can lead to you seeing related advertisements on
future websites. It is important to extend this competence to your colleagues and students as part
of their own digital competence.
[Suggestions to level up]: Lead computational thinking activities in your school to support
the development of your colleagues’ and students’ digital competence (e.g. organise
programming classes, competitions, and hackathons).
By supporting other colleagues and students to develop computational thinking competence, will
increase the school community capability to analyse the world around us, as well as finding digital
solutions to support various tasks.
[Suggestions to level up]: Get involved in the design and development of digital educational
applications (e.g. games, mobile apps, assessment tools, online courses, customisation of virtual
environments).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

ITEM NAME and
INTRODUCTORY STATEMENT
2.1 Searching and selecting
Using searching and selection
criteria to identify digital
resources for teaching and
learning.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I contribute to the design and development
of educational digital applications (e.g. games,
mobile apps, assessment tools, customisation
of virtual environments).
I am not aware of this competence.
PROFICIENCY LEVEL
STATEMENTS
I am aware that I can search for resources
online (e.g. using a search engine, following a
link, visiting a resource repository).
Being able to contribute to the design and development of digital educational applications to
support your professional practice allows your active involvement in finding solutions that best suit
your needs. you can for example collaborate with educational technology industries and have a
more constructive input in the design process as you are now able to understand better how digital
solutions operate. As digital solutions are becoming more and more part of learning activities it
is important to be able to understand how they work in order to have better outcomes or even
contribute to their improvement.
[Suggestions for future actions]: Keep searching for new solutions and improvement of current
ones, by using your computational thinking competence to understand how the physical
and digital word around us function.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Area 2 – Digital Resources
Teachers have potentially a wide range of digital resources available to them. It is important
for them to effectively identify resources that best fit their needs, their teaching style, and
their learners. They may also need to learn how to modify and adapt resources to meet
their exact requirements or create new ones. At the same time, they need to learn how to
share digital resources responsibly, protect sensitive data, and manage content ethically and
respect copyright rules.
The proficiency level statements are organised by increasing level of engagement with
digital resources.
FEEDBACK
Being aware that educational resources can be found online is an important preliminary step. It’s a
good starting point to understand that there are educational resources for almost every age, grade,
and subject. Using an internet search engine or consulting links provided by the education ministry
can help you in finding new digital education for designing your lesson. Consider to shift through the
results to identify different type of resources e.g. illustrations, applications or extensions of the core
contents, materials for group work, resources for formative or summative assessments.
[Suggestions to level up]: Start trying ways to search online for suitable digital resources for
your teaching. This could include using a number of different key terms relevant for the topic/s you
are going to introduce in your next teaching unit.
43
 I have tried searching online to find digital
resources (e.g. by following a link, using
keywords in a search engine, filtering resources
in online repositories).
I use various online tools and portals to
search for a wide and diversified set of digital
resources that respond to educational needs
(e.g. annotated selection of resources, search
engines, resource repositories, digital libraries,
social networks, learning communities).
I analyse and select digital resources based
on criteria that meet specific teaching and
learning aims (e.g. pedagogical value, relevance,
reliability, validity, quality, licensing).
I reflect on my search results and readjust my
selection criteria (e.g. taking into consideration
that my search results can be affected by my
geographical location or previous searches and
preferences).
44
Exploring ways to search online for educational resources is essential for locating suitable materials
and building up a portfolio of good resources. To expand your searching strategies, you can explore
online collections of educational resources and use digital libraries, comparing and selecting a wide
and diversified set of digital contents to integrate into your teaching or for your students to consult
to complement what they learn in class.
[Suggestions to level up]: Use various online tools and portals to search for a wide and
diversified set of digital resources. Consider involving yourself in networks and learning
communities which can help you locate resources which are engaging and appealing to your student
and that respond to educational needs.
Using various online tools and portals allows you to access a variety of diverse educational
resources, thus being able to choose the best for any given purpose. Once you have a good inventory
of resources, concentrate on comparing options to find a resource that does not only fit but is in line
with pedagogical values.
[Suggestions to level up]: Analyse and select digital resources based on criteria that meet
specific teaching and learning aims and is also accurate, reliable, engaging and appealing to
students.
Adopting criteria which reflect quality and pedagogical values for selecting and analysing digital
resources is an important aspect of accessing digital contents that meet specific teaching and
learning aims. There is a huge amount of information and digital resources available and it is not
easy to be able to find the ones that best suit your teaching needs. Start bookmarking sites and
portals that meet your criteria so that you can visit them again when looking for similar resources.
[Suggestions to level up]: Reflect on your search outcomes and readjust your selection criteria.
Consider key factors that help determine which results are returned for your query, understanding
how outputs are produced and the impact of web-based tools (e.g. search algorithms) in influencing
search outcomes.
There is value in knowing and understanding that digital technologies allow the generation and
use of digital testing reports, digital polls/surveys outcomes, recordings of learning activities, and
learning analytics. Consider how you can readjust your selection criteria to gain value from reflection
on, and redesign of, teaching and learning based on evidence captured through digital technologies.
[Suggestions to level up]: Propose strategies and tools to help colleagues search for and
select digital resources in line with curriculum requirements and learning aims. Share your
knowledge and expertise on accessing digital resources with as many colleagues as possible to foster
innovation at the organisational level. You can start with something simple, like pools of keywords,
selection checklists or digital resources evaluation rubrics, which you share with all colleagues, via
e-mail or at staff meetings. You will soon be able to identify interested colleagues and together you
can make your knowledge valuable for improving teaching across the whole school.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

2.2 Creating
Creating digital resources that
support and enhance teaching
and learning aims.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I propose strategies and tools to help
colleagues search for and select digital
resources from diverse sources in line with
curriculum requirements and learning aims (e.g.
pools of keywords, selection checklists, digital
resources evaluation rubrics, references to
resources portals).
I am not aware of this competence.
I am aware that I can create resources in digital
form (e.g. digital text, images, photos, audio,
video).
I have tried using digital tools to create
resources (e.g. text editors, audio and visual
editing tools, multimedia authoring tools).
I use various digital tools according to their
features to create digital resources to meet
learners’ needs (e.g. interactive text, multimedia
presentations, quizzes, games, online activities
and lessons).
Engaging and supporting colleagues in improving their strategies for searching and selecting
digital resources is essential to set-up a collection of quality digital contents in line with curriculum
requirements and learning aims. Keep up with developments around criteria and tools for evaluating
digital contents (e.g. assessing authorship, reliability and authenticity) and leading to readjustment
of such practices.
[Suggestions for future actions]: Innovate your searching practices to effectively and efficiently
identify quality digital resources.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that digital technologies can be useful to create educational resources to enhance
teaching and learning is the first step in becoming an active creator of digital content. There are
many tools and applications allowing you to create engaging resources that may facilitate learning
for your students. You might even consider writing your notes about what tools and resources you’ve
explored and how they work.
[Suggestions to level up]: Start trying to use digital technologies to create educational
resources. You can start by using text, audio or visual editing tools to create a single digital resource
like a worksheet or online quiz that your students can use at any time.
Exploring the use of digital technologies to create educational resources is essential for developing
effective practices. Ask your colleagues for apps or programmes that they use to identify the best
one for you. You can start now to understand your students’ needs and then use digital tools to
create educational resources that allow to address them appropriately.
[Suggestions to level up]: Use various digital technologies, based on their affordance, so as to
create digital educational resources that meet learners’ need. This includes using interactive
and engaging formats such as multimedia presentations, games and online activities that can be
realised within the constraints of your educational setting.
Developing a range of options that use various, appropriate technologies for content creation
is important to develop quality materials that meet learning requirements and students’ needs.
This includes, for example, identifying students’ needs and preferences, providing appropriate
educational stimulus and feedback, using an appropriate mix of media for the learning objective (for
example graphics, animation, photographs, video, sound) to engage the learner with the educational
purposes.
[Suggestions to level up]: Apply design principles and processes for creating digital resources
that meet teaching and learning aims. Consider asking colleagues for recommendations to
identify and apply the best tools and practices for your purposes, when creating digital resources
for your teaching needs. Try always to reflect on the use of your digital products and readjust them
as necessary.
45
 I apply design principles and processes to
create digital resources to meet teaching and
learning aims (e.g. identifying a need, design,
develop, implement, assess, adjust, share).
I share the digital resources I create and I reflect
and readjust them according to feedback that
I receive (e.g. incorporating learner-centered
pedagogical approaches enhanced by digital
technologies affordances).
I initiate and contribute to the co-creation
of digital educational resources with people
and organisations beyond my school (e.g.
researchers, educational content publishers,
educational technology companies).
I am not aware of this competence.
46
Applying design principles and processes when creating digital resources, ensuring not only to focus
on teaching and learning aims, but also on your students’ learning needs and preferences while
adopting engaging and interactive solutions, is a characteristic of expert usage. Exchange and
sharing with colleagues the digital resources you create, provide opportunities for deep learning and
can help you to reflect and readjust your digital contents accordingly.
[Suggestions to level up]: Work and share with colleagues the digital resources you create
to collect their feedback and readjust them accordingly. For example, you can consider
incorporating or expanding learner-centred pedagogical approaches taking advance of the
affordances of the digital technologies used.
Working and sharing the digital resources you create with colleagues allows you to reflect on and
readjust your content to enhance the learner’s experience and effectively meet teaching and learning
aims. You can now start collaborating with others to co-design and co-create digital resources that
best suit your teaching needs, complementing your own skills with the skills of others’.
[Suggestions to level up]: Engage with local, national, and international stakeholders to co-
creating educational resources. Involve yourself in collaborations with educational technology
companies, educational organisations or educational content publishers to co-create high-quality
digital resources that can be used for teaching and learning.
Engaging with educational stakeholders to create digital resources, collaborating with educational
technology companies, educational organisations or educational content publishers, is an excellent
way of deepening the learning culture of the school. Keep up with methodological and technological
developments in content creation and encourage others also to do so.
[Suggestions for future actions]: Regularly innovate your practices to effectively create valuable
and relevant educational resources, keeping up with methodological and technological
developments in content creation and encourage others also to do so. Keep updated with
latest technological developments and follow the education industry and research community on
their achievements.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
2.3 Modifying
Modifying existing digital
resources to support and enhance
teaching and learning aims,
respecting copyright and licencing
rules.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I am aware that when modifying existing
digital resources I need to respect copyright
and licencing rules (e.g. adding a picture to text,
adding new content, editing or deleting parts,
adding hyperlinks).
I have tried ways to modify existing digital
resources, while respecting their copyright and
licence attributes (e.g. editing a presentation,
modifying an image, changing format of a video,
editing quizzes, adapting general settings).
I use various digital tools based on their features
to modify and repurpose digital resources to
meet educational needs (e.g. customise content
of an online lesson, exploit features of a virtual
environment, use eBook editors).
I select existing digital resources, taking into
consideration copyright and distribution licences,
to modify and adapt them to meet teaching
and learning aims (e.g. open educational
resources, content under Creative Common
Licence, content free of copyright, editable
resources).
Being aware that, according to their licences of use, digital resources can be modified and adapted
to improve and support educational activities is an important starting point. There is a wealth of
digital resources available that allow you to adapt them to your teaching needs. Try to locate
portals with open educational digital resources that have no copyright or limited restrictions and
allow their use and even modification (e.g. resources under Creative Common licences, or copyright
free).
[Suggestion to level up]: Start trying ways to modify and adapt existing digital resources to
keep the contents up to date or to improve and enhance them. Consider, for example, editing
a presentation, modifying an image, changing format of a video, editing quizzes, adapting general
settings.
Exploring ways to modify existing digital resources provides you with a lot of possibilities to augment
the contents, combine them with other materials, and generally adapt them. The flexibility of digital
resources allows you to think about your curriculum in new ways as well as address specific student
needs through effective planning.
[Suggestion to level up]: Find opportunities to use a variety of digital technologies based on
their affordances to modify and repurpose digital resources so as to meet teaching and
learning aims. For example, you can customise content for an online lesson, use e-book editors to
change pictures/readings mirroring students’ context and experience.
Using various technologies systematically to modify and repurpose digital resources allows you
to build from a base of high-quality digital resource and customise resources to increase their
relevance, tailor to individual learning levels, and offer greater choice for students. Knowing when you
can use a work without obtaining permission or paying a licence fee, or whether a relevant licensing
scheme applies is essential. This include contents under Creative Common Licence, contents free of
copyright, editable resources and the implications for their re-use.
[Suggestions to level up]: Work to select digital resources to modify and adapt so as to
meet teaching and learning aims by considering their copyright and distribution licences.
Consider any modifications you may need to make to the content to ensure it is appropriate for the
learning outcomes you defined, assessment approaches as well as your teaching style. For example,
you may wish to add, delete, re-order or re-mix the existing content.
Selecting existing digital resources by considering their particular copyright and licensing scheme
makes it possible to modify and adapt them to better meet student needs before building them into
teaching and learning activity. Consider also adapting the resource in multiple ways to include local
case studies and/or examples appropriate to students’ context.
[Suggestions to level up]: Reflect on and redesign existing digital resources so as to integrate
them into interactive, learner-centred activities. Try to add digital technology features that can
support your teaching practice, such as modifying a paper quiz to an online assessment, providing
more choice for students in receiving immediate feedback or integrate existing resources in a virtual
learning space.
47

2.4 Managing, protecting
Organising digital content,
enabling easy and secure
access for students, parents
and teachers, while protecting
sensitive and personal data.
48
I reflect on and redesign existing digital
resources to integrate them into interactive,
learner-centred activities (e.g. adapting digital
resources and digitally-enhanced tasks into
an online learning course, online assessment,
online collaborative project, a wiki, a blog, a
virtual learning space).
I initiate and contribute to school-level
guidance for teachers and students on modifying
existing digital resources in line with curriculum
requirements and teaching and learning aims
(e.g. strategies to revise, improve and repurpose
school’s digital resources, copyright licences to
be used, agreements with external stakeholders
and publishers).
I am not aware of this competence.
I am aware that digital technologies can help
me store, organise, and provide secure access
to digital content (e.g. local and online storage
spaces, password protection, classification of
content).
I have tried ways to store, manage and access
digital content on and from local and/or online
storage spaces (e.g. hard disks, external drives,
cloud, online services).
Redesigning existing digital resources can allow you to integrate them into interactive, learner-
centred activities, enriching your students’ learning process. You can continue exploiting existing
digital resources and digitally enhanced tasks, enriching them and incorporating them into online
learning environments or even into an online course. At the same time, you can start involving other
colleagues in creating learning resources for your school community.
[Suggestions to level up]: Provide guidance and support to your colleagues and students on
modifying existing digital resources in line with teaching and learning aims (e.g. strategies to
revise, improve and repurpose school’s digital resources, copyright licences to be used, agreements
with external stakeholders and publishers).
It is a characteristic of leadership to contribute to defining school-level guidance to engage
colleagues and students in modifying existing digital resources and align them with curriculum
requirements and teaching and learning aims.
[Suggestions for future actions]: Consider mechanisms and strategies to revise, improve and
repurpose school’s digital resources to meet teaching and learning needs, keeping up with
copyright and licences schema, defining agreements with external stakeholders and publishers.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that technologies can be used to facilitate the organisation of, storage and secure
access to digital contents is an important initial step towards defining practices to organize and
protect your digital data and contents. You can now start to think about using local and online
storage spaces to organise your teaching and learning materials, classifying your content and
making sure to use passwords to protect your personal and professional data.
[Suggestions to level up]: Start trying ways to store, manage and access digital content
on and from local and/or online storage spaces. Choosing the right way to store your digital
education content can help you work more flexibly and quickly, also simplifying version control and
collaboration with others.
Exploring ways to store, manage and access your digital education content on local and online
spaces is an initial step for developing effective practices in managing your educational content. You
can now start, for example, to tag and mark-up various mediums of digital content, such as word
documents, slides and audio notes, and clustering them.
[Suggestions to level up]: Use various digital tools systematically to store, organise and
facilitate access to educational digital content. Choosing a logical and consistent way to
organise your digital content allows you and others to easily locate and use them.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I use various techniques and tools to store,
organise and facilitate access to digital content
(e.g. tree structures, use of metadata/tags).
I define and apply protection and security
measures for the storage, management and
access of digital content (e.g. applying strong
passwords to sensitive content, assigning
access limitation rights, use encryption
protocols, have regular backups, select storage
and online services based on their data policy,
terms of use, safety and security).
I design and develop a strategy to ensure
easy, equitable and secure management of
and access to digital content for my students
and colleagues (e.g. classification of content,
access limitation rights to different target users,
encryption protocols, regular backups).
I initiate and promote a common digital
space at school-level, that facilitates the
secure storage, management of and access to
digital content for different users (e.g. students,
parents, teachers, other school staff).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Using technology purposefully to organise, store and retrieve digital content is essential to facilitate
access to your digital content, adding context through tags and metadata so that you and others
can understand it in the short, medium, and long-term. Consider collecting student’s personal data
and content you actually need for specified purposes and to delete any data that is not necessary
for educational purpose.
[Suggestions to level up]: Define and apply protection and security measures for the storage,
management and access of digital content. This includes, for example, protecting your devices
with strong passwords, assigning access limitation rights according to targeted users, having regular
backups, selecting storage and online services based on their data policy, terms of use, safety
and security. Consider also protecting students’ personal data such as exams, grades and reports,
systematically and effectively, in line with GDPR regulation.
Defining and applying protection and security measures is an important aspect to store, manage and
access digital content, protecting your devices with robust passwords, assigning access limitation
rights according to targeted users, having regular backups, selecting storage and online services
based on their data policy, terms of use, safety and security.You can start developing procedures to
access and use your storage space to contribute and enhance your practice.
[Suggestions to level up]: Design and develop a strategy to ensure easy, equitable and secure
management of and access to digital content for your students and colleagues. This includes,
for example, categorizing digital content, planning what, where and how to deliver them, presenting
data in a way that makes it easy for your students and colleagues to access them.
Having a strategy ensures easy, equitable and secure management of and access to digital content,
by categorizing digital content, presenting data in a way that makes it easy for your students and
colleagues to access them. Engaging colleagues in building up a common digital space to facilitate
the secure storage, management and access to digital content at school-level for students and
teachers is essential to move to a culture of digital content.
[Suggestions to level up]: Initiate and promote a common digital space at school-level that
facilitates the secure storage, management of and access to digital content for different
targeted users. Consider regularly reviewing the effectiveness of the measures taken and keep
updated on data protection rules.
Engaging with colleagues in building up a common digital space to facilitate the storage,
management and access to digital content at school-level for students, teachers, parents and
school staff, is essential to create a culture of digital content and to support on and off-site learning
while protecting students’ privacy and data security.
[Suggestions for future actions]: Innovate your practices by keeping up with the latest
developments and trends in secure storage, management and access to digital content, in
line with European Union’s Data Protection Regulation GDPR on full transparent use of private data
and the right to be forgotten, which allows private data to be removed at any point in time.
49

2.5 Sharing
Sharing digital content with
respect to intellectual property
and copyright rules.
50
I am not aware of this competence.
I am aware that copyright rules apply to digital
resources I use for educational purposes (e.g.
images, text, audio, video).
I have tried ways to attribute to the creator of
the resources I use (e.g. citing author’s name,
link to original source).
I share digital resources attributing the original
creators and choosing the most appropriate
channels for private, limited or public use (e.g.
using email attachment for private and limited
use, through a link, in an online repository, a
social network, managing tags/metadata).
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that copyright rules apply to digital contents used for educational purposes is an
important initial step towards understanding the possibility of using copyright materials as part of
your teaching and learning experience. You can for example, always cite the author’s name and link
to the original source of the digital content.
[Suggestions to level up]: Start trying ways to attribute the creator of resources used for
education purposes, understanding whether your use of a digital resource is permitted or whether
a relevant licensing scheme applies.
Exploring ways to provide attribution to the creator of resources used for education purposes, by
citing author’s name, or linking to the original source to inform on copyright is a good starting point
to know copyright issues, understanding whether your use of a digital resource is permitted by an
exception, or whether a relevant licensing scheme applies. You can start, for example, using email
attachment for sharing private and limited use content or providing access through a link, in an
online repository, or through a social network for public use resources.
[Suggestions to level up]: Share digital resources choosing the most appropriate channels
for private, limited or public use. Consider main issues when using copyrighted material for
your teaching and learning activities, including how to determine whether a work is copyrighted,
whether you will need to ask permission for a particular use or understanding if fair use conditions
for education purposes apply.
Sharing digital resources choosing the most appropriate channels for private, limited or public use,
by understanding main issues to consider when using copyrighted material for your teaching and
learning activities or when fair use for educational purposes apply, is a characteristic of expert
usage. You can make it easier for others to re-use tools, data, or other content that you create by
assigning different formats of Creative Commons (CC) license. This can include, for example, a ‘By-
Attribution, Non-Commercial’ Creative Commons license.
[Suggestions to level up]: Select and apply copyright licences when sharing digital resources
that you create, supporting open educational resources. That means anyone can use your
digital content in any way they like, so long as they attribute it to you and don’t use it for commercial
purposes. Other types of Creative Common licences allow for commercial use or do not require re-
user to attribute the creator.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I select and apply copyright licences when
sharing digital resources I create, supporting
open educational resources (e.g. Creative
Common licence).
I design and develop ways for my colleagues
and I to share, curate and re-use digital
resources to ensure easy and equal access
(e.g. developing an ontology to manage
resources, specifying ways to curate content,
contextualising curated content).
I initiate and promote an online space to
share digital educational resources with the
school community (e.g. applying keywords/tags/
metadata, allowing others to comment, rate,
modify, or co-create).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Selecting and applying copyright licences when sharing digital resources that you create, make it
easier for others to re-use tools, data, or other content that you create. Experiment with different
formats of Creative Commons (CC) licence. This can include, for example, a ‘By-Attribution, Non-
Commercial’ Creative Commons license that means anyone can use your digital content in any
way they like, so long as they attribute it to you and don’t use it for commercial purposes. Consider
sharing digital resources you create or collect under licences that do not prohibit their distribution
and use, while aligning them with the curriculum and teaching and learning needs. Such an effort,
can facilitate easy and equal access to resources for students and colleagues, as well as a collection
for resources that better meets the needs of your school.
[Suggestions to level up]: Design and develop a comprehensive strategy for sharing digital
resources, content curation and reusability of resources to facilitate easy and equal access
for students and colleagues. The strategy can include, for example, ways to select and organise
digital content by grouping the resources in helpful ways, adding value by providing annotations to
help your students’ understanding, giving context to the information.
Designing and developing a comprehensive strategy for sharing digital resources with your students
and colleagues, including grouping the resources in helpful ways, providing annotations to help your
students’ understanding and making them easily and readily accessible, is essential to create a
culture of content sharing.
[Suggestions to level up]: Initiate and promote an online space to share digital educational
resources available to the school community. This can include, for example, setting up a free
open source learning platform, for sharing high quality digital resources and encouraging more
dynamic exchanging of digital content among teachers supporting accessibility of openly licensed
educational resources in school and at home to ensure equity.
It is a characteristic of leadership in content sharing to initiate and promote the creation of an online
space to share available digital educational resources to the school community. This will encourage
more dynamic exchange of digital content among teachers and support ease access of openly
licensed educational resources in school and at home, ensuring equity. Use technology features to
support your effort such as the use of metadata and tags, comments and feedback options among
the users.
[Suggestions for future actions]: Pursue ways of engaging with opportunities locally, nationally
and internationally in order to increase your capability and technical understanding of
strategies and solutions to share digital educational resources to the school community.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
51

ITEM NAME and
INTRODUCTORY STATEMENT
3.1 Teaching
Designing, developing and
support learning with the use of
digital technologies to enhance
learning outcomes.
52
PROFICIENCY LEVEL
STATEMENTS
I am aware that digital technologies can
support and enhance teaching and learning (e.g.
software programs and suites, mobile apps and
tools, on-line and cloud-based resources).
I have tried using digital technologies to
support and/or enhance my teaching practice
(e.g. software programs and suites, mobile apps
and tools, online and cloud-based resources,
interactive whiteboards).
Area 3 – Teaching and Learning
Digital technologies can enhance and improve teaching and learning practice in a number of
ways. A key skill of teachers is to design learning with the use of digital technologies to help
students to engage actively in authentic learning experiences. Advanced practice involves a
shift from teacher-led to learner-centred activities.
The proficiency level statements are organised by increasing level of engagement with
digital technologies in teaching and learning with a focus on students’ active
involvement in using them for their learning.
FEEDBACK
Being aware that digital technologies can be useful to support and enhance teaching and
learning is the first step in starting to design, develop and implement learning with the use of
digital technologies to enhance learning outcomes. You can now start exploring the use of different
technologies with your students to meet your teaching goals.
[Suggestions to level up]: Start trying digital technologies to support or enhance your teaching
and your students’ learning such as apps on mobile phones. If your school allows classroom
use of mobile devices you can intersperse your teaching with practical tasks for students to do, e.g.
things to look up or to calculate, small polls and quizzes. The advantage of this is that you can more
actively involve students in class, which increases their learning. Furthermore, it allows you to collect
evidence on which aspects of your teaching are well understood by students, and which you may
have to revise again. Consider also asking your students to use digital tools to investigate a topic
and ask them to use digital devices if available for short activities in class or at home.
Exploring the use of digital technologies to support and/or enhance your teaching is essential for
developing effective practices. The next step is to involve your students in digital activities in class,
thus amplifying your repertoire of teaching practices and giving them opportunity to learn through
technology.
[Suggestions to level up]: Extend your teaching and involve your students in more digital
activity based on software programs and suites, mobile apps and tools, online and cloud-
based resources, and / or if possible, use instructional and interactive technologies such
as whiteboards. A good starting point is to think about using the tools you are currently using in
different ways and whether you can integrate other digital tools, for example mobile phones or other
personal devices, into your teaching and their learning.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I use various digital technologies that can
support innovative pedagogical approaches,
enhancing my students’ active involvement
in their learning (e.g. inquiry-based learning,
project-based learning, game-based learning,
peer and self-assessment, e-portfolios, student
coaches).
I select and use digital technologies in my
learning designs, so as to meet teaching
and learning aims (e.g. simulations, digital
games, online interactive tools, collaborative
environments).
Together with my students, I reflect on and
(re)design the use of digital technologies to
enhance teaching practices and innovative
learning approaches (e.g. students as coaches,
use of emerging technologies, modelling and
advice, lesson-study).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Now that your students are used to basic uses of digital technology, you can start to broaden
the range you use to support innovative pedagogical approaches, enhancing your students’ active
involvement in their learning.
[Suggestions to level up]: Focus on enhancing your digital pedagogy. Select and employ digital
technologies in your learning designs based on their affordances, so as to meet teaching
and learning aims. Whatever the task at hand, encourage students to be more active in their
learning - perhaps via inquiry-based learning, project based learning, game based learning, peer
and self-assessment, e-portfolios, and using student coaches - and use technology to facilitate and
support this. Consider the benefits for design, develop and implement learning with the use of digital
technologies to enhance learning outcomes that can result from simulations, digital games, online
interactive tools, collaborative environments.
Developing learning designs which reflect the methodical selection and employment of digital
technologies, based on their affordances, so as to meet teaching and learning aims, is an important
aspect of building a digital pedagogy. Reflect on how your teaching practices and your students’
learning activities can be enhanced by including simulations, digital games, online interactive tools,
and activity in collaborative environments.
[Suggestions to level up]: Readjust your teaching and learning design in order to foster
students’ involvement in reflecting and adjusting the use of digital technologies to enhance
your teaching practices and their learning approaches. Consider building technology into
activities involving students as coaches, the use of emerging technologies, modelling and advice,
lesson-study.
Consider how you can work with your students to readjust your teaching and learning design in order
to foster students’ involvement in enhancing your teaching practices and their learning approaches.
Consider building the agreed use of technology into activities such as involving students as coaches,
the use of emerging technologies, modelling and advice, lesson-study. Reflection is key to this. Your
students should gain confidence in their ability to help select and adapt technology suited to the
learning requirements at hand.
[Suggestions to level up]: Share and take the lead in initiating and promoting the design and
sharing of innovative teaching and learning practices with digital technologies in your
school and its wider community. Consider opportunities such as online workshops, supporting
colleagues learning design with the use of digital technologies, micro-teaching and co-teaching,
reflective discussions on the effectiveness of the use of digital technologies. Engage in technology
supported networks with other schools and educational stakeholders, locally, nationally and
internationally.
53

3.2 Guidance
Using digital technologies in
order to provide feedback and
opportunities for reflection,
leading to readjustment of
teaching and learning practices
for both teachers and learners.
54
I initiate and promote the design and sharing
of innovative teaching and learning practices
with digital technologies in my school and
its wider community (e.g. online workshops,
learning design with the use of digital
technologies, micro-teaching and co-teaching,
reflective discussions on the effectiveness of
the use of digital technologies).
I am not aware of this competence.
I am aware that digital technologies can
support and enhance teaching and learning (e.g.
software programs and suites, mobile apps and
tools, on-line and cloud-based resources).
I have tried using digital technologies to
provide feedback and support to students (e.g.
online tutorials, chat, automated/immediate
feedback, links to online Q&A).
Engaging colleagues in exchanging learning experiences, activities and pursuing technology-
supported projects within school and among broader groups of educational stakeholders (nationally
and internationally) is essential to create a culture of successful digital pedagogy. Reflect on
your practices and seek to continuously innovate them, while keeping up with the latest trends
in the digital technologies that can best support you in leadership and innovation in the design,
development and implementation of learning that uses digital technologies to enhance learning
outcomes and meet learners’ other needs.
[Suggestions for future actions]: Innovate your practices by keeping up with the latest trends
on designing, developing, and implementing learning with the use of digital technologies to
enhance learner outcomes. Involve yourself in technology supported networks with other schools
and educational stakeholders, locally, nationally and internationally and encourage others also to
do so.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that digital technologies can be used to provide and receive feedback and opportunities
to reflect on teaching and learning practices is an important first step towards using such technologies
as part of your guidance and feedback activity as a teacher. You can start exploring different digital
tools that will allow you and your students to get some immediate feedback, as for example an
online quiz or an online poll. These tools will capture the current learning (e.g if your students
understood the new concepts you were explain) and provide you with insights on how to proceed
with your teaching.
[Suggestions to level up]: Consider exploring how digital technologies can be used to provide
guidance and support to students on their learning activities and achievements in simple
but meaningful ways. This can include for instance automated/immediate feedback to their work,
links to online Q&A, online tutorials, using digital chat.
Exploring digital technologies to provide guidance and support to students will help you find ways
that work for you and your students, so that they become aware of the value of you reviewing their
work and provide help when needed. This can include the use of technologies that offer automated
or immediate feedback to their work, links to online Q&A, online tutorials, chat. Try to be flexible
and adapt your choice of feedback and guidance channels channel to your students’ requirements.
[Suggestions to level up]: Work to provide students with feedback and opportunities for
reflection on their learning, in real-time and/or asynchronously. A non-intrusive presence will
allow you to learn about your students and their individual challenges and problems and to tailor
guidance and feedback accordingly.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I use various digital technologies to provide
students with feedback and opportunities for
reflection on their learning, in real-time and /
or asynchronously (e.g. chat, discussion forums,
video responses, in-class polls/ voting).
I select and use digital technologies to provide
opportunities for students to engage in self-
assessment and peer-assessment and the
design of their learning (e.g. online shared
documents, recordings of learning activities,
scaffolded reflection).
Together with my students, I reflect on and
(re)design teaching and learning, based on
evidence captured through digital technologies
(e.g. digital polls/surveys outcomes, recordings
of learning activities, learning analytics).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Using various technologies systematically to provide opportunities for feedback and guidance
allows you to teach more strategically by choosing and combining various digital technologies to
provide students with feedback and opportunities for reflection on their learning, in real-time and
/or asynchronously. This can include in-class polls/ voting, chat apps, discussion forums, or video
responses. You can now also start exploring digital tools that engage students in a reflection and
assessment process.
[Suggestions to level up]: Work to select and employ digital technologies that provide
opportunities for students to engage in self- and peer-assessment and in the design of
their learning. This can include opportunities for scaffolded reflection, analysis of recordings of
learning, activities, and shared online documents.
Developing feedback and guidance approaches which reflect the methodical selection and
employment of digital technologies, to provide opportunities for students to engage in self- and
peer-assessment and the design of their learning, is an important aspect of building trust and
developmental learning. Reflect on how your practices can be enhanced by providing opportunities
for students to engage in self- and peer-assessment and the design of their learning.
[Suggestions to level up]: Readjust your approach and practice to allow reflection on and
redesign of teaching and learning, based on evidence captured through digital technologies.
Consider building learning technology into activities that allow the use of digital testing reports,
digital polls/surveys outcomes, recordings of learning activities, and learning analytics.
Consider how you can work with your students to gain value from reflection on, and redesign of,
teaching and learning based on evidence captured through digital technologies. There is value in
activities that allow the generation and use of digital testing reports, digital polls/surveys outcomes,
recordings of learning activities, and learning analytics. Offer your students opportunities to co-
design feedback related activity and to gain experience in how they can benefit from this whether
individualised or group focused and whether teacher or peer led.
[Suggestions to level up]: Engage in technology supported networks with other schools and
educational stakeholders, locally, nationally and internationally that offer opportunities to
initiate and promote the use of digital technologies to facilitate interaction around feedback
and guidance for learning within my school and its wider community. Find opportunities
to use digital technologies to facilitate interaction within your school and its wider community,
providing opportunities for feedback and reflection on teaching and learning. For instance, leverage
the possibilities of discussion forums, chat apps, shared documents, including frequently asked Q&A
on school websites.
55

3.3 Collaborative learning
Using digital technologies to
foster and enhance learner
collaboration for individual and
collective learning.
56
I initiate and promote ways in which digital
technologies can be used to support feedback
and reflection for teachers and students in my
school and beyond (e.g. discussion forums, chat,
shared documents, Frequently Asked Questions).
I am not aware of this competence.
I am aware that digital technologies can be
used to foster and enhance learner collaboration
towards individual and collective learning
(e.g. on-line collaboration, sharing learning
resources).
I have tried using digital technologies to
support and enhance collaborative activities of
students (e.g. shared documents, contributing to
forums, wikis).
Engaging colleagues in exchanging experiences and pursuing technology-supported action within
school and among broader groups of educational stakeholders (nationally and internationally) is
essential to create a culture of reflective learning. Consider your practices and seek to continuously
innovate these, while keeping up with the latest trends in the digital technologies that can provide
opportunities for students and for you yourself to reflect on, in, and for learning.
[Suggestions for future actions]: Innovate your practices by keeping up with developments
around digital technologies that can provide feedback and opportunities for reflection,
leading to readjustment of teaching and learning practices to enhance learner outcomes.
Involve yourself in technology supported networks with other schools and educational stakeholders,
locally, nationally and internationally that innovate around feedback and guidance and encourage
others also to do so.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Digital technologies offer value to learners when used as part of well-planned lessons that involve
learner collaboration such as group work. Nowadays, work and research are increasingly based on
collaborative processes centred around technology, so it is important and valuable that students
get to practise such skills.
[Suggestions to level up]: Explore student learning contexts that make use of digital
technologies to support and enhance collaborative activities. This can include sharing and
co-authoring documents and class presentations, contributing to forums, wikis. Such activity can
support learning through materials exchange, online collaboration and co-presenting.
Collaborative learning activities should be designed or adapted to meet the students’ learning
requirements in a meaningful way. Explore students learning contexts that make use of digital
technologies to support and enhance collaborative activities such as sharing and co-authoring
documents and class presentations, contributing to forums, wikis. Be aware that exploring
straightforward activities adapted to meet diversity and inclusion requirements is usually better
than attempting to orchestrate more complex tasks at this initial stage of using digital technologies
to support and enhance collaborative activities.
[Suggestions to level up]: Explore the possibilities of using various digital technologies to
support and enhance your students’ collaborative learning in face to face and/ or online
settings. For instance, co-authoring on a team-based task where individuals take on complementary
roles and responsibilities. Tasks focused on researching and investigating set topics that involve
collaboration to document, present, and otherwise share findings can work well.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I use various digital technologies to support
and enhance students’ collaborative learning, in
face-to- face and/ or online settings (e.g. shared
documents, forums, wikis, blogs, co-authoring).
I select and use digital technologies in my
learning designs based on their features, to
enhance and support my students’ collaborative
learning, in face-to-face and/or online settings
(e.g. co-design, co-creation, peer assessment
and group reflection, project building, sharing).
Together with my students, I reflect on and
(re)design their use of digital technologies for
individual and/or collaborative learning (e.g. edit
and develop content, co-create an artefact,
participate in collaborative projects, virtual
exchanges, use of digital tools for task and time
management, communication and sharing).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
There are considerable possibilities for using various digital technologies to support and enhance
your students’ collaborative learning in face to face and/ or online settings. For instance, co-authoring
on a team-based task where individuals take on complementary roles and responsibilities can offer
both challenges and learning opportunities beyond the technical. By considering the obstacles and
challenges students will face in the activity, meaningful collaboration can be structured.
[Suggestions to level up]: Investigate the possibilities offered by learning designs that
incorporate digital technology. By selecting digital technologies designs based on their
affordances and using these to enhance and support your students’ collaborative learning, in face
to face and/or online settings, you will find value for both your teaching and their learning. Valuable
ways to enhance and support your students’ collaborative learning, in face to face and/ or online
settings, include: tasks that call for co-design and/or co-creation, having them do peer assessment
and group reflection, project building, sharing of learning outcomes to tasks.
Consider what particular technologies make possible in terms of teaching and learning before
building them into teaching and learning activity. Let the pedagogy lead rather than the technology.
[Suggestions to level up]: Engage with the possibilities of allowing your students to reflect
on and adjust their use of digital technologies for personal and/or collaborative learning.
Consider allowing them to take more of a lead in editing and developing content, co-creating project
artefact, structuring and participating in collaborative projects, taking part in virtual exchanges,
using digital tools for task and time management, communication and sharing with team activities.
Allow and encourage your students to reflect on and adjust their use of digital technologies for personal
and/or collaborative learning. Encourage them to take more of a lead in editing and developing
content, co-creating project artefacts, structuring and participating in collaborative projects, taking
part in virtual exchanges, using digital tools for task and time management, communication and
sharing with team activities. This will help build strong digital confidence and capability across a
range of learning activities. Incorporate as much as possible actions to make sure the same learning
opportunities are available to all. If some of your students are disadvantaged, take action to allow
them to include them (e.g. by making available equipment or assistive technologies).
[Suggestions to level up]: Seek out ways to initiate and promote the use of digital technologies
within your school and its wider community, providing opportunities for collaboration
towards individual and collective learning and development, beyond the classroom and
the school. Consider the opportunities that can be found in using synchronous and asynchronous
online environments and tools, taking part in joint projects, organising online learning events in
collaboration with students and/ or colleagues, co-designing and co-creating collaboration-centred
learning material.
57

3.4 Self-regulated learning
Using digital technologies
to enhance students’ self-
regulated learning processes,
fostering active and autonomous
learning making students
more responsible for their own
learning, thereby shifting the
focus from teaching to learning.
58
I initiate and promote the use of digital
technologies within my school and its
wider community, providing opportunities
for collaboration to support individual and
collective learning, in and beyond the school
(e.g. using synchronous and asynchronous
online environments and tools, teach meets,
joint projects, co-organising online learning
events, co-designing and co-creating learning
material).
I am not aware of this competence.
I am aware that digital technologies can be
used to foster active and autonomous learning
(e.g. planning, goal setting, recording progress).
Initiate and promote the use of digital technologies within your school and its wider community
to share and learn about how to foster collaboration for individual and collective learning. Find
opportunities to engage in collaboration towards individual and collective learning and development
– for your students and your colleagues. Avail of opportunities to use synchronous and asynchronous
online environments and tools, take part in teach-meets, join or start joint projects, organise online
learning events in collaboration with your students and/ or colleagues, co-design and co-create
learning material that support collaboration-centred learning or professional development.
[Suggestions for future actions]: Pursue ways of engaging with opportunities locally, nationally
and internationally in order to increase your capability and technical understanding of
using digital technologies to provide opportunities for collaboration towards individual and
collective learning, both in and beyond the classroom and the school. Watch for trends and
developments that relate to how digital technologies are used for this end and purpose.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that digital technologies can be used to enhance students’ self-regulated learning
processes and so fostering active and autonomous learning will help you think about learning
activities that support this type of learning. This can help strengthen their capacity and willingness
to keep on learning throughout their lives, which, for life in the 21st century, is of crucial importance.
Consider in particular how increased independence allows a learner to plan their learning more
effectively, including personal goal setting and recording progress – and how digital technologies
can help them in this.
[Suggestions to level up]: Explore the possibilities of encouraging your students to plan
their own learning using digital tools that support planning work, scheduling using digital
calendars, goal setting and recording progress using digital journals. Investigate how they
can use digital tools that support planning and scheduling learning using digital calendars, and
how they can start building capability for personal goal setting and recording progress using digital
journals. For example, ask them to identify how a particular learning goal can be reached and to
design a plan to reach it, thinking about how technology can assist in the process.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried using digital technologies to
support students in planning their own learning
(e.g. planning and scheduling using digital
calendars, goal setting using digital journals,
recording progress).
I use various digital technologies to support
students plan and regulate their own learning
(e.g. online learning environments, online
resources repositories, collaborative tools and
spaces, learning journals, e-portfolios).
I select and use digital technologies in my
learning designs based on their features, so as
to facilitate my students’ self-regulated learning
skills and learner autonomy (e.g. take initiatives
regarding their own learning, be creative and
responsive to new learning situations, engage
in self-reflections so as to plan and guide their
progress).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Exploring learning activities that encourage your students to plan for their own learning and record
their progress towards specific learning goals is an important aspect of using digital technologies
to enhance students’ self-regulated learning processes, fostering active and autonomous learning.
[Suggestions to level up]: Test-out with your students the use of a variety of digital
technologies that foster self-regulated and autonomous learning. For instance, encourage
them to try planning and recording learning in online learning environments, making use of
collaborative tools and spaces, and using learning journals or e-portfolios to document progress
towards their learning goals. Challenge your students to identify learning goals for a specific aspect
of their programme and then plan how to reach these, thinking about how technology can assist in
the process and also record their progress. Switch between individualised and team-based activities
to ensure that all students are offered different types of opportunities for developing self-regulated
and autonomous learning.
Use with your students a variety of digital technologies that foster self-regulated and autonomous
learning. Focus on self-directed learning and how digital technologies can facilitate and make this
easier for the student. For instance, encourage them to try planning and recording learning in online
learning environments, making use of collaborative tools and spaces, and using learning journals or
e-portfolios to document progress towards their learning goals. Brainstorming and activity planning
software that can initiate this process is widely and freely available.
[Suggestions to level up]: Develop learning designs which engage your students in seeking
out different technological solutions to develop self-regulating learning skills, and their
own learner autonomy. Encourage and support them to be creative and active in their learning to
think about how they use digital technologies to initiate, support and record their learning activity
and outcomes. Find ways to encourage your students to take the initiative in their learning, to be
creative in how they respond to new learning situations, to engage in self-reflection so as to plan
and guide them through. Think about the types of information and data they will produce and how
this might be used – particularly any data automatically generated in a structured way that give
you and your students a more detailed understanding of their learning pathway and achievements.
Consider how this might be used to realign their learning activity.
Develop learning designs which engage your students in developing self-regulating learning skills,
and their own learner autonomy, and in using different technological solutions to assist in this.
Encourage and support them to be creative and active in their learning and in how they think about
and use digital technologies to initiate, support and record their learning activity and outcomes.
[Suggestions to level up]: Consider how you might – together with your students – reflect on
and redesign their learning in ways that encourage more active, creative and autonomous
activities on their part in order to promote their self-regulated learning and learner
autonomy through digital technologies. For example, engage them in activities that show them
how to identify their learning needs, set their learning goals, describe their strategy for achieving
these goals, implement their learning tasks, gather evidence of their learning, reflect on it and share
their learning outcomes – and how digital technologies can assist in this.
59

3.5 Emerging technologies
Using emerging technologies in
ethical ways to explore novel
learning experiences and content.
60
Together with my students, I reflect on and
support them to (re)design their learning,
through and on using digital technologies,
promoting their self-regulated learning and
learner autonomy (e.g. identify their needs, set
their learning goals, describe their strategy for
achieving these goals, implement their learning
tasks, gather evidence of their learning, reflect
on it and share their learning outcomes).
I initiate and promote strategies and practices
on how digital technologies can support self-
regulated learning in my school and in the wider
community (e.g. makerspaces, learning spaces
with digital technologies to accommodate
hands-on activities, student coaching).
I am not aware of this competence.
I am aware of emerging technologies that
are being used in educational settings (e.g.
simulations, robotics, virtual reality, Artificial
Intelligence (AI)).
Consider how you can – together with your students – reflect on and redesign their learning in ways
that encourage more active, creative and autonomous activities on their part in order to promote
their self-regulated learning and learner autonomy; and how digital technologies can support this.
Digital technology can be useful in helping them see the focus that further learning activity can
take on the basis of feedback generated, along with encouraging ownership of the learning process.
[Suggestions to level up]: Consider how you might initiate and promote strategies and
practices within your school and its wider community that support colleagues and students
in their use of digital technologies to enhance self-regulated learning processes and foster
active and autonomous learning. Focus on and lead the opportunities, that hands-on activities
in makerspaces (or other learning spaces incorporating digital technologies), and that innovative
activity such as student-led workshops, can provide.
Initiate and promote the strategic use of digital technologies within your school and its wider
community. This will support colleagues and students to make more and better use of digital
technologies to enhance self-regulated learning processes and so encourage active and autonomous
learning.
[Suggestions for future actions]: Pursue ways of engaging with opportunities locally, nationally
and internationally in order to increase your capability and technical understanding
of digital technologies that can be used to enhance students’ self-regulated learning
processes, fostering active and autonomous learning. Watch for trends and developments
that relate to this area. Search out opportunities to engage in individual and collective learning and
development – for your students, your colleagues, and yourself – concerning self-regulated learning
processes that foster active and autonomous learning. Take advantage of opportunities to innovate
and lead that organising hands-on activity in makerspaces or other learning spaces incorporating
digital technologies, and that innovative activity such as student-led workshops and other student-
led learning events, can provide.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that technologies constantly emerge which can be used for education is an important
first step towards identifying and using such technologies as part of providing novel learning
experiences and content.
[Suggestions to level up]: Consider exploring how emerging technologies such as virtual and
augmented reality or AI can be used to provide students with novel learning experiences
and new kinds of learning to foster the development of useful transversal skills, as well as
a strong sense of the ethical aspects of accessing and using such technologies.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried emerging technologies to see their
relevance for my teaching and my students (e.g.
virtual and augmented reality, robots, AI).
I use various emerging technologies to provide
my students with novel learning experiences
and new kinds of learning, fostering the
development of transversal skills (learning
experiences involving e.g. simulating/modelling,
gaming, computational thinking, creative
and innovative thinking, data-driven decision
making).
I select and use emerging technologies in my
learning designs to engage my students in novel
learning opportunities, while taking into account
ethical implications (e.g. immersive learning,
computational thinking, addressing learner
agency when interacting with AI).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Exploring the possibilities offered for teaching and learning by emerging technologies can be a
good way to identify which can provide students with novel learning experiences and new kinds of
learning to foster the development of digital and transversal skills, as well as a strong sense of the
ethical aspects of accessing and using such technologies.
[Suggestions to level up]: Work to select and employ emerging technologies in your learning
designs to engage my students in novel learning opportunities, while taking into account
any relevant ethical implications. This can include the use of emerging technologies to assist in
simulating /modelling, gaming, computational thinking, creative and innovative thinking, data-driven
decision making. Try to adapt your choice of technology to your students’ requirements. Always
focus on the pedagogical value of the technology not its novelty and work from this perspective.
Developing approaches to using emerging technologies that centre on engaging your students in
novel learning opportunities, while always asking them to consider any relevant ethical implications.
This provides important opportunities to build trust and developmental learning involving emerging
technologies.
[Suggestions to level up]: Work to select and employ the use within your teaching of emerging
technologies to support the activities specified in your learning designs. This can include
providing opportunities for your students to engage in learning activities that make use of virtual
and augmented reality, that examine the possibilities of humanoid robots, and that engage with the
positives as well as the potential downsides of artificial intelligence (AI). This type of usage offers
a powerful way to engage students in novel learning opportunities that make good use of such
technologies and provide meaningful teaching and learning experiences.
Using various emerging technologies to support the activities specified in your learning designs is
a powerful way to engage students in novel learning opportunities that make good use of such
technologies and provide meaningful teaching and learning experiences. By choosing technologies
that offer particular learning affordances, the students can be provided with meaningful opportunities
to explore immersive learning, computational thinking, and to develop understandings of the
importance of learner agency when interacting with AI and other technologies using analytics or
algorithms. This can include activities that advance understanding data-driven decision making,
creative responses to subtle tactics to encourage innovative thinking in regards to technology as
well as using technology.
[Suggestions to level up]: Work with your students to select and employ emerging technologies
that provide opportunities for them to engage in co-design and co-creation of their learning
using emerging technologies in ways that address ethical implications as well as practical
applications. This can include activities that involve using augmented reality or 3-D expeditions,
programming humanoid robots, customising search algorithms, addressing datafication and AI
agency in decision making. Offer your students opportunities to exploit emerging technologies as
they explore novel learning experiences and content, taking into consideration ethical implications.
61
 Together with my students, I reflect on and (re)
design teaching and learning, engaging them in
co-design and co-creation of applications using
emerging technologies and addressing ethical
implications (e.g. designing augmented reality
scenarios and 3D expeditions, programming
humanoid robots, addressing datafication and
AI agency in decision making).
I initiate and promote strategies and practices
within my school and its wider community
that can support colleagues and students in
their use of emerging technologies to provide
novel teaching and learning experiences and
content, while addressing ethical implications
(e.g. customise virtual worlds for learning
activities, foster human agency in data-driven
decision making, collaboration with technology
companies).
I am not aware of this competence.
62
Consider how you can work with your students to gain value from reflection on, and redesign, teaching
and learning opportunities using emerging technologies in ways that address ethical implications
as well as practical applications. Engage in strategies and practices within your school and its
wider community that can support colleagues and students in their use of emerging technologies
to provide novel teaching and learning experiences and content, while also addressing ethical
implications.
[Suggestions to level up]: Work to initiate and promote strategies and practices within your
school and its wider community to support colleagues and students in their use of emerging
technologies. This will provide novel teaching and learning experiences and content, which can be
considered while addressing ethical implications. Search out opportunities to engage in individual
and collective learning and development involving emerging technologies – for your students, your
colleagues, and yourself. These can involve programming humanoid robots, customising virtual
worlds for learning activities, foster human agency in data-driven decision making, and explore
synergies with the technology industry.
Engaging colleagues in exchanging experiences and pursuing action to explore and utilise
emerging technologies within your school and among broader groups of educational Stakeholders
(nationally and internationally) is a good way of ensuring that the pedagogical affordances of
such technologies are identified and leveraged. Consider your strategies and practices and seek
to continuously innovate, while keeping up with the trends in the emerging technologies that can
provide opportunities for students and you yourself to reflect on, in, and for learning.
[Suggestions for future actions]: Find ways of engaging with opportunities locally, nationally
and internationally in order to increase your capability and technical understanding of
emerging digital technologies to explore novel learning experiences and content, taking
into consideration ethical implications. Involve yourself in networks with other schools and
educational stakeholders, locally, nationally and internationally, that innovate for teaching and
learning around emerging technologies, and encourage others also to do so.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

ITEM NAME and
INTRODUCTORY STATEMENT
4.1 Assessment strategies
Using digital technologies
to support formative and
summative assessment of
learning.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
PROFICIENCY LEVEL
STATEMENTS
I am aware that digital technologies can
support both formative and summative
assessment (e.g. digital quizzes, online polls).
I have tried using digital technologies to
support formative and summative assessment
(e.g. online quizzes, games, forms, mobile apps).
I use various digital technologies to support
formative and summative assessment (e.g.
create a digital test, use assessment platforms
that offer timely feedback to students).
Area 4 – Assessment
Digital technologies can enhance existing assessment practices and facilitate new and
innovative ones. Teachers can use digital technologies to collect data to better support and
assess learners, while enabling them to reflect and adapt their teaching practice.
The proficiency level statements are organised by increasing level of engagement with
digital assessment and learners’ involvement in the assessment practices.
FEEDBACK
Being aware that digital technologies can be used to support formative and summative assessment
is the first step in rethinking how to better understand what your students have learned and what
they have not yet understood well, and how digital technologies can help in this.
[Suggestions to level up]: Start trying using digital technologies to enable and enhance your
assessment of your students’ learning. Consider, for example, how digital technologies can be
used to support assessment, either formative or summative or both. This could involve exploring the
value of online quizzes, games, digital forms, mobile apps, assessment platforms as well as asking
your students to use such tools to self-assess their learning, in class or at home.
Exploring the use of digital technologies to enable and/or enhance insights into your students’
learning is essential for developing effective assessment and feedback practices.
[Suggestions to level up]: Find opportunities to use a variety of digital technologies to support
your formative and summative assessment activities. This can include creating or using quizzes
or digital tests that provide immediate feedback on learning, using sites and assessment platforms
that offer automated feedback to students, and making arrangements for peer-generated tasks /
activities that broaden the range of assessment strategies used in your teaching settings.
Developing a range of options that use various, appropriate technologies within formative and
summative assessment activities to provide teacher-led and/or automated feedback broadens the
range of learning-centred assessment strategies used in teaching contexts.
[Suggestions to level up]: Work to select and use digital technologies to support specific
aspects in your assessment “of”, “for”, and “as” learning and to capture in a communicable
way the nature of that learning. For instance, investigate the use of self-reflection rubrics,
automated assignments that offer timely feedback to students, the generation through learning-
tasks of shared documents that support peer reviewing/feedback.
63

4.2 Analysing evidence
Using digital technologies to
collect and analyse evidence on
students´ learning processes and
outcomes.
64
I select digital technologies to support specific
aspects in assessment “of”, “for” and “as”
learning and capture best the nature of the
learning outcome to be assessed (e.g. self-
reflection rubrics, assignments that offer timely
feedback to students, shared documents that
support peer reviewing/feedback).
I reflect on and involve my students in the
design of digitally-supported assessments,
selecting digital technologies that best support
the assessment purpose and content (e.g.
deciding assessment criteria and modality, co-
creation of rubrics, design the format of self
and peer assessment, formative or summative
assessment scaffolding tools).
I propose and promote strategies and digital
technologies within my school and its wider
community to support assessment “of”, “for”
and “as” learning (e.g. self and peer assessment,
promotion of transversal skills, work-based
assessment, e-portfolios).
I am not aware of this competence.
I am aware that digital technologies can
capture students’ learning processes and
outcomes (e.g. digital quizzes, online polls,
forms, assessment platforms).
Using various digital technologies to support specific aspects in your assessment “of”, “for” and “as”
learning regarding your students’ activities and that capture well the nature of the learning outcome
to be assessed, is a characteristic of expert usage.
[Suggestions to level up]: Work with your students to select and employ digitally supported
assessment activities that provide feedback on their progress and provide opportunities
for deep learning. To increase the variety and adequacy of feedback, experiment with different
formats of assessment and modes of feedback. This can include encouraging them to contribute
ideas on assessment criteria and modality, the co-creation of rubrics, contributing to the design the
format of self and peer assessment, and exploiting various formative or summative assessment
tools.
Working with students to select and employ digitally supported assessment activities is a valuable
way of assisting their understanding of feedback and how it can be used to shape their progress and
provide opportunities for deep learning.
[Suggestions to level up]: Engage in strategies and practices within your school and its wider
community that can aid development in how digital technologies are used to support
the formative and summative assessment of learning. This can include action on aspects
of assessment such as self and peer assessment, promotion of transversal skills, work-based
assessment, e-portfolios and other learner logs.
Engaging in strategies and practices within your school and its wider community that can aid
development in how digital technologies are used to support the formative and summative
assessment of learning is an excellent way of deepening the assessment for learning culture of the
school, and sharing the value of this with your wider community.
[Suggestions for future actions]: Engage with local, national, and international opportunities
to increase your capability and technical understanding of digitally enabled assessment
strategies and practices. Involve yourself in networks that innovate for teaching and learning
around emerging assessment technologies and related practices and encourage others also to do so.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Knowing that digital technologies can collect data on students’ learning processes and the
outcomes of those processes is an important first step towards using such technologies as part of
your assessment practices.
[Suggestions to level up]: Explore how technologies can be used to gather evidence on your
students’ individual and/or group learning activities. This can include using digital quizzes,
online polls, learning surveys, and various types of learning analytics as integral elements of the
assessment process. The focus of this should be to gather and analyse evidence of learning and to
identify any learning difficulties.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried using digital technologies to
capture evidence about my students’ individual
and/or group learning activity (e.g. digital
quizzes, online polls, surveys).
I use various digital technologies to collect
and analyse evidence of students’ individual
and/or group learning outcomes and learning
processes (e.g. online polls, forms, surveys,
learning analytics, spreadsheets).
I select digital technologies that facilitate
presentation and analysis of learning data to
support my reflections on my teaching practice
and on my students’ learning (e.g. record
and visually represent data, automatically
generated graphs, mind mapping tools, digital
dashboards).
I reflect on and involve my students in
capturing and analysing their learning data,
which can be used to plan their future learning
(e.g. reflective learning logs, personal goal
setting software).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Exploring the possibilities offered for assessment by digital technologies is a good way to approach
gathering evidence of your students learning and identifying any difficulties they may be having.
[Suggestions to level up]: Work to identify and build into your assessment activity various
digital technologies that can help you to collect and analyse evidence on students’
individual and/or group learning outcomes and learning processes. This should include
selecting technologies appropriate to the type of assessment you are designing; for instance, online
polls, forms, surveys, learning analytics, spreadsheets can all be used as part of either formative or
summative assessment activity.
Developing approaches to assessment that centre on collecting and analysing evidence of your
students’ individual and/or group learning outcomes and learning processes is a hallmark of good
practice.
[Suggestions to level up]: Work to select and use within your assessment activity digital
technologies that facilitate the presentation and analysis of learning data. Strive to develop
ways that support reflections on your teaching practices and the identification of alternative ways
of presenting materials for learning. This can include recording/ representing data visually using
automatically generated graphs and mind mapping tools and developing digital dashboards to
track student learning.
Using various assessment technologies and results dashboards to support your reflection on student
learning and on your teaching helps to identify alternative ways of presenting materials for learning.
[Suggestions to level up]: Work with your students to select and use assessment technologies
that capture and present analyses of their learning data, based on which to plan their
future learning. Examples of such technologies include online reflective learning logs, using
personal goal setting software, and personal dashboards.
Working with your students to select and use assessment technologies to capture and present
analyses of their learning data, allows you to identify a sound base on which to plan their future
learning.
[Suggestions to level up]: Engage in strategies and practices within your school and its wider
community on the use of learners’ data, addressing the value for learning and the validity
of different data sources, in order to support evidence-based decisions for targeted
interventions. This can better inform pedagogical decisions, administrative decisions such as
students’ attendance, and the interpretation of data on students’ learning such as grades.
65

4.3 Feedback and planning
Using digital technologies to
provide feedback to learners,
facilitating planning of further
action.
66
I initiate and promote strategies and
practices to help my school and its wider
community use digital technologies to evidence
learning, and use assessment data to support
decision-making for targeted interventions (e.g.
pedagogical decisions, administrative decisions
such as students’ attendance, and data on
students’ learning such as grades).
I am not aware of this competence.
I am aware that digital technologies can be
used to provide feedback to learners including
automated feedback (e.g. blogs, online polls,
online forms, applications using Artificial
Intelligence (AI)).
I have tried using digital technologies that
support the integration of feedback and
reflection on students’ learning (e.g. blogs, wikis,
video-based feedback, digital annotation on
assignments).
I use various digital technologies to provide
timely feedback for learners, including
automated feedback (e.g. software applications
with automated feedback, online tests with
automated scoring, online polls with automated
visual representations of results).
It is a characteristic of leadership in assessment practices to engage colleagues in exchanging
experiences in the use of learners’ data, addressing the value for learning and the validity of different
data sources, in order to support evidence-based decisions for targeted learning interventions.
[Suggestions for future actions]: Pursue ways of engaging with opportunities locally, nationally
and internationally in order to increase your capability and technical understanding of
the usage of digital technologies to collect and analyse evidence on students´ learning
processes and outcomes. Where possible, participate in networks with other schools and educational
stakeholders, locally, nationally and internationally, that innovate using technologies to collect and
analyse learner data and outcomes for teaching and learning improvement.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that technologies can be used to provide feedback for learners (including automated
feedback) is an important first step towards building into your practice ways to provide such feedback
to your students in ways that can aid planning of future learning.
[Suggestions to level up]: Consider exploring how digital technologies can be used to support
the integration of feedback and reflection on students’ learning into their practice. This
could involve using blogs, wikis, video-based feedback or other digital annotation on assignments in
order to help students see how they can improve.
Exploring the possibilities offered for teaching and learning by taking advantage of digital
technologies to support the integration of feedback and students’ reflection into their practice. Work
to adapt your choice of technology to your students’ feedback requirements.
[Suggestions to level up]: Work to select and employ assessment technologies in your
learning designs to provide timely feedback for learners, including the use of automated
feedback. Ways of doing this include using multiple choice questions in computer-mediated
learning environments, and other automated scoring and feedback technologies.
It is a sign of confident usage to develop approaches to assessment technologies that centre on
selecting and including such technologies in your learning designs in order to provide timely feedback
for learners, including through the use of automated feedback.
[Suggestions to level up]: Work to select and embed in your learning designs appropriate
assessment technologies to aid giving, receiving, and analysing feedback. Aim to do so
in ways that continuously inform your teaching and their learning. For example use online polls
and surveys, dashboards for managing grades and feedback, and e-portfolios, to provide context-
specific feedback.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I select digital technologies that can help in
providing, receiving and analysing feedback in
order to inform teaching and enhance the design
of learning on a continuous basis (e.g. online
polls and surveys, dashboards for managing
grades and feedback, e-portfolios, context-
dependent feedback).
I reflect on and involve my students in using
digital technologies for collection and analysis
of feedback for planning further action (e.g.
shared documents, blogs, mind mapping tools,
reflective learning logs, learning journals,
e-portfolios).
I initiate and promote a strategy within my
school and its wider community on the use
of digital technologies that facilitate giving,
receiving and analysing feedback, to support
planning for further action (e.g. e-portfolios,
context dependent feedback, digital storytelling).
I am not aware of this competence.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Using various assessment technologies to support the activities specified in your learning designs
is a powerful way to engage students in benefitting from receiving, giving, and analysing feedback.
[Suggestions to level up]: Work with your students to select and use digital technologies to
collect and analyse feedback so that it contributes to planning further learning activity.
This can include making use of shared documents, blogs, mind mapping tools, reflective learning
logs, learning journals, e-portfolios to assemble evidence of learning and plan future options based
on future needs.
Working with your students to gain value from reflection on feedback and then redesigning teaching
and learning opportunities is a good way to use digital technologies to position feedback as a
central element in the planning of further learning action.
[Suggestions to level up]: Engage in strategies and practices within your school that support
colleagues and students in the use of digital technologies that facilitate giving, receiving
and analysing feedback, to support planning for further action. Consider the benefits of
developing feedback practices and conventions at the whole-school level that involve technologies
which promote reflection on and for learning such as e-portfolios, context dependent feedback –
whether teacher-led or automated – and the use of personalised learning dashboards by students.
Engaging colleagues in exchanging experiences and pursuing action to explore and utilise assessment
technologies for their feedback, within your school and among broader groups of educational
stakeholders (nationally and internationally), is a good way of ensuring that the pedagogical
affordances of such technologies are identified and leveraged. This encourages meaningful use of
digital technologies to facilitate giving, receiving and analysing feedback, to support planning for
further action, across the range of school activities.
[Suggestions for future actions]: Consider your strategies and practices around feedback for
and on learning and seek to continuously innovate, while keeping up with the trends and
developments in technologies that can provide feedback for students and for you yourself to
reflect on, in, and for learning. Seek opportunities to engage locally, nationally and internationally
in order to increase your capability and technical understanding in this area of teaching and learning.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
67

ITEM NAME and
INTRODUCTORY STATEMENT
5.1 Accessibility and inclusion
Ensuring access to digital
resources and learning activities
for all students, taking into
consideration any contextual,
physical or cognitive constraints
to their use.
68
PROFICIENCY LEVEL
STATEMENTS
I am aware of potential limitations and
barriers that students may encounter in relation
to digital technologies (e.g. limited access to
digital devices and/or to Internet connection,
learning difficulties).
I have tried digital technologies that can be
adapted to students’ context and needs (e.g.
students’ devices, access to infrastructure,
family context, students’ special needs).
Area 5 – Empowering Learners
Using digital technologies can help teachers to create innovative learning experiences,
resulting in learners becoming more actively engaged. Digital technologies can be used by
teachers to personalise learning and tailor it according to individual learners’ levels, interests
and needs. However, it is important to avoid amplifying inequality, for example in terms of
learner access to technology or lack of skills. Accessibility for all learners is crucial, including
those with special educational needs.
The proficiency level statements are organised by increasing focus on students’ individual
learning needs.
FEEDBACK
Digital technologies pose challenges to students. On the other hand, exploring the advantages and
disadvantages of the available tools as well as their affordances could direct them to overcome
the difficulties posed by technology itself and lead them to choose the appropriate ones to address
their needs. In such a context, you could help students to explore ways to overcome technology
limitations as well as adjust the task to enable them to participate in digital assignments.
[Suggestions to level up]: Explore students’ digital context and start using available resources
and tools. Aim to assign tasks that best reflect their reality providing examples of available digital
technologies.
All kinds of resources, both digital and analogue, should always be adapted to students’ context and
needs. With reference to digital resources, you should always bear in mind that even highly digital
competent students sometimes struggle with technical or operational issues. Actually, the more
complex the tasks you set and more varied the environments you use, the more likely they are to
face advanced technical problems, e.g. how to change settings. Therefore, it is important to discuss
these issues beforehand or when they occur and to provide advice on how to solve them while using
digital resources.
[Suggestions to level up]: Start using digital tools and resources that can support your
teaching goals and activities. Discuss practical or technical difficulties with students when
using digital resources and explore possible solutions. This could include the examination of the
affordances of each solution in order to choose the most appropriate one for a given situation.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I use various digital technologies to promote
equitable and inclusive education for all
my students (e.g. adaptive and assistive
technologies like screen readers, alternative
types of keyboards, build-in accessibility tools).
I select and employ digital technologies in my
learning design, to develop inclusive learning
activities and accessible resources according
to my students’ needs and capabilities (e.g.
integrating different tools, using accessible
layout, structure and language).
I reflect on and redesign teaching and
learning with the use of digital technologies
to ensure accessible and inclusive approaches
that meet the needs and abilities of all my
students, including those with special learning
needs(e.g. providing multimodal presentations
of information, adjusting accessibility features
like font size and layout, developing students’
digital skills).
I initiate and promote strategies for equal
access and inclusion to education through
digital technologies in my school and its wider
community (e.g. afternoon digital technology
labs for students and parents, collaborations
with industry for available infrastructure).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
When using digital resources it is important to discuss with your students the context in which each
one of them could be used. In this way you’ll guide them to make the right choices and use the
resources to the full. The next step for you would be to encourage them to explore with you various
tools to let them have a first hand experience and evaluate the obstacles they face. Maybe they
face less severe problems than you were expecting, and you can use a greater variety of digital
formats than you thought. Try out a more advanced digital task. Ask your students about their
experiences and adapt the task if needed.
[Suggestions to level up]: Discuss practical difficulties with your students, and combine
various tools to overcome them. This could start with the analysis of the features of the tools
that best support inclusion.
What is important is to be able to design activities for students according to their abilities. With
this in mind you could define beforehand the characteristics of each one of the available tools,
apps, platforms etc. and use those that better combine students’ abilities with digital Affordances.
Moreover, consider to what extent the solutions employed provide the desired outcomes. Discuss
further solutions with your students and explore how you can combine their Affordances to allow
diversity without leaving anyone behind.
[Suggestions to level up]: Combine solutions and expand digital strategies that support
inclusiveness. Engage and support colleagues and parents to develop inclusive practices
(e.g. encourage the participation of all students, engage parents to respond to student diversity).
You involve members of the school community (e.g. colleagues, parents) in developing an overall
digital learning approach that will leave nobody behind. At the same time, you encourage the
development in your school of an environment that supports the digital transformation and allow
students to benefit from a greater range of digital activities the school community may offer. You
now need to watch out that all students are given the same learning opportunities. If some of them
are disadvantaged, take action to allow them to benefit from the same learning opportunities (e.g.
by making available equipment or assistive technologies).
[Suggestions to level up]: Examine thoroughly what each digital means has to offer and
support disadvantaged students. Contribute to develop a strategy for equal access and
inclusive digital education in your school.
This step is of crucial importance since you upscale the digital transformation to your school level
involving more stakeholders in the school’s wider community. This approach will allow both you and
school management to take strategic decisions related to the direction all of you wish to follow. You
can elaborate on all the aspects of how to ensure equal access and inclusive digital education as well
as how digital technologies can contribute to guarantee equal access to all your students.
[Suggestions for future actions]: Stay informed about new technological developments as well
as ethical and other considerations that these may entail. Be aware of the digital context of the
school community and discuss with the school stakeholders practices that can support access for all.
69

5.2 Differentiation and
personalisation
Using digital technologies to
address diverse learning needs
and capabilities, by allowing
learners to advance at different
levels and speeds, and follow
individual learning pathways and
objectives.
70
I am not aware of this competence.
I am aware digital technologies can be used
to differentiate and personalise learning (e.g.
adapt instruction to meet the needs of different
groups of learners, providing individual support
to students).
I have tried digital technologies that enable
differentiation and personalisation of learning
(e.g. online quizzes with personalised feedback,
educational games with levels of difficulty,
online learning environments with adaptive
material).
I use various digital technologies in teaching
and learning to accommodate individual
learning needs (e.g. creating playlists for self-
guided learning activities, differentiated practice
activities, automated individual feedback).
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Although all students are required to do the same activities, you should consider who needs
additional support and who needs to be more challenged. Treating them equally does not mean
offering them the same treatment, but offering them the treatment they need to reach the required
learning objective and expand their potential. Combining different digital technologies during
teaching-learning processes and implementing a variety of different learning activities can result in
effective learning for all students.
[Suggestions to level up]: Start trying different digital learning activities for students who
need additional support (e.g. adapting the levels of difficulty in assessment activities, analyse
with students activities not solved correctly).
You are now aware and have tried available means (e.g. tools, apps, platforms) in order to find out
which ones better suits the needs of your students. In this respect you know which kind of resources
are more accessible or appealing to your students. A next step would be to apply this knowledge
to your own teaching, and to address different learning needs and preferences in the way that you
present information or encourage differentiated use of in-class activities.
[Suggestions to level up]: Explore the affordances of different digital technologies to better
address different learning needs and preferences when teaching. Get involved in professional
communities and exchange ideas on how to better address the needs of your students with the use
of digital technologies.
You can identify what kind of support each student needs and what kind of activities can help
them. A next step for you would be to apply this principle throughout the teaching-learning process
to design and tailor classroom activities to your students’ learning needs and preferences (e.g. by
bringing students together in group work activities to learn from each other). In this way, you allow
all students to overcome their weaknesses and to build upon their strengths. Moreover, you may
vary the format of activities used to address students’ different experiences.
[Suggestions to level up]: Design and implement activities that rely upon different teaching
and learning approaches and embed differentiated and personalised activities in your
teaching. (e.g. peer teaching, coaching, use of critical friends).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

5.3 Actively engaging learners
Using digital technologies to
foster learners’ active and
creative engagement in their
learning.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I select and employ digital technologies in
my learning designs based on their features,
to develop personalised learning environments
(e.g. peer teaching, dynamically tracking and
managing the learning needs of all students).
I reflect on and (re)design my teaching to
involve my students in designing their own
learning pathways using digital technologies
best suited to their learning needs (e.g. learners
use online tools to set their learning goals,
monitor their progress, and reflect on learning
and summative assessments demonstrating
their mastery level).
I initiate and promote the use of digital
technologies in ways that allow differentiating
and personalising students’ learning experiences
in my school and its wider community (e.g.
interest group for teachers to share good
practices, online platform with resources and
live lessons).
I am not aware of this competence.
I am aware that I can use digital technologies
to engage students in active learning (e.g.
games, interactive activities, virtual worlds,
simulations).
You can design and develop different learning activities that address different students’ needs.
You value your students’ experiences and relate your teaching to their different learning styles (e.g.
by illustrating concepts with examples and metaphors that are meaningful to them).You can now
consider students’ experiences and link them with curricular content to make learning more relevant
to them. Try to facilitate students’ involvement in identifying their own weaknesses and strengths,
guiding them to adapt learning activities to their individual needs. The ultimate aim is to facilitate
each student to reach his/her full potential.
[Suggestions to level up]: Address students’ experiences and interests and support them to
design their own learning path.
Personalised learning is important for addressing your students’ learning needs. Moreover, they
should also realise how content resources would relate to their experiences and respond to their
learning needs and preferences. On the other hand, they should also be supported to design their own
learning materials in a format and style they appreciate. It is therefore important to counterbalance
and reconcile the two aspects of personalised instruction: respecting, addressing and allowing for
differences when teaching and supporting students in individualised ways to attain a set learning
objective.
[Suggestions to level up]: Initiate and promote new ways of using digital technologies to
differentiate and personalise students’ learning in your school.
Introducing new ways in the school to capture different learning needs, can facilitate all students to
reach their individual maximum potential. The involvement of the wider school community can support
the school practices towards the fulfilment of this goal.
[Suggestions for future actions]: Be informed of new technological developments and how
they can support pedagogies to address differentiated and personalised learning for your
students.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
You are now aware of some digital tools that can be used to engage your students in active learning.
You can start involving your students to, for example, search the internet for information or ask them
to take photos or videos exemplifying the subject of study. Later on, they may share the information
they found and discuss in small groups. In this way, you will find that there is more room for
creativity than you thought.
[Suggestions to level up]: Start exploring digital technologies that engage your students and
get them to explore their learning pathway. You can ask them for example which digital tools
they use, how they search for information, how they evaluate the accuracy of what is brought to
them, how they index the available information and finally how they present it.
71
 I have tried using digital technologies to
engage students in active learning (e.g. use
of blogs and wikis, e-portfolios, virtual and
augmented reality).
I use various digital technologies to engage
students in active learning (e.g. students
exploring virtual objects, peer-review, jigsaw
discussions, online debates).
I select and employ digital technologies in
my learning designs to foster students’ active
engagement in individual and collaborative
learning (e.g. collaborative writing, games and
simulations, virtual and augmented reality,
structured team-based learning).
72
You have tried some digital technologies that allow you to enrich your current practices towards
the active engagement of your students in their learning process. You may also consider a flipped
classroom approach, where students review learning material online, and then come to the classroom
ready to discuss what they have learned.
[Suggestions to level up]: Start using digital solutions to enhance your strategies. You could ask
your colleagues which tools and techniques they use and in which context and start experimenting.
In this way you’ll be able to create your own variety of teaching strategies and digital means and
combine them to reach a desired outcome.
You are now in the position to use various digital technologies that can support your students’
engagement in their learning. It is important that you can now align learning activities with the
use of digital technologies with specific learning objectives. For example, you may encourage your
students to investigate a topic combining internet research with taking photos or documenting their
findings in form of a video or presentation. Make sure that you are there to guide them in this work,
without undermining their ownership of the process. Carefully consider for each topic at hand which
digital tools and which social settings and interaction modes are most appropriate.
[Suggestions to level up]: Design your lessons with the use of digital technologies in a way
that can support active learning strategies both at individual and group level. You can for
example use wikis to engage your students in collaborative writing, use games and simulations, and
virtual and augmented reality applications.
You can design your lessons and activities using digital technologies to support your students’
active engagement in their learning. A next step is to further increase students’ autonomy and
leadership for their own learning. One way of doing this could be a “flipped classroom”: Instead
of you setting up games for them, ask them to create digital quizzes for each other. Let students
assume responsibility and correct each other’s mistakes when answering the quizzes, encourage
them to reflect upon and improve them and eventually share them with classmates, teachers or an
online audience. Alternatively, you may encourage students to choose a topic of their interest and
explore it using digital means to showcase their work.
[Suggestions to level up]: Coach students and provide them with scaffolding as they use
digital means for learning. You can have students involved in coaching their peers, in creating
artefacts that reflect their interests and maintain an e-portfolio for reflecting as well as sharing their
learning outcomes.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

5.4 Blended learning
Using digital resources and tools,
online learning environments and
platforms to ensure students’
learning within and beyond the
classroom.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I (re)design learning activities based on
students’ feedback, co-creating new ways
for them to interact and actively engage with
digital technologies (e.g. involving learners
in hands-on activities, experiential learning,
online discussions, peer coaching and teaching,
constructing their learning and creating
artefacts, e-portfolios).
I initiate and promote digitally-enhanced
learning spaces within my school and its
wider community, where students are actively
engaged in learning activities (e.g. makerspace,
robotics, programming, AI applications).
I am not aware of this competence.
I am aware that digital technologies can
be used to combine on-site and remote,
synchronous and asynchronous learning (e.g.
digital resources, online meetings, groups in
social networks).
I have tried using digital technologies that
facilitate learning within and beyond the
classroom (e.g. web meeting tools, online
learning environments, discussion forums,
chats, virtual worlds).
It is important that you support students’ learning processes and you involve them in activities that
expand their full potential. In order to keep improving your strategies, you can continuously reflect
on the suitability of your strategies, the balance between student autonomy and guidance and the
mechanisms you implement to allow them to follow their own learning rhythm. Moreover, consider
how you can help all students to develop their strengths and work on their weaknesses, for example
how they can learn from each other and from their mistakes and how their collaborative effort can
be turned into a joint product.
[Suggestions to level up]: Create an online collaborative space for you and your colleagues,
where students can get involved in experiential learning activities, such as coaching
their peers, teachers and parents in digitally enhanced activities. You could start for example a
makerspace in your school where students can design and create learning activities with the use of
robotics or AI programmes.
It is important to encourage collaborative work through digital technologies. Bringing opportunities to
students where they are actively involved in learning and collaboratively design learning activities can
enable the development of essential skills as well as constructing new knowledge.
[Suggestions for future actions]: Always be informed of new technological and pedagogical
trends and try to involve all Stakeholders of the wider school community in the learning
activities that you initiate.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Digital technologies can support and enhance teaching and learning.. Being aware that there are
various digital tools and environments that can support on-site and distance learning allows you to
choose the most appropriate tools for instruction and plan learning activities for your students to
follow irrespective of space and time.
[Suggestions to level up]: Start exploring available technologies for distance teaching and
learning.
Once you have started using digital technologies for teaching and learning, you will start to see the
benefits and possible drawbacks. Try out different tools and options for online learning and think how
they could be adapted to different settings to meet your students’ learning needs and/or blended
learning situations.
[Suggestions to level up]: Start using blended learning approaches and maintain regular contacts
with individual students and learning groups (e.g. video lessons, social media applications, learning
resources).
73
 I use various digital tools and platforms
to support distance and blended learning
approaches, enhancing students’ learning
processes and outcomes (e.g. video lessons,
social media applications, learning resources).
I analyse digital technologies based on their
features and employ them in my learning
designs to support distance and blended
learning (e.g. online collaborative tools, chats,
forums, blogs, social networks).
I reflect on and redesign teaching and
learning for distance and blended learning
contexts to ensure my students’ active
involvement in the learning process within and
beyond the classroom (e.g. online learning,
hybrid learning, virtual labs, online collaborative
tools, synchronous and asynchronous activities,
individual and team work).
I contribute to the design of a distance
and blended learning strategy for my school
and support its implementation to facilitate
innovative and inclusive learning approaches
within and beyond the school (e.g. ensuring
access to infrastructure and devices, support
for parents’ and students, regular information
exchange, code of conduct for online behaviour
and norms, personal data management and
safety, communication practices).
I am not aware of this competence.
74
Having used various tools and technologies for teaching and learning, you now know that blended
learning can take many forms to meet students’ learning needs. Should you wish to explore further,
you may join an online community to get inspired, exchange ideas, share lesson plans and materials
with colleagues.
[Suggestions to level up]: Start analysing the characteristics of the available technologies
and adapt them to different situations. You can start applying one at a time, keep notes with
your experiences and share them with colleagues in a digital diary.
You can now analyse the pros and cons of each one of the digital tools you have used. The next step
should be to reflect which ones best assist you to meet the needs of your students. Another option
could to create a list of these tools as well as their Affordances to make it easier to compare and
select the most appropriate for a given situation.
[Suggestions to level up]: Design and implement a blended learning environment taking into
consideration the characteristics of the available tools.
With the design of an online environment you can implement learning activities in a blended
learning approach, both in and away from the classroom. Reflect on whether the available solutions
for blended learning assist you to make the most of this approach and expand their potential by
designing and implementing meaningful learning environments. The next step for blended learning
would be to apply the solutions available according to the individual and differentiated profile of
your students.
[Suggestions to level up]: Initiate the development of a blended learning approach across
the whole school. Empower teachers’ collaboration and decision-making for the optimum use of
online learning.
It is important that a school can use digital technologies to ensure continuation of learning for all
students at all times. At the same time it is important to empower both students and colleagues
to take advantage of digital technologies both on-site and remotely, adopting blended learning
approaches. Let them describe and define their needs and assist them to make the optimum use
of the available digital technologies and tools. Encourage them to come up with their own plans
indicating the points to which they should pay particular attention.
[Suggestions for future actions]: Try to follow technological and pedagogical developments
and trends related to distance learning (e.g. online learning, blended learning, hybrid
learning, remote learning) and involve teachers and parents in the application of blended
learning practices.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

ITEM NAME and
INTRODUCTORY STATEMENT
6.1 Information and data
literacy
Incorporating learning activities,
which require learners to
use digital technologies to
search, evaluate and manage
information and data in digital
environments.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
PROFICIENCY LEVEL
STATEMENTS
I am aware of learning activities and resources
that can enhance students’ information and data
literacy (e.g. searching for digital information,
evaluating information found, reading graphs,
reading and understanding data).
I have tried learning activities that encourage
students to search, evaluate and manage
information and data in digital environments
(e.g. setting search criteria, comparing different
sources, interpreting data).
Area 6 – Facilitating Learners’ Digital Competence
Teachers’ digital competence is important to support and facilitate the development of their
learners’ digital competence.
The proficiency level statements are organised by increasing level of students’ engagement
and complexity of digital competence in the learning activities.
FEEDBACK
Being aware of learning activities and resources that can enhance students’ search, evaluation
and management of information in digital environments is important for the development of their
information and data literacy. To meaningfully address information and data literacy into your
lessons, you can explore different activities to help students learn how to find, analyse, interpret and
evaluate online information and data.
[Suggestions to level up]: Start trying learning activities that encourage students to search,
evaluate and manage information and data in digital environments. You could try presenting
students with a website or audio-visual content taken from the internet on a topic they have just
studied and ask them to identify inaccuracies, missing information or bias.
When exploring learning activities that encourage students to search, evaluate and manage
information and data in digital environments, start including reflection on the reliability of information
retrieved online in an assignment task, for example in a revision activity.
[Suggestions to level up]: Implement learning activities requiring students to compare
the accuracy of sources. You can, for example, present your students with a website or audio-
visual content taken from the internet on a topic they have just studied and ask them to identify
inaccuracies, missing information or bias by cross-checking it with other sources.
75
 I implement various learning activities that
require students to critically search, evaluate
and manage information and data from
different digital environments, according to their
learning needs (e.g. setting selection criteria,
identifying inaccuracies, missing information or
bias, cross-checking different sources to judge
credibility, managing misinformation, racism,
and xenophobia).
I design learning to support students to
critically search, evaluate and manage
information and data (e.g. analysing the choice
of the information medium, the source, purpose,
transparency of algorithms used to decide what
kind of information and data is returned).
I lead project-based initiatives where students,
as both recipients and creators of content, go
through the process of critically searching,
evaluating and managing information and data
(e.g. editing the school newsletter, organising
information and data access using taxonomies
and categories).
My students and I contribute to the creation
of strategies that promote ways to use
digital technologies to improve information
and data literacy across my school and its
wider community (e.g. workshops, debates,
experiential activities).
I am not aware of this competence.
76
Implementing different learning activities to enable your students to judge the quality of information
and data found online, independent of its source, will help them understand e.g. how to discern
reliable and unreliable sources. You can, for example, present your students with a website or audio-
visual content taken from the internet on a topic they have just studied and ask them to identify
inaccuracies, missing information or bias by cross-checking it with other sources. This way you can,
step-by-step, build up their capacity to assess information and opinion, to make informed choices
and to value evidence and sound arguments.
[Suggestions to level up]: Develop learning designs which support students to critically search,
evaluate and manage information and data, through context analysis. This could include
analysing the choice of the information medium, the source, purpose, transparency of algorithms
used to decide what kind of information and data is returned.
Developing learning designs which support students to critically search, evaluate and manage
information and data through context analysis helps them understand how information and data
is generated and can be distorted or manipulated. This could be reinforced by discussing with your
students how to draw valid conclusions based on contradicting sources.
[Suggestions to level up]: Engage your students in project-based initiatives requiring searching,
evaluating and managing information and data critically. This could include editing a school
newsletter or newspaper, organising information and data access using taxonomies and categories.
Leading project-based initiatives where students, both as receivers and creators, go through the
process of critically searching, evaluating and managing information and data is the first step to
create an information and data literacy culture in your school. After discussing with students on how
to draw valid conclusions from different sources, encourage them to use them effectively in, for
example, arguments and debates.
[Suggestions to level up]: Contribute to create an information and data literacy culture in
your school and its wider community. This could include organising a debate where groups
of students represent opposing schools of thought or simply contrasting opinions, or organising
workshops to explore and learn how to spot fake news.
Creating an information and data literacy culture in your school and its wider community with the
help of your students is a way of empowering and equipping them to be critical citizens. Reflect on
your practices and seek to continuously innovate them.
[Suggestions for future actions]: Innovate your practices by keeping up to date with the latest
developments and trends in information and data literacy.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
6.2 Communication and
collaboration
Implementing learning activities
that require learners to
communicate and collaborate
using digital technologies.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I am aware of learning activities that can
enhance students’ digital communication
and collaboration (e.g. using email, instant
messaging, social networks, etc. to communicate
with teachers and peers).
I have tried learning activities that encourage
students to communicate and collaborate
with teachers and each other using digital
technologies (e.g. using online meetings,
discussion forums).
I implement various learning activities
that require students to communicate and
collaborate in digital contexts according to
their learning needs (e.g. use of appropriate
medium for students’ digital communication,
use of digital tools that best support students’
collaboration, managing an online shared space,
editing online shared documents).
I design learning to support students to use
digital technologies for communication and
collaboration respecting behavioural and
communication norms (e.g. respecting others’
ideas and diversity while contributing to team
work, sharing messages across multicultural
networks, creating positive connections and
building contacts).
Being aware that digital technologies can be useful to enhance students’ digital communication and
collaboration is the first step to start exploring learning activities with that purpose. To encourage
students to communicate with you and among each other, you can start by creating a community or
group in an online collaborative environment.
[Suggestions to level up]: Start trying learning activities that encourage students to
communicate and collaborate with you and each other. This could include using a discussion
forum and setting students a concrete collaborative task to solve using this environment.
Exploring learning activities that encourage students to communicate and collaborate with you and
each other is essential for developing effective practices for communication and collaboration. The
next step is to encourage students to communicate and collaborate more often. A good starting
point is to think of students’ learning needs and set up an online space that can best support these.
[Suggestions to level up]: Implement learning activities that require students to communicate
and collaborate in digital contexts according to their learning needs. This may include choosing
tools that best support students’ communication, then assigning them a concrete collaborative task
they can work on. This way they get accustomed to the main principles of online collaboration in a
closed and familiar social setting.
Now that your students are used to using shared online spaces to communicate and collaborate,
you can start encouraging them to discover and develop together effective rules for communication
and collaboration.
[Suggestions to level up]: Develop learning designs which support students to communicate
and collaborate respecting behavioural and communication norms. This may include
encouraging students to document their communication and collaboration rules and to reinforce
them among themselves; and even challenging their rules by integrating tasks or variations that
require different collaboration strategies or norms for communication.
Developing learning designs which require different collaboration strategies or norms for
communication is important for expanding students’ skills. Reflect on the suitability of your teaching
practices and readjust them in view of further advancing students’ digital communication and
collaboration.
[Suggestions to level up]: Readjust your teaching practices in view of fostering students’
digital communication and collaboration. This could include implementing activities which
require students to communicate and collaborate with external audiences. Students should realise,
through their involvement in increasingly complex communication contexts, that oral and written
communication follow different rules, and that communication between friends and with people
they do not know requires different communication skills.
77

6.3 Content creation
Incorporating learning activities
that require learners to express
themselves by creating digital
artefacts.
78
I reflect on the suitability of my teaching
practices in view of fostering students’ digital
communication and collaboration, and readjust
them accordingly (e.g. exchange good practices
with other colleagues, discuss with students
communication and collaboration needs,
exploring new digital tools).
My students and I initiate and promote
digital communication and collaboration
networks with other schools and educational
stakeholders (nationally and internationally) to
exchange learning experiences, activities and
pursue common projects (e.g. participation in
and/or co-creation of educational initiatives,
competitions).
I am not aware of this competence.
I am aware of learning activities that encourage
students to express themselves through digital
means (e.g. in the form of text, photos, images,
presentations).
What is important for you now is to empower your students to autonomously apply and develop
their communication and collaboration skills. Engage them in networks with other schools and
educational stakeholders, nationally and internationally. They must be able to state their point
clearly, have an opinion and argue for it, while being able to communicate in a professional manner,
be polite and respectful, towards others and their opinions.
[Suggestions to level up]: Engage your students in networks with other schools and
educational stakeholders, nationally and internationally. This could include the participation
in or co-creation of educational initiatives in which, through practice, your students realise that oral
and written communication follow different rules, even if these rulesets tend to converge in the era
of social media.
Engaging students in exchanging learning experiences, activities and pursuing common projects with
schools and educational stakeholders (nationally and internationally) is essential to create digital
communication and collaboration networks. Reflect on your practices and seek to continuously
innovate them.
[Suggestions for future actions]: Innovate your practices by keeping up to date with the
latest trends on the digital technologies that can best support your and your students’
communication and collaboration needs.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that students can use digital technologies to express themselves is the first step to
start exploring learning activities with that purpose. This way you motivate your students for your
subject, increase their active involvement in the learning process - and also foster their skills in
creating digital content.
[Suggestions to level up]: Start trying learning activities that encourage students to create
and modify digital content. This could include thinking of a study unit in which students could
create content, e.g. conduct an interview and film it, take photos of examples for study, write a text
and post it online or design a digital artefact with a software you use.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 I have tried learning activities that encourage
students to create and modify digital content
(e.g. text, presentations, audios, videos).
I implement various learning activities that
require my students to express and convey their
ideas creatively, by using appropriate digital
tools (e.g. visualisations, simulations, digital
stories).
I design learning to engage students in creative
design processes in order to (re)create quality
digital content, while respecting copyright
rules and licences (e.g. scaffolding students
to go through a design process for content
development, facilitating students to select
appropriate digital tools, guiding students to
understand copyright, attribute licences and
give credits).
I reflect on and (re)design learning activities
for fostering students’ digital expression and
content (re)creation, while encouraging sharing
practices (e.g. digital stories, e-portfolios).
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Exploring learning activities that encourage students to create and modify digital content may boost
their interest in and understanding of the topic at hand. Many students have access to a mobile
phone or a camera at home. If they don’t, you may be able to equip them with a school device or ask
them to work in teams. Taking photos is an activity which all, even younger students are capable of
and which can be linked to any subject (e.g. geometric shapes, number patterns in mathematics or
correct or incorrect movements in sports). Just try it out. Ask your students about their opinion and
the problems they faced and take these into account for your next experiment.
[Suggestions to level up]: Ask your students to express and convey their ideas creatively
by using digital tools. This may include using digital tools and devices to create visualisations,
simulations or digital stories.
Implementing various learning activities that require students to express and convey their
ideas creatively using digital tools, may enhance their competence to communicate the subject
knowledge, to connect their findings or weigh arguments, and to comprehensively demonstrate their
understanding.
[Suggestions to level up]: Develop learning designs which engage students in creative design
processes, while respecting copyright rules and licences. This may include implementing
activities which enable students to use different digital means - visual, audio, video, text-based
... - and combine them effectively. At the same time, guide students to understand copyright rules,
attribute licenses and how to give credits.
Now that your learning designs engage students in content creative design processes, reflect on and
readjust them in view of further expanding your students’ competences. Encourage them to try out
new methods and digital formats, to introduce effects that surprise their audience or make them
laugh, to use mistakes, misunderstandings, conflicts or different opinions as an incentive for study.
[Suggestions to level up]: Encourage your students to share their (re)creations. This may
include using digital stories or e-portfolios for students to showcase their (re)creations.
Reflecting on and redesigning learning activities for fostering students’ digital expression and
content (re)creation, may enable you to expand students’ digital expression and creation beyond
the classroom. Engage your students in initiatives within the school and its wider community for
designing, developing and publishing their digital creations, while sharing them in creative ways.
[Suggestions to level up]: Expand students’ digital expression and creation beyond the
classroom. This may include challenging students to create and share audio or video broadcasts or
to promote a makerspace that can be used by different school/community members.
79

6.4 Safety and wellbeing
Empowering learners to use
digital technologies safely,
while mitigating risks to ensure
physical, psychological and social
well-being.
80
My students and I initiate and promote
strategies across the school and its wider
community that allow students to engage
in designing, developing and publishing their
digital (re)creations, while sharing them in novel
ways (e.g. co-creating mobile apps, maintaining
makerspaces, promoting audio and video
broadcasts).
I am not aware of this competence.
I am aware of learning activities that encourage
students to use digital technologies safely (e.g.
how to protect data privacy, read terms of use,
avoid social exclusion, prevent violence in digital
environments).
I have tried learning activities that allow
students to consider the safety and wellbeing
implications of using digital technologies (e.g.
identifying inappropriate behaviour, discussing
overuse/addiction issues).
I implement various learning activities to
prompt students to act in responsible and
ethical ways when creating and consuming
digital information (e.g. adjusting the settings
of their social media, protecting personal data
and privacy, setting strong passwords, block
and report individuals who make them feel
uncomfortable).
Engaging students in designing, developing and publishing their digital creations, while sharing them
in creative ways is essential to empower them to become critical digital content producers. Reflect
on your practices and seek to continuously innovate them.
[Suggestions for future actions]: Innovate your practices by keeping apace with the latest
developments and trends in digital technologies that can best support your and your
students’ creation needs.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Being aware that digital technologies can positively and negatively affect students’ safety and
wellbeing will help you explore learning activities that empower students to use digital technologies
safely.
[Suggestions to level up]: Start trying learning activities that foster students’ awareness of
the benefits and drawbacks of using digital technologies. This could include asking students
to identify online behaviour (of their own or of others) that makes them happy or sad, or discussing
existing data protection rules to ensure they are aware of them.
Exploring learning activities which focus on the benefits and drawbacks of using digital technologies
will foster students’ awareness of how such use may affect their physical, psychological and social
well-being. One option could be to discuss together with them which personal data they make
available through the tools and apps they use, and to whom. Let them manage the privacy settings
of their social media in a way they feel comfortable with how they present themselves to the world
and with the information they share online.
[Suggestions to level up]: Let students explore ways to protect themselves from risks and
threats to their physical, psychological and social well-being. This may include setting strong
passwords or learning how to block or report individuals who make them feel uncomfortable.
Now that you implement various learning activities that require your students to explore ways to
protect themselves from risks and threats to their physical, psychological and social well-being,
engage them in developing strategies to prevent and respond to digital behaviour that negatively
affects them or their peers.
[Suggestions to level up]: Engage students in developing strategies to prevent and respond to
digital behaviour that negatively affects them or their peers. This may include discussing with
them how they can balance online and offline activities or discuss a concrete situation in which they
are prompted to recognise and respond to negative behaviour such as racism, cyberbullying, etc.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

6.5 Responsible use
Empowering learners to use
digital technologies responsibly
and ethically, managing their
digital identity digital footprint
and digital reputation.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I design learning to help students develop
strategies of responsible and ethical use of
technologies, to safeguard their reputation,
and promote social well-being (e.g. balancing
online & offline activities, recognising and facing
cyberbullying/sexting/racism, etc. in digital
environments).
I reflect on and (re)design learning activities
based on continuous developments on online
risks and threats, so as to enable students to
follow and adopt positive practices towards
their and their peers’ physical, psychological
and social well-being (e.g. how companies
collect and use data about individuals, how
social media affect emotional and social
relationships).
My students and I contribute to create a
culture in our school and its wider community, in
which the negative and positive uses of digital
technologies are openly discussed and ways
of avoiding risks and threats (e.g. online safety
experiential workshops, digital well-being
coaching for peers, teachers and parents).
I am not aware of this competence.
I am aware of learning activities to empower
students to understand the legal and ethical
implications of using digital technologies
(e.g. sharing personal and others’ sensitive
information, managing private settings on
online apps).
The next step is for you to reflect on and redesign your learning designs based on continuous
developments in online risks and threats. This will enable students to follow and adopt positive
practices towards their and their peers’ physical, psychological and social well-being.
[Suggestions to level up]: Reflect on and readjust your learning designs based on current
developments in online risks and threats. This could include discussing how companies collect
and use personal data, how to identify fraud and phishing attempts or how social media may affect
emotional and social relationships.
What is important now is for you to empower your students to assume a positive attitude towards
digital technologies, being aware of risks and limits, but also being confident that they can manage
these in order to reap the benefits. Encourage your students to engage in online safety and digital
well-being initiatives within the school and school community.
[Suggestions to level up]: Contribute to creating a culture of online safety and digital well-
being in your school and school community. This could include organising debates or workshops,
in which the negative and positive uses of digital technologies are openly discussed and ways of
avoiding risks and threats to the physical, psychological and social well-being are promoted.
Creating an online safety and digital well-being culture in your school and its wider community with
the help of your students is a way of empowering and equipping them to use digital technologies
safely in the future. Reflect on your practices and seek to continuously innovate them.
[Suggestions for future actions]: Innovate your practices by keeping up to date with the latest
trends and developments in online risks and threats.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
Even if you do not foresee any learning activities that require your students to use digital technologies,
it is important to be aware that they can be empowered to use them responsibly and ethically. Try
exploring learning activities in which they are required to develop their understanding of legal and
ethical implications when using digital technologies.
[Suggestions to level up]: Start trying learning activities that foster students’ understanding
of legal and ethical implications when using digital technologies. This could include planning
activities in which they are required to understand the traces they leave when they are online/
their digital footprint, how to protect their digital identity and how to avoid disclosing personal
information.
81
 I have tried learning activities that foster
students’ understanding of legal and ethical
implications when using digital technologies
(e.g. sharing of copyrighted digital content,
accepting permissions when installing apps).
I implement various digital learning activities
that require students to act in a responsible
and ethical way both as consumers and
creators of digital information and content (e.g.
critically assessing online information, reacting
to misinformation, behaving positively online,
complying with data protection and copyright
rules, respecting diversity and multiple opinions).
I reflect on and (re)design my learning
activities to allow students to consider the ethics
and potential impact of their digital behaviours
in authentic situations (e.g. considering how
something they post online might be hurtful,
respectfully sharing a difference of opinion in a
comment, online activism).
My students and I initiate and promote
strategies across the school and its wider
community that promote ethical and responsible
use of digital technologies by staff, students
and parents (e.g. workshops, coaching peers,
teachers and parents).
I am not aware of this competence.
82
Exploring learning activities that require the use of digital technologies can be an important way
to foster students’ understanding of legal and ethical implications when using digital technologies.
Students should be aware of the pitfalls and risks of being a digital consumer and creator, such
as spamming, phishing, stalking, and know how to manage their digital footprint and protect their
digital data by complying with data protection regulations and copyright law. They should also
consider the social and cultural norms for communication in the environments they use and the
online activities they engage in.
[Suggestions to level up]: Implement learning activities that require students to act in
a responsible and ethical way (e.g. being critical towards online information, reacting to
misinformation spread, behaving positively online, complying with data protection regulations and
copyright law, respecting diversity and multiple opinions).
Implementing various learning activities that require students to act in a responsible and ethical
way, will contribute for their growth both as consumers and creators of digital information and
content. The next step for you will be to empower students with strategies to use digital technologies
responsibly and ethically.
[Suggestions to level up]: Engage students in developing strategies to use digital technologies
responsibly and ethically, while safeguarding their digital reputation. This could include
letting students trace their digital footprint and managing their digital identity. You can let them be
aware of the terms of use of different media and applications or discuss with them which personal
data they make available through the programmes and apps they use, and to whom, so they can
reflect upon and safeguard their digital reputation.
What is important now is for you to empower your students to protect their digital identity and
manage their digital footprint. Encourage them to explore the responsible and ethical use of digital
technologies in your school and its wider community.
[Suggestions to level up]: Engage students in initiatives that explore the responsible and
ethical use of digital technologies within the school and its wider community. This could
include preparing workshops or coaching their peers on the responsible use of digital technologies.
Initiating and promoting initiatives that explore the responsible and ethical use of digital technologies
in your school and its wider community with the help of your students is a way of empowering and
equipping them for the future and safeguarding their digital reputation. Reflect on your practices
and seek to continuously innovate them.
[Suggestions for future actions]: Innovate your practices by keeping apace with the latest
trends on the responsible and ethical uses of digital technologies.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
6.6 Problem solving
Incorporating learning activities,
where learners use digital
technologies to understand and
solve problems.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
I am aware of learning activities that
encourage students to use digital technologies
to understand and solve problems (e.g. using a
search engine, help features, apps to record and
organise information for analysis).
I have tried learning activities that encourage
students to use digital technologies to
understand and solve problems (e.g.
brainstorming, mapping, using visualisation
tools, etc. to analyse a problem and develop a
possible solution).
I implement various learning activities that
allow students to apply problem solving
processes supported by digital technologies (e.g.
finding and organizing information, analysing,
inferring, predicting outcomes, making analogies
and formulating ideas).
Being aware that digital technologies can help students to understand and solve problems will help
you explore learning activities with that purpose. It is important to enable students to formulate
their problems in planning their learning, communicating their ideas or understanding course
content, to identify the concrete barriers encountered, and to encourage them to think about ways
of overcoming them. For you this means you must be open to the different ways in which students
overcome obstacles and come up with solutions. Even if you may find them inefficient, arbitrary,
scientifically dubious or in other respects unorthodox. You can, and should, encourage students to
work on the flaws of their appropriation strategies, while appreciating that they took the first step to
overcome an important obstacle to their learning.
[Suggestions to level up]: Start trying learning activities that encourage students to use digital
technologies to employ strategies for understanding and solving problems (e.g. brainstorming,
mapping, visualisation tools, etc. to analyse a problem and develop a possible solution).
Exploring learning activities that encourage students to use digital technologies for understanding
and solving problems may boost their interest in the subject/topic - and in many cases also their
understanding of it. Anticipate potential challenges and even actively trigger challenging learning
situations. Watch out for situations where students voice that there is something impossible to be
known or asserted, or something too difficult to achieve - something desirable that they believe goes
beyond their capacities or possibilities. Convert it into a challenge to be overcome - collectively by
all students, or by a small group of students, or by individual students. Ask them to identify how this
desirable goal could be obtained and design a plan to reach it, thinking about how technology can
assist in the process. You will see that there are many opportunities for integrating digital problem-
solving into your teaching than you thought.
[Suggestions to level up]: Implement learning activities that require students to solve problems, by
applying problem solving processes using digital technologies. This could include asking students
to find and organise information, analyse, infer, predict outcomes, make analogies and formulate ideas).
Implementing various learning activities that require students to solve problems, by applying
problem solving processes using digital technologies is a way of encouraging students to overcome
challenges and, in many cases, by designing a solution that they can experience as innovative. The
next step for you would be to actively trigger such situations. Think about how you can embed a
challenge into your subject teaching. Watch out for situations where students voice that there is
something impossible to be known or asserted, or something too difficult to achieve - something
desirable that they believe goes beyond their capacities or possibilities. Convert it into a challenge to
be overcome - collectively by all students, or by a small group of students, or by individual students.
Ask them to identify how this desirable goal could be obtained and design a plan to reach it, thinking
about how technology can assist in the process. You will see that there are many opportunities for
integrating digital problem-solving into your teaching and will increasingly know where to offer
this approach and to which [student] groups. This way you can ensure that all students are offered
opportunities for developing their digital problem-solving skills in your lessons.
[Suggestions to level up]: Develop learning designs which engage students in seeking out
different, innovative and creative technological solutions. This could include letting students
generate/test new ideas and solutions or simulations, modelling).
83
 I design learning to allow students to look for
different innovative and creative solutions to
be applied in new situations and contexts (e.g.
generating/testing new ideas and solutions,
simulation, modelling).
I reflect on my teaching and (re)design
teaching and learning activities to enable
the co-creation of problem solving processes
with my students and finding solutions which
involve digital technologies (e.g. representation
of abstract models, debugging, decomposing
problems in small parts).
My students and I contribute to exploring and
developing innovative and creative solutions
to real world challenges within and beyond our
school (e.g. social, environmental, technological
challenges).
I am not aware of this competence.
84
Developing learning designs which engage students in seeking out different innovative and creative
technological solutions to be applied in new situations and contexts may be an opportunity for
students to understand and apply key components of computational thinking. Reflect and (re)design
your teaching and learning strategies in a way that enables students, individually and collectively, to
explore and find digitally-supported solutions. You may need to work on various projects in parallel,
allowing each student or group of students to work on what they can experience as a challenge. This
way you can ensure that all students are offered opportunities for developing their digital problem
solving skills in your subject.
[Suggestions to level up]: Enable students to understand and apply key components of
computational thinking while exploring and finding digitally-supported solutions. This may
include enabling students to engage in representation of abstract models, debugging, decomposing
problems in small parts.
What is important now is for you to empower your students to overcome challenges creatively
using digital technologies. The next step will be to engage your students in exploring and finding
innovative and creative solutions to real world challenges within and beyond your school.
[Suggestions to level up]: Engage your students in exploring and finding innovative and creative
solutions to real world challenges. This could include engaging them in social, environmental or
technological challenges.
Exploring and finding innovative and creative solutions to real world challenges within and beyond
our school is a universally required skill. Reflect on your practices and seek to continuously innovate
them. The goal is to empower students to experience themselves as being capable of achieving the
unthinkable.
[Suggestions for future actions]: Innovate your practices by keeping up to date with the latest
trends on digitally supported solutions for real world problems.
Using digital technologies in your professional practice can offer new opportunities and enhance
your work. A first step to develop your digital competence is awareness. You can initiate discussions
with your colleagues or other people that have some expertise on this competence and search for
more information about it and what it means to you as a teacher.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
5. Conclusions
The aim of this study was to design and develop a valid and reliable tool based on
the DigCompEdu framework to support primary and secondary teachers self-assess
their digital competence through a self-reflection process.
The pilot study confirmed the scientific soundness of the tool as a valid and reliable
tool for primary and secondary teachers to self-assess their digital competence.
Factor analysis confirmed a good fit for the suggested six-factor model of teachers’
digital competence. Confirmatory Factor Analysis (CFA) did not suggest any changes
to the dimensionality (factor structure) of this construct. Analysis confirmed that
all items have good - or at least satisfactory - factor loadings, and that there is no
evidence to support an argument for removing, adding or replacing items for any
factor. We ran CFA with two different models. Comparison of model fit between the
original six-factor model and alternative one-factor, two-factor and seven-factor
models showed the best fit for the original six-factor model. Correlation analysis did
not reveal significant overlap between any two items in the self-reflection tool. None
of the item pairs correlated so highly with each other as to suggest removal of one.
Analysis of quantitative feedback confirmed that a big majority of participants were
satisfied with the self-reflection experience, the user-experience of the online tool,
the items, the help texts and the feedback reports.
Analysis of qualitative feedback showed that teachers from primary and secondary
schools found the tool relevant to their job and professional development and
expressed their satisfaction with the clarity of the help text and the usability of the
tool. In some cases, they found the tool too long and reported difficulties with the
clarity of items and dissatisfaction with usability.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
SELFIEforTEACHERS supports teachers to learn more about what it means to be a
digitally competent educator and to identify their own individual strengths and gaps.
It also aims to support them to design their professional learning paths to further
develop their digital competence by providing them with personalised feedback
and suggestions on how to level up. The feature allowing teachers to share their
anonymised data within a group can help in planning professional development for
a group, based on their specific needs.
The tool design and development process, including iterative consultations with
experts and member states education representatives, increased inclusiveness
and collective work. The co-construction process created a sense of ownership as
a number of countries have already announced the use of the tool in their digital
education strategies.
The tool can be adopted by education stakeholders while at the same time it allows
flexibility to be adapted and updated to meet needs in institutional and contextual
requirements in different countries (e.g. in countries outside the European context)
and to different education sectors (e.g. Early childhood education and care). Moreover,
it can provide a starting point for regional education authorities to adapt or modify
the tool according to specific needs, as for example hosting the tool content on their
own platform to connect it to other tools providing resources for each competence
area in the feedback report.
In addition, from a policy perspective, the tool allows education authorities to
use anonymised aggregated data to support teachers’ professional development.
Moreover, it provides a professional development context for teachers, which can
be further enriched by training programmes, tools, resources and other measures
introduced by education stakeholders.
85
The aggregated data collected by the use of the tool results from individual teachers’
self-reflection. The tool aims to help each individual teacher see where they stand
in relation to their digital competence and the feedback report is personal to them.
As such, it is expected that teachers respond honestly to the self-reflection items
to obtain useful results to help them develop further. Thus, the aggregated data
resulting from this process remains subjective, entailing risks in how it is interpreted
and used by others. Thus, the aggregated data from the tool must be used taking
into consideration that it is self-reflection data (as distinguished from survey or
test data), meaning that it can be used as an indication to support planning (e.g.
professional development, resources) but should be considered along with other
data.

SELFIEforTEACHERS supports teachers in their professional learning to further

develop their digital competence and provides a tool for personal, institutional and
system-level action. It aims to contribute to the digital transformation of education
so as students can reach their greatest learning potential in digitally-enhanced
learning environments.

Future steps include exploring the various SELFIEforTEACHERS ‘use cases’ and
implementations in different contexts. A qualitative approach analysing a number
of case studies could provide scientific measurement of the tool in use, while a
quantitative approach such as a randomised control trial could provide scientific
measurement of the tool’s possible impact on the development of teachers’ digital
competence.

86 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

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2018, https://data.europa.eu/doi/10.2766/069297.
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highqualityandinclusiveprimaryandsecondaryeducation,Brussels,5.8.2021,COM/2021/455
final, https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=COM%3A2021%3A455%3AFIN.
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SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
List of abbreviations
CEFR Common European Framework of Reference for Languages
CFA Confirmatory Factor Analysis
DEAP Digital Education Action Plan
DELTA WG DG EAC Education and Training Working Group on Digital
Education: Learning, Teaching and Assessment
DG EAC Directorate General for Education and Culture
DigComp European Digital Competence Framework for Citizens
DigCompEdu European Framework for the Digital Competence of
Educators
DigCompOrg European Framework for Digitally Competent Educational
Organisations
EC European Commission
ET 2020 Education and Training 2020
EU European Union
ICT Information and Communication Technologies
IRT Item Response Theory
JRC Joint Research Centre
SELFIE Self-reflection tool for schools’ digital capacity
SELFIEforTEACHERS Self-refection tool for teachers’ digital
competence
SELFIE WBL Self-reflection tool forWork Based Learning

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89
List of figures
Figure 1. SELFIEforTEACHERS scope.................................................................................................7
Figure 2. SELFIEforTEACHERS areas and items.........................................................................8
Figure 3. SELFIEforTEACHERS proficiency levels.......................................................................11
Figure 4. SELFIEforTEACHERS personal results (an example)...........................................11
Figure 5. SELFIEforTEACHERS personalised feedback
with suggestions on how to level up (an example)..................................................................12
Figure 6. SELFIEforTEACHERS professional learning process.............................................13
Figure 7. Overview of the SELFIEforTEACHERS design and
development methodology...................................................................................................................15
Figure 8. The European Framework for the Digital Competence
of Educators (DigCompEdu).................................................................................................................16
Figure 9. European Framework for the Digital Competence
of Educators (DigCompEdu), Progression Model........................................................................16
Figure 10. SELFIEforTEACHERS design and development path........................................17
Figure 11. Defining the items............................................................................................................19
Figure 12. SELFIEforTEACHERS structure of proficiency
statements (an example).......................................................................................................................21
90
List of tables
Table 1. SELFIEforTEACHERS overview.............................................................................................9
Table 2. SELFIEforTEACHERS first proposal for new items
in relation to DigCompEdu competence areas............................................................................20
Table 3. Set of action-verbs used in describing the
proficiency level statements................................................................................................................22
Table 4. SELFIEforTEACHERS items in relation to DigCompEdu
competence areas and competences..............................................................................................23
Table 5. Distribution of respondents by gender and country..............................................24
Table 6. Distribution of participants in the follow-up
qualitative study by country.................................................................................................................24
Table 7. Distribution of respondents by gender and country..............................................25
Table 8. Distribution of participants in the follow-up
qualitative study by country.................................................................................................................25
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Annexes

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Annex 1. SELFIEforTEACHERS scoring scheme
SELFIEforTEACHERS follows the DigCompEdu progression model, with six proficiency levels. Based on this model, each self-reflection item provides six proficiency statements and
a seventh option ‘I am not aware of this competence’. Teachers receive their results based on a score for each one of the items, ranging from 0 to 6 points.

Each response statement gets a score in increments of 1 point as follows:

‣ Option 1: 1 point
‣ Option 2: 2 points
‣ Option 3: 3 points
‣ Option 4: 4 points
‣ Option 5: 5 points
‣ Option 6: 6 points
‣ Option 7 (not aware of): 0 points

Results are grouped in the 6 proficiency levels for teachers’ competence as follows:
‣ A1: up to 32/192 points, up to 17%
‣ A2: 33-64/192 points, 18-33%
‣ B1: 65-96/192 points, 34-50%
‣ B2: 97-128/192 points, 51-67%
‣ C1: 129-160/192 points, 68-83%
‣ C2: 161-192/192 points, 84-100%

92 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

Annex 2. Results and feedback report
(a demo example)
Individual results

Overall results

SELFIEforTEACHERS

Request a PDF version of your report

Teacher's name: Anastasia Economou

Education sector: School Education (Primary and Secondary)

Group: not applicable

Self-reflection started: 03/03/2022

Self-reflection completed: 12/03/2022

Dear colleague,

Thank you for using SELFIEforTEACHERS!

This report gives you the results of your self-reflection with feedback and suggestions to
further develop your digital competence. Based on this feedback you can plan your learning
pathways towards the use of digital technologies in your professional practice. We wish you a
constructive journey!

Individual results 1 / 28 SELFIEforTEACHERS Self-Reflection Report Results by area 2 / 28 SELFIEforTEACHERS Self-Reflection Report

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 Results by area Results by item

Results by item 3 / 28 SELFIEforTEACHERS Self-Reflection Report Feedback per item 4 / 28 SELFIEforTEACHERS Self-Reflection Report

94 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

 Feedback per item 1.2 Online learning environments. Managing online learning environments taking data management and ethics
into account.

Area 1 – Professional Engagement Your response: I administer online learning environments in line with ethical considerations
and data management strategy (e.g. administration features, managing content and student
data).

You should now be able to administer online learning environments in line with ethical
considerations and data management strategy in compliance with the main principles of the
General Data Protection Regulation (GDPR). You might want to consult other colleagues and
follow existing practices or even consult the Data Protection Officer in your organisation. Start

1.1 Organisational communication. Using digital technologies to enhance communication with colleagues and/or analysing the specificities of your own professional context and any particular implications that

learners and/or parents. you might need to consider. For example, some online tools and environments have age
restrictions while some others might require the user to accept sharing contact details with third
parties. This process will ensure that you choose an online learning environment that best
Your response: I analyse and select digital technologies based on their features and
responds to the ethical considerations and data management strategy of your working context.
suitability for my organisational communication needs (e.g. effective, efficient and personal
communication).
[Suggestions to level up]: Analyse the features of online environments and tools in
reference to your ethical considerations and data management strategy (e.g. security,
users and data management, access policy, hosting of data).

Being able to analyse digital technologies based on their affordances and limitations facilitate
the selection of the most appropriate communication tools for the communication goals and 1.3 Professional collaboration. Using digital technologies to engage in collaboration and interactions with

needs. You may also want to work with colleagues and support them on developing common colleagues and/or other education stakeholders.

digital communication practices to use for the whole school and its wider community.
Your response: I use various digital technologies to collaborate and interact with colleagues

[Suggestions to level up]: Think about the communication needs and skills of your and/or other stakeholders, according to collaboration needs (e.g. sharing content, practices, and

colleagues and provide support and advice to reach effective, efficient, safe, /or ideas).

responsible, inclusive communication at school level and beyond.

Reaching the point where you use various digital technologies to collaborate and interact with
colleagues in your school and beyond will allow you to enrich your teaching practices with new
ideas and a collective approach for professional development. Reflect on how the digital
collaborative tools you are using are facilitating and supporting your collaborations. Reflect on
how you can best benefit from these interactions. Are you learning from your peers and are you
bringing in your expertise so that they can learn from you?

[Suggestions to level up]: Analyse and select digital technologies for effective
collaboration and interaction based on their affordances and limitations (e.g. use online
collaborative spaces to engage with peers in the joint production of teaching resources that each
of you can refine for their purposes and thus learn from each other, or implement a joint project
where your students interact with students from different contexts).

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 1.4 Digital technologies and school level infrastructure. Using digital technologies (devices, platforms and
software) and infrastructure (internet access, local network) available in my school to enhance education.
Your response: I analyse and select digital technologies available in my school based on
their features and suitability to enhance my professional practice (e.g. online learning
environments, immersive technologies).
Being able to analyse and select the most appropriate digital tools based on their affordances
and suitability, can support and enhance your professional practice. It can facilitate your ideas
on how to incorporate digital technologies in your teaching practice for the benefit of your
students’ learning. Digital tools can also enhance the building of a community of practice in your
school for sharing good practices and resources. You can share your experience and competence
with your colleagues to support their own needs as well as to benefit from their ideas and
pedagogical approaches.
[Suggestions to level up]: Support and provide advice to colleagues to use available digital
technologies for their professional practice (e.g. give presentations, organise workshops on how
to use a particular digital tool).
1.5 Reflective practice. Reflecting on my own and collective professional practice with the use of digital
technologies.
Your response: I use various reflection methods in order to improve and update my
professional digital practice (e.g. co-teaching, video recording of lessons, peer-debriefing
sessions).
Sharing reflections with colleagues and receiving their feedback is important to understand how
you can improve your professional practice. Using various reflection methods and taking
advantage of digital technologies to share feedback can enhance further your reflective
learning. Technology is changing all the time so make sure to keep updated on new tools or
improvements to ones you are already using. Make sure that you use the insights gained to the
benefit of your students and their learning. Also share your expertise with colleagues and
discuss with them how to jointly improve learning across your school.
[Suggestions to level up]: Analyse and select digital technologies which can allow you to
gather feedback from your colleagues. Use their feedback and suggestions in your
teaching practice accordingly (e.g. analysing peers’ feedback, using mind mapping tools and
other tools that support annotations, audio commentaries, e-journals).
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1.6 Digital life. Contributing positively and ethically in the digital world, considering safe and responsible digital
practices.
Your response: I use mitigating measures to maintain a positive digital profile (e.g.
understanding the provided terms of use, tracing my digital footprint, managing my privacy
settings).
To maintain a positive digital profile, it is important that you analyse the risks and use
mitigating measures to manage them. Sometimes, it is not easy to understand the policies
underpinning data management as more and more artificial intelligence (AI) algorithms are
supporting automated routines and you need to consult with other users when in doubt of a
particular tool or network. It is a good practice to follow your digital footprint often and try to
eliminate information that you think does not represent you. Note though that sometimes this
process is not as obvious. Thus, try to reflect on your digital activity in regard to the traces that
you are leaving behind and redefine your digital behaviour.
[Suggestions to level up]: Analyse and assess your digital footprint to redefine your
digital behaviour (e.g. tracing your digital footprint, managing your privacy settings, blocking
suspicious content and people).
1.7 Professional learning (through digital technologies). Using digital technologies for one's own professional
learning.
Your response: I analyse and select online learning resources and activities that best suit
my learning needs (e.g. webinars, online interactive courses, online learning communities).
Analysing and selecting online professional learning opportunities can enrich your professional
development. This knowledge will help you to identify quickly and effectively a suitable online
training opportunity, whenever you have a concrete training need. If you keep up this consistent
focus on ongoing self-led professional development, you can make sure to continuously advance
your teaching skills and enhance the quality of education you provide to your students. Use this
competence to support and provide advice to colleagues in your school and beyond.
[Suggestions to level up]: Engage in learning communities and exchange ideas and
experiences with other colleagues. Recommend digital tools and resources that you
consider of value to support your and their professional learning (e.g. online learning
communities, specific MOOCs, online repositories).
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 1.8 Professional learning (about digital technologies). Engaging in professional learning activities for the Area 2 – Digital Resources
development of teachers’ digital competence.

Your response: I provide learning activities about using digital technologies and support
colleagues on the development of their digital competence (e.g. workshops, informal sessions
with colleagues, microteaching on the use of digital technologies).

At this stage, you can offer learning activities and provide support to other colleagues on the
use of digital technologies in teaching and learning. By doing so, you extend your own learning
2.1 Searching and selecting. Using searching and selection criteria to identify digital resources for teaching and
on the matter, while at the same time facilitate the engagement of your colleagues in
learning.
continuous professional development on digitally-supported practices. You can now support your
school to become aware of the potential of using digital technologies for students’ learning by
Your response: I analyse and select digital resources based on criteria that meet specific
initiating a comprehensive training programme based on the school teacher needs identified.
teaching and learning aims (e.g. pedagogical value, relevance, reliability, validity, quality,
This can create a culture in the school community of innovative teaching and learning supported
licensing).
by digital technologies.

[Suggestions to level up]: Drive innovation and change across your school by contributing
to the design of a professional learning programme on digitally enhanced teaching
Adopting criteria which reflect quality and pedagogical values for selecting and analysing digital
and learning (e.g. project-based learning with the use of digital technologies, digitally-
resources is an important aspect of accessing digital contents that meet specific teaching and
enhanced learning design, exchange of good practices).
learning aims. There is a huge amount of information and digital resources available and it is
not easy to be able to find the ones that best suit your teaching needs. Start bookmarking sites
1.9 Computational thinking. Engaging with computational thinking concepts and processes as part of teacher
and portals that meet your criteria so that you can visit them again when looking for similar
digital competence.
resources.

Your response: I use various digital tools to explore solutions to a problem following [Suggestions to level up]: Reflect on your search outcomes and readjust your selection
computational thinking processes (e.g. visual programming tools, authoring tools and editors). criteria. Consider key factors that help determine which results are returned for your query,
understanding how outputs are produced and the impact of web-based tools (e.g. search
algorithms) in influencing search outcomes.

When using various digital tools to explore solutions to a problem, such as a simple authoring
tool or programming language, facilitates at the same time an understanding of the tools and
languages and how digital systems work. Start analysing what underpins the response to a click
of your mouse or the specific results of a web search.

[Suggestions to level up]: Analyse technological responses based on used algorithms (e.g.
rank of search results, advertisements, robots’ responses).

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 2.2 Creating. Creating digital resources that support and enhance teaching and learning aims. 2.4 Managing, protecting. Organising digital content, enabling easy and secure access for students, parents and
teachers, while protecting sensitive and personal data.
Your response: I use various digital tools according to their features to create digital
resources to meet learners’ needs (e.g. interactive text, multimedia presentations, quizzes, Your response: I use various techniques and tools to store, organise and facilitate access to
games, online activities and lessons). digital content (e.g. tree structures, use of metadata/tags).

Developing a range of options that use various, appropriate technologies for content creation is
important to develop quality materials that meet learning requirements and students’ needs.
This includes, for example, identifying students’ needs and preferences, providing appropriate
educational stimulus and feedback, using an appropriate mix of media for the learning objective
(for example graphics, animation, photographs, video, sound) to engage the learner with the
educational purposes.
Using technology purposefully to organise, store and retrieve digital content is essential to
facilitate access to your digital content, adding context through tags and metadata so that you
and others can understand it in the short, medium, and long-term. Consider collecting student’s
personal data and content you actually need for specified purposes and to delete any data that
is not necessary for educational purpose.

[Suggestions to level up]: Apply design principles and processes for creating digital
resources that meet teaching and learning aims. Consider asking colleagues for
recommendations to identify and apply the best tools and practices for your purposes, when
creating digital resources for your teaching needs. Try always to reflect on the use of your
digital products and readjust them as necessary.
2.3 Modifying. Modifying existing digital resources to support and enhance teaching and learning aims,
respecting copyright and licencing rules.
[Suggestions to level up]: Define and apply protection and security measures for the
storage, management and access of digital content. This includes, for example, protecting
your devices with strong passwords, assigning access limitation rights according to targeted
users, having regular backups, selecting storage and online services based on their data policy,
terms of use, safety and security. Consider also protecting students’ personal data such as
exams, grades and reports, systematically and effectively, in line with GDPR regulation.

Your response: I use various digital tools based on their features to modify and repurpose
digital resources to meet educational needs (e.g. customise content of an online lesson, exploit
features of a virtual environment, use eBook editors).

Using various technologies systematically to modify and repurpose digital resources allows you
to build from a base of high-quality digital resource and customise resources to increase their
relevance, tailor to individual learning levels, and offer greater choice for students. Knowing
when you can use a work without obtaining permission or paying a licence fee, or whether a
relevant licensing scheme applies is essential. This include contents under Creative Common
Licences, contents free of copyright, editable resources and the implications for their re-use.

[Suggestions to level up]: Work to select digital resources to modify and adapt so as to
meet teaching and learning aims by considering their copyright and distribution
licences. Consider any modifications you may need to make to the content to ensure it is
appropriate for the learning outcomes you defined, assessment approaches as well as your
teaching style. For example, you may wish to add, delete, re-order or re-mix the existing content.

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 2.5 Sharing. Sharing digital content with respect to intellectual property and copyright rules. Area 3 – Teaching and learning

Your response: I select and apply copyright licences when sharing digital resources I create,
supporting open educational resources (e.g. Creative Common licence).

Selecting and applying copyright licences when sharing digital resources that you create, make it
easier for others to re-use tools, data, or other content that you create. Experiment with
different formats of Creative Commons (CC) licence. This can include, for example, a ‘By-
3.1 Teaching. Designing, developing and support learning with the use of digital technologies to enhance learning
Attribution, Non-Commercial’ Creative Commons license that means anyone can use your digital
outcomes.
content in any way they like, so long as they attribute it to you and don’t use it for commercial
purposes. Consider sharing digital resources you create or collect under licences that do not
Your response: I select and use digital technologies in my learning designs, so as to meet
prohibit their distribution and use, while aligning them with the curriculum and teaching and
teaching and learning aims (e.g. simulations, digital games, online interactive tools,
learning needs. Such an effort, can facilitate easy and equal access to resources for students
collaborative environments).
and colleagues, as well as a collection for resources that better meets the needs of your school.

[Suggestions to level up]: Design and develop a comprehensive strategy for sharing
digital resources, content curation and reusability of resources to facilitate easy and
Developing learning designs which reflect the methodical selection and employment of digital
equal access for students and colleagues. The strategy can include, for example, ways to
technologies, based on their affordances, so as to meet teaching and learning aims, is an
select and organise digital content by grouping the resources in helpful ways, adding value by
important aspect of building a digital pedagogy. Reflect on how your teaching practices and your
providing annotations to help your students' understanding, giving context to the information.
students' learning activities can be enhanced by including simulations, digital games, online
interactive tools, and activity in collaborative environments.

[Suggestions to level up]: Readjust your teaching and learning design in order to foster
students’ involvement in reflecting and adjusting the use of digital technologies to
enhance your teaching practices and their learning approaches. Consider building
technology into activities involving students as coaches, the use of emerging technologies,
modelling and advice, lesson-study.

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 3.2 Guidance. Using digital technologies in order to provide feedback and opportunities for reflection, leading to
readjustment of teaching and learning practices for both teeachers and learners.
Your response: I have tried using digital technologies to provide feedback and support to
students (e.g. , online tutorials, chat, automated/immediate feedback, links to online Q&A).
Exploring digital technologies to provide guidance and support to students will help you find
ways that work for you and your students, so that they become aware of the value of you
reviewing their work and provide help when needed. This can include the use of technologies
that offer automated or immediate feedback to their work, links to online Q&A, online tutorials,
chat. Try to be flexible and adapt your choice of feedback and guidance channels channel to
your students’ requirements.
[Suggestions to level up]: Work to provide students with feedback and opportunities for
reflection on their learning, in real-time and/or asynchronously. A non-intrusive presence
will allow you to learn about your students and their individual challenges and problems and to
tailor guidance and feedback accordingly.
3.3 Collaborative Learning. Using digital technologies to foster and enhance learner collaboration for individual
and collective learning
3.4 Self-regulated learning. Using digital technologies to enhance students' self-regulated learning processes,
fostering active and autonomous learning making students more responsible for their own learning, thereby
shifting the focus from teaching to learning.
Your response: Together with my students, I reflect on and support them to (re)design
their learning, through and on using digital technologies, promoting their self-regulated
learning and learner autonomy (e.g. identify their needs, set their learning goals, describe their
strategy for achieving these goals, implement their learning tasks, gather evidence of their
learning, reflect on it and share their learning outcomes).
Consider how you can – together with your students – reflect on and redesign their learning in
ways that encourage more active, creative and autonomous activities on their part in order to
promote their self-regulated learning and learner autonomy; and how digital technologies can
support this. Digital technology can be useful in helping them see the focus that further learning
activity can take on the basis of feedback generated, along with encouraging ownership of the
learning process.
[Suggestions to level up]: Consider how you might initiate and promote strategies and
practices within your school and its wider community that support colleagues and
students in their use of digital technologies to enhance self-regulated learning
processes and foster active and autonomous learning . Focus on and lead the
opportunities, that hands-on activities in makerspaces (or other learning spaces incorporating
digital technologies), and that innovative activity such as student-led workshops, can provide.

Your response: I select and use digital technologies in my learning designs based on their
features, to enhance and support my students' collaborative learning, in faceto-face and/or
online settings (e.g. co-design, co-creation, peer assessment and group reflection, project
building, sharing).

Consider what particular technologies make possible in terms of teaching and learning before
building them into teaching and learning activity. Let the pedagogy lead rather than the
technology.

[Suggestions to level up]: Engage with the possibilities of allowing your students to
reflect on and adjust their use of digital technologies for personal and/or
collaborative learning. Consider allowing them to take more of a lead in editing and
developing content, co-creating project artefact, structuring and participating in collaborative
projects, taking part in virtual exchanges, using digital tools for task and time management,
communication and sharing with team activities.

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 3.5 Emerging technologies. Using emerging technologies in ethical ways to explore novel learning experiences Area 4 – Assessment
and content.

Your response: I use various emerging technologies to provide my students with novel
learning experiences and new kinds of learning, fostering the development of transversal
skills (learning experiences involving e.g. simulating/modelling, gaming, computational thinking
, creative and innovative thinking, data-driven decision making).

Developing approaches to using emerging technologies that centre on engaging your students in
novel learning opportunities, while always asking them to consider any relevant ethical
4.1 Assessment strategies. Using digital technologies to support formative and summative assessment of
implications. This provides important opportunities to build trust and developmental learning
learning.
involving emerging technologies.

Your response: I select digital technologies to support specific aspects in assessment “of”,
[Suggestions to level up]: Work to select and employ the use within your teaching of
“for” and “as” learning and capture best the nature of the learning outcome to be assessed (e.
emerging technologies to support the activities specified in your learning designs. This
g. self-reflection rubrics, assignments that offer timely feedback to students, shared
can include providing opportunities for your students to engage in learning activities that make
documents that support peer reviewing/feedback).
use of virtual and augmented reality, that examine the possibilities of humanoid robots, and
that engage with the positives as well as the potential downsides of artificial intelligence (AI).
This type of usage offers a powerful way to engage students in novel learning opportunities that
Using various digital technologies to support specific aspects in your assessment “of”, “for” and
make good use of such technologies and provide meaningful teaching and learning experiences.
“as” learning regarding your students’ activities and that capture well the nature of the learning
outcome to be assessed, is a characteristic of expert usage.

[Suggestions to level up]: Work with your students to select and employ digitally
supported assessment activities that provide feedback on their progress and provide
opportunities for deep learning. To increase the variety and adequacy of feedback,
experiment with different formats of assessment and modes of feedback. This can include
encouraging them to contribute ideas on assessment criteria and modality, the co-creation of
rubrics, contributing to the design the format of self and peer assessment, and exploiting
various formative or summative assessment tools.

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 4.2 Analysing evidence. Using digital technologies to collect and analyse evidence on students´ learning Area 5 – Empowering learners
processes and outcomes.

Your response: I reflect on and involve my students in capturing and analysing their
learning data, which can be used to plan their future learning (e.g. reflective learning logs,
personal goal setting software).

Working with your students to select and use assessment technologies to capture and present
analyses of their learning data, allows you to identify a sound base on which to plan their future
5.1 Accessibility and inclusion. Ensuring access to digital resources and learning activities for all students, taking
learning.
into consideration any contextual, physical or cognitive constraints to their use.

[Suggestions to level up]: Engage in strategies and practices within your school and its
Your response: I select and employ digital technologies in my learning design, to develop
wider community on the use of learners’ data, addressing the value for learning and
inclusive learning activities and accessible resources according to my students’ needs and
the validity of different data sources, in order to support evidence-based decisions
capabilities (e.g. integrating different tools, using accessible layout, structure and language).
for targeted interventions. This can better inform pedagogical decisions, administrative
decisions such as students' attendance, and the interpretation of data on students' learning such
as grades.

4.3 Feedback and planning. Using digital technologies to provide feedback to learners, facilitating planning of
further action.
Your response: I reflect on and involve my students in using digital technologies for
collection and analysis of feedback for planning further action (e.g. shared documents, blogs,
mind mapping tools, reflective learning logs, learning journals, e-portfolios).
What is important is to be able to design activities for students according to their abilities. With
this in mind you could define beforehand the characteristics of each one of the available tools,
apps, platforms etc. and use those that better combine students’ abilities with digital Affordances
. Moreover, consider to what extent the solutions employed provide the desired outcomes.
Discuss further solutions with your students and explore how you can combine their Affordances
to allow diversity without leaving anyone behind.

Working with your students to gain value from reflection on feedback and then redesigning
teaching and learning opportunities is a good way to use digital technologies to position
feedback as a central element in the planning of further learning action.
[Suggestions to level up]: Combine solutions and expand digital strategies that support
inclusiveness. Engage and support colleagues and parents to develop inclusive
practices (e.g. encourage the participation of all students, engage parents to respond to student
diversity).

[Suggestions to level up]: Engage in strategies and practices within your school that
support colleagues and students in the use of digital technologies that facilitate
giving, receiving and analysing feedback, to support planning for further action.
Consider the benefits of developing feedback practices and conventions at the whole-school
level that involve technologies which promote reflection on and for learning such as e-portfolios,
context dependent feedback – whether teacher-led or automated – and the use of personalised
learning dashboards by students.

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102 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

 5.2 Differentiation and personalisation. Using digital technologies to address diverse learning needs and
capabilities, by allowing learners to advance at different levels and speeds, and follow individual learning
pathways and objectives.
Your response: I select and employ digital technologies in my learning designs based on
their features, to develop personalised learning environments (e.g. peer teaching, dynamically
tracking and managing the learning needs of all students).
5.4 Blended learning. Using digital resources and tools, online learning environments and platforms to ensure
students' learning within and beyond the classroom.
Your response: I reflect on and redesign teaching and learning for distance and blended
learning contexts to ensure my students’ active involvement in the learning process within and
beyond the classroom (e.g. online learning, hybrid learning, virtual labs, online collaborative
tools, synchronous and asynchronous activities, individual and team work).

You can design and develop different learning activities that address different students’ needs.
You value your students’ experiences and relate your teaching to their different learning styles (e.
g. by illustrating concepts with examples and metaphors that are meaningful to them).You can
now consider students' experiences and link them with curricular content to make learning more
relevant to them. Try to facilitate students’ involvement in identifying their own weaknesses and
strengths, guiding them to adapt learning activities to their individual needs. The ultimate aim is
to facilitate each student to reach his/her full potential.
[Suggestions to level up]: Address students' experiences and interests and support them
to design their own learning path.
With the design of an online environment you can implement learning activities in a blended
learning approach, both in and away from the classroom. Reflect on whether the available
solutions for blended learning assist you to make the most of this approach and expand their
potential by designing and implementing meaningful learning environments. The next step for
blended learning would be to apply the solutions available according to the individual and
differentiated profile of your students.
[Suggestions to level up]: Initiate the development of a blended learning approach across
the whole school. Empower teachers’ collaboration and decision-making for the optimum use
of online learning.

5.3 Actively engaging learners. Using digital technologies to foster learners’ active and creative engagement in
their learning.

Your response: I (re)design learning activities based on students’ feedback, co-creating new
ways for them to interact and actively engage with digital technologies (e.g. involving learners
in hands-on activities, experiential learning, online discussions, peer coaching and teaching,
constructing their learning and creating artefacts, e-portfolios).

It is important that you support students’ learning processes and you involve them in activities
that expand their full potential. In order to keep improving your strategies, you can continuously
reflect on the suitability of your strategies, the balance between student autonomy and
guidance and the mechanisms you implement to allow them to follow their own learning
rhythm. Moreover, consider how you can help all students to develop their strengths and work on
their weaknesses, for example how they can learn from each other and from their mistakes and
how their collaborative effort can be turned into a joint product.

[Suggestions to level up]: Create an online collaborative space for you and your
colleagues, where students can get involved in experiential learning activities, such as
coaching their peers, teachers and parents in digitally enhanced activities. You could start for
example a makerspace in your school where students can design and create learning activities
with the use of robotics or AI programmes.

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 Area 6 – Facilitating learners’ digital competence 6.2 Communication and collaboration. Implementing learning activities that require learners to communicate and
collaborate using digital technologies.

Your response: I reflect on the suitability of my teaching practices in view of fostering

students’ digital communication and collaboration, and readjust them accordingly (e.g.
exchange good practices with other colleagues, discuss with students communication and
collaboration needs, exploring new digital tools).

What is important for you now is to empower your students to autonomously apply and develop
their communication and collaboration skills. Engage them in networks with other schools and
6.1 Information and data literacy. Incorporating learning activities, which require learners to use digital
educational stakeholders, nationally and internationally. They must be able to state their point
technologies to search, evaluate and manage information and data in digital environments
clearly, have an opinion and argue for it, while being able to communicate in a professional
manner, be polite and respectful, towards others and their opinions.
Your response: I design learning to support students to critically search, evaluate and
manage information and data (e.g. analysing the choice of the information medium, the
[Suggestions to level up]: Engage your students in networks with other schools and
source, purpose, transparency of algorithms used to decide what kind of information and data
educational stakeholders, nationally and internationally. This could include the
is returned).
participation in or co-creation of educational initiatives in which, through practice, your students
realise that oral and written communication follow different rules, even if these rulesets tend to
converge in the era of social media.
Developing learning designs which support students to critically search, evaluate and manage
information and data through context analysis helps them understand how information and data
6.3 Content creation. Incorporating learning activities that require learners to express themselves by creating
is generated and can be distorted or manipulated. This could be reinforced by discussing with
digital artefacts.
your students how to draw valid conclusions based on contradicting sources.

Your response: I reflect on and (re)design learning activities for fostering students’ digital
[Suggestions to level up]: Engage your students in project-based initiatives requiring
expression and content (re)creation, while encouraging sharing practices (e.g. digital stories, e-
searching, evaluating and managing information and data critically. This could include
portfolios).
editing a school newsletter or newspaper, organising information and data access using
taxonomies and categories.

Reflecting on and redesigning learning activities for fostering students’ digital expression and
content (re)creation, may enable you to expand students’ digital expression and creation beyond
the classroom. Engage your students in initiatives within the school and its wider community for
designing, developing and publishing their digital creations, while sharing them in creative ways.

[Suggestions to level up]: Expand students’ digital expression and creation beyond the
classroom. This may include challenging students to create and share audio or video
broadcasts or to promote a makerspace that can be used by different school/community
members.

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 6.4 Safety and wellbeing. Empowering learners to use digital technologies safely, while mitigating risks to
ensure physical, psychological and social well-being.
Your response: I reflect on and (re)design learning activities based on continuous
developments on online risks and threats, so as to enable students to follow and adopt
positive practices towards their and their peers’ physical, psychological and social well-being
(e.g. how companies collect and use data about individuals, how social media affect emotional
and social relationships).
What is important now is for you to empower your students to assume a positive attitude
towards digital technologies, being aware of risks and limits, but also being confident that they
can manage these in order to reap the benefits. Encourage your students to engage in online
safety and digital well-being initiatives within the school and school community.
[Suggestions to level up]: Contribute to creating a culture of online safety and digital
well-being in your school and school community. This could include organising debates or
workshops, in which the negative and positive uses of digital technologies are openly discussed
and ways of avoiding risks and threats to the physical, psychological and social well-being are
promoted.
6.5 Responsible use. Empowering learners to use digital technologies responsibly and ethically, managing their
digital identity digital footprint and digital reputation
Your response: I reflect on and (re)design my learning activities to allow students to
consider the ethics and potential impact of their digital behaviours in authentic situations (e.g.
considering how something they post online might be hurtful, respectfully sharing a difference
of opinion in a comment, online activism).
What is important now is for you to empower your students to protect their digital identity and
manage their digital footprint. Encourage them to explore the responsible and ethical use of
digital technologies in your school and its wider community.
[Suggestions to level up]: Engage students in initiatives that explore the responsible and
ethical use of digital technologies within the school and its wider community. This
could include preparing workshops or coaching their peers on the responsible use of digital
technologies.
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6.6 Problem solving. Incorporating learning activities, where learners use digital technologies to understand and
solve problems.
Your response: I implement various learning activities that allow students to apply problem
solving processes supported by digital technologies (e.g. finding and organizing information,
analysing, inferring, predicting outcomes, making analogies and formulating ideas).
Implementing various learning activities that require students to solve problems, by applying
problem solving processes using digital technologies is a way of encouraging students to
overcome challenges and, in many cases, by designing a solution that they can experience as
innovative. The next step for you would be to actively trigger such situations. Think about how
you can embed a challenge into your subject teaching. Watch out for situations where students
voice that there is something impossible to be known or asserted, or something too difficult to
achieve - something desirable that they believe goes beyond their capacities or possibilities.
Convert it into a challenge to be overcome - collectively by all students, or by a small group of
students, or by individual students. Ask them to identify how this desirable goal could be
obtained and design a plan to reach it, thinking about how technology can assist in the process.
You will see that there are many opportunities for integrating digital problem-solving into your
teaching and will increasingly know where to offer this approach and to which [student] groups.
This way you can ensure that all students are offered opportunities for developing their digital
problem-solving skills in your lessons.
[Suggestions to level up]: Develop learning designs which engage students in seeking out
different, innovative and creative technological solutions. This could include letting
students generate/test new ideas and solutions or simulations, modelling).
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105
 Proficiency levels explained Leader (C1)

To better understand your personal competence profile, you should look at your performance by area. It
should give you a first idea that can help you determine your relative weaknesses and strengths, while
providing you with suggestions and ideas to further develop your digital practices.
• A1: up to 32/192 points, up to 17%
• A2: 33-64/192 points, 18-33%
• B1: 65-96/192 points, 34-50%
• B2: 97-128/192 points, 51-67%
• C1: 129-160/192 points, 68-83%
• C2: 161-192/192 points, 84-100%
Newcomer (A1)
You are aware of how digital technologies can support and enhance your professional practice. The
feedback you get from this self-reflection has identified a number of actions you can try. Select one or
two to plan your next learning pathway, focusing on meaningfully enhancing your teaching strategies. As
you do so, you’ll find yourself moving to the next step of digital competence, the Explorer level.
You have a consistent and comprehensive approach to using digital technologies to enhance pedagogic
and professional practices. You rely on a broad repertoire of digital strategies from which you know how
to choose the most appropriate for any given situation. You continuously reflect on and further develop
your practices. Exchanging with peers, you keep updated on new developments and ideas and help other
teachers seize the potential of digital technologies for enhancing teaching and learning. If you are ready
to experiment a bit more, engaging students in expanding the potential of digital technologies at school
level and beyond, you’ll be able to reach an ultimate stage of competence, as a Pioneer.
Pioneer (C2)
You critically reflect on the adequacy of contemporary digital and pedagogical practices, in which you are
a Leader. You are concerned about the constraints or drawbacks of these practices and driven by the
impulse to innovate education even further. You experiment with highly innovative and complex digital
technologies and/or develop novel pedagogical approaches. You lead innovation in your school and are a
role model for other teachers. You expand your practices beyond the school community and engage
stakeholders for further developments. Continue to be open to new ideas and keep up with the
continuous technological and pedagogical advances to enhance your creative and innovative solutions.

Explorer (A2)

You have started exploring the potential of digital technologies and are interested in using them in order
to enhance pedagogical and professional practice. You have tried using digital technologies in some
areas and will benefit from more consistent use. You can increase your competence by using digital
technologies in various contexts and for a range of purposes, integrating them into many of your
practices. This will move you to the next step of digital competence, the Integrator level.

Integrator (B1)

You experiment with digital technologies in a variety of contexts and for a range of purposes, integrating
them into your practices. You creatively use them to enhance diverse aspects of your professional
engagement. You are eager to expand your repertoire of practices. You will benefit by increasing your
understanding about which tools work best in which situations and on fitting digital technologies to
pedagogic strategies and methods. Try to give yourself some more time for reflection and adaptation,
complemented by collaborative encouragement and knowledge exchange, to reach the next step, Expert.

Expert (B2)

You use a range of digital technologies confidently, creatively and critically to enhance your professional
activities. You purposefully select digital technologies for particular situations, and try to understand the
benefits and drawbacks of different digital strategies. You are curious and open to new ideas, knowing
that there are many things you have not tried out yet. You use experimentation and reflection as a
means of redesigning, expanding, structuring and consolidating your repertoire of strategies. Share your
expertise with other teachers and continue critically developing your digital strategies to reach the
Leader level.

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Annex 3. SELFIEforTEACHERS Glossary
Term Help text
The engagement of students in their learning process through
student-centred methods that place a greater degree of
Active learning
responsibility on the learner, and with an expectation of
interaction between learners, their peers and the teacher.
The properties that each type of software or hardware has, and
Affordances that therefore prompts users to interact with them in different
way.
Algorithms A set of instructions designed to perform a specific task.
Information provided in a manner that is not simultaneous
Asynchronously or concurrent in time, but instead which is left for recipient to
access when they choose to access it.
Software applications that enable users to create digital content,
Authoring tools
incorporating text, media and interactions.
The responsibility that students take for their own learning, so
Autonomous learning
shifting the focus from teaching to learning.
Design and facilitating of learning in and beyond the classroom,
Blended learning
including distance learning, online learning and hybrid learning.
The ability to share information so efficiently that the ideas
Collective learning of individuals can be stored within the collective memory of
communities and can accumulate through generations.
Digital environments
A problem-solving process that provides a distinct means of
Computational thinking analysing and developing solutions to problems that can be
solved computationally.
The act of finding, organizing, annotating, and sharing the most
relevant and highest quality digital content on a specific topic,
Content curation
carried out by an individual or a team of people for their target
audience.
Legal rules that define the rights of authors and publishers, and
Copyright
the conditions in which the work can be reproduced or distributed.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
An international licensing framework that authors can use to
define copyrights of their creations, giving explicit permission to
Creative Common
others to use their work under certain conditions (e.g. by sharing
Licences
the work as it is without any change, by always attributing the
author).
In a way that produces or uses original, imaginative and unusual
Creatively
ideas/processes.
The ability to read, interpret, understand, create and communicate
Data literacy data (e.g. graphs, charts, images, statistics) as information,
according to context and purpose.
The process of detecting and removing existing and potential
Debugging errors (also called as ‘bugs’) in a software code that can cause it
to behave unexpectedly or crash.
Instruction that is tailored to the learning preferences of different
learners. Learning goals are the same for all students, but the
Differentiation
method or approach of instruction varies according to the
preferences of each student.
Validated indicators of learning (accomplishment or skill) that
Digital badges
can be displayed, accessed, and verified online.
A virtual place that provides access to teaching and learning by
bringing together digital technologies and devices.
The record or trail left by any activity an individual does online
Digital footprint
(e.g. search history, text messages, photos videos).
The identity each individual creates when registering or using
Digital identity
digital environments.
Defined by the behaviours and the content you post about
Digital reputation
yourself and others in digital environments.
Materials that have been conceived and created digitally or by
Digital resources
converting analogue materials to a digital format.
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 Comprises the following areas: digital devices, digital resources
Digital technologies
(=digital files + software + online services), and data.
Distance and blended Comprises the following areas: digital devices, digital resources
learning (=digital files + software + online services), and data.
Recent (or yet to be invented) technological developments (e.g.
Artificial Intelligence, Virtual and Augmented and Mixed Reality,
Emerging technologies
wearable technology, Internet of Things) that could be used to
support teachers in their professional practice.
Collections of individuals’ work that allows them to share their
learning experience and outcomes, and advance their learning
ePortfolios
by providing a way to organise, display and reflect on their
learning journey.
Considering equity and diversity, surveillance and consent,
Ethical considerations
identity and confidentiality.
Collecting, collating and displaying data gathered in a number
Evidence
of different ways.
Information provided to a learner to reduce the gap between
Feedback
current performance and the desired goal.
Assessment conducted throughout the learning process with a
Formative assessment
view to enhance student learning.
Is the European Union’s new regulation designed to strengthen
GDPR cyber-security and data protection for everyone, including
students and their families.
Competitive events in which people work in groups on software
Hackathons or hardware projects, with the goal of creating a functioning
product by the end of the event (e.g. an app, a game).
Highly interactive, visual and engaging technologies that
Immersive technologies connect the real world with a digital one (e.g. augmented reality)
or create an entirely new one (e.g. virtual reality).
Addressing and responding to the diversity of needs of all
Inclusive education learners by increasing participation in learning and reducing
exclusion from education.
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Intellectual property and The legal protections of authors’ ideas and knowledge that
copyright rules protect the creators’ copyright.
The measurement, collection, analysis and reporting of
Learning analytics data about learners and their contexts, for the purposes of
understanding and optimising learning.
The development of learning experiences and environments to
Learning design promote the acquisition of specific learning aims for a target
group (both the process and the outcome).
Allow the usage of copyrighted resources in a specified way and
Licences
for a limited period of time.
Any generic space that promotes active participation, knowledge
Makerspaces sharing, and collaboration among individuals through open
exploration and creative use of tools and technology.
Software that allows teachers and students to create and share
Mind mapping tools visual representations of ideas and things and how they connect
and interact to each other.
Online libraries and
Online collections of digital resources.
repositories
Digital spaces designed to engage students in the learning
Online learning process, thus encompassing online learning resources and
environments technology, means of teaching and modes of learning.
Organisational The interactions that take place in the school and between the
communication school and other outside organisations and communities.
Students taking responsibility for evaluating the work of other
Peer-assessment students against set assessment criteria and guiding them on
this through feedback.
Instruction that is paced to the learning needs, preferences,
and specific interests of different individual learners/groups
Personalisation of learners. In an environment that is fully personalised, the
learning objectives and content as well as the method and pace
may all vary.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
 An online software platform where the learning objectives Stakeholders are individuals, groups, or formal organisations
Personalised learning and content as well as the method and pace can vary Stakeholders that have an interest in and/or responsibility towards improving
environments (so personalisation encompasses differentiation and school education.
individualisation).
Actionable information and encouragement that helps a student
Support
The set of thinking processes or actions involved in the solving to progress.
Problem solving
of a problem.
Various ‘Different’ and a ‘variety of’.
Activities for improving and broadening teachers’ knowledge
and skills and developing the personal qualities required in their Comprises parents, regional authorities, external stakeholders
Professional learning Wider community
professional lives (usually supported by Continuous Professional and in some cases the education industry.
Development Programmes).
Considering and seeking to understand the challenges and
Reflective practice benefits of using digital technologies on teachers’ professional
practice.
Situations in which the student and the teacher (or information
Remote source) are not physically present in a traditional classroom
environment.
The evaluation of oneself or one’s actions, attitudes or
Self-assessment performance against set assessment criteria in order to learn
from this activity and progress.
A process of taking control and evaluating one’s own learning
Self-regulated learning and behaviour (e.g. plan a task, monitor the performance and
then reflect on the outcome).
Assessment carried out at the end of a defined instructional
Summative assessment period (e.g. a project, unit, course, programme, school year),
usually in order to record student learning.
A set of data that, together, can identify a person, such as
Sensitive and
information about their ethnic origin, political opinions, religious
personal data
beliefs, genetic, biometric or health related data.
The sending or receiving of sexually-explicit messages, words,
Sexting images or videos via digital devices (e.g. smartphones, laptops,
tablets).
Learning needs of individuals who require special support and
adaptive pedagogical methods in order to reach their learning
Special learning needs
potential (addressing both gifted students and students with
cognitive impairments or disabilities).

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109
Annex 4. SELFIEforTEACHERS use cases
I am a teacher who wants to use SELFIEforTEACHERS to further
develop my digital competence ‣ start a self-reflection on my own
and plan my learning path.
Who
Any primary and secondary teacher
Context
Digital technologies can provide new opportunities for teaching and learning. At the
same time, they involve many challenges. As a teacher, I want to learn more about
what digital competence means for educators and how I can use digital technologies
effectively in my professional practice.
I would like to learn more about my digital competence, identify my gaps and
strengths, using this to plan my professional learning.
Action
Follow the SELFIEforTEACHERS self-reflection process. By using the tool, you can learn
more about educators’ digital competence as described in the European Framework
for the Digital Competence of Educators (DigCompEdu) and self-assess your digital
competence benchmarked against the six competence areas of the framework. You can
then design your professional learning path based on your results and the personalised
suggestions provided by the tool on how to reach the next proficiency level. You might
get the opportunity to work with colleagues and co-design your professional learning
actions together, such as, for example, attending an online course like a MOOC on
the area that you need to develop further, becoming a member of a community or
following a guide to use an application. You can then implement your new competence
in your professional practice, such as, for example, in class with your students or in
developing teaching material. You can collect your learning outcomes in an ePortfolio,
ask for feedback and reflect on this. Lastly, you can use the SELFIEforTEACHERS tool a
few months or a year later and compare your results to see your progress. You can also
compare your results with group averages to see where you stand.
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How to
1. Go to SELFIEforTEACHERS at https://educators-go-digital.jrc.ec.europa.eu and
log in.
2. Start your self-reflection as described in Part B, point 3.4.1.1 of this toolkit.
3. Explore your full comprehensive report on your completed self-reflection as
described in point 3.4.2.7.
4. You are ready to proceed on your learning journey.
Follow-up
You can use SELFIEforTEACHERS on a regular basis to monitor your progress and see
where you stand in relation to other SELFIEforTEACHERS users.
I am a teacher who received an invitation to use SELFIEforTEACHERS
as part of a group ‣ start a self-reflection as part of a group.
Who
Any primary and secondary teacher
Context
I have received an invitation (e.g. from a colleague, a teacher or professional group
leader, my school head, a training institution or an education authority in my region)
to use SELFIEforTEACHERS as a participant in a group. I want to use the self-
reflection process to help me further develop my digital competence. Furthermore, I
want to contribute to identifying the learning needs of the group to support planning
for professional development programmes, activities and resources.
Action
Follow the SELFIEforTEACHERS self-reflection process as part of a group. By using
the tool, you can learn more about educators’ digital competence as described in
the European Framework for the Digital Competence of Educators (DigCompEdu)
and self-assess your digital competence benchmarked against the six competence
areas of the framework.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
You will follow the same process when completing your self-reflection, as if you had
started the self-reflection on your own. You need to agree to sharing your anonymised
data if you want to contribute to the aggregated data for the group. You can also
participate in discussions on the planning of group’s professional development
activities based on the group’s identified needs. The group creator might also want
to involve group participants in analysing the group’s aggregated data.
You can always design your own professional learning path based on your results
and the personalised suggestions provided by the tool on how to reach the next
proficiency level. Together with peers, you can co-design your professional learning
actions, such as, for example, attending a MOOC on the area that you need to
develop further, becoming a member of a community or following a guide to use
an application. You can then implement your new competence in your professional
practice, such as, for example, in class with your students or in developing some
teaching material. You can collect your learning outcomes in an ePortfolio, ask for
feedback and reflect on this. Lastly, you can use the SELFIEforTEACHERS tool once
again and compare your results to see your progress. You can also compare your
results with the averages of other groups of teachers to determine your position.
How to
1. You will receive an email with an invitation link to the group.
2. Go to SELFIEforTEACHERS at https://educators-go-digital.jrc.ec.europa.eu and
log in.
3. Paste the invitation link in the URL section of your browser.
4. Start your self-reflection as described in Part B, point 3.4.1.2 of this toolkit.
5. Explore your full comprehensive report on your completed self-reflection as
described in point 3.4.2.7.
6. You now know more about your strengths and gaps in your digital competence.
Your anonymised data can support the planning of professional learning
activities for the group based on the group’s learning needs.
Follow-up
You can use SELFIEforTEACHERS on a regular basis to monitor your progress and
determine your position in relation to the SELFIEforTEACHERS users and the groups
that you are invited to.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
We are a group of teachers who want to know more about our learning
needs and plan our professional learning together ‣ create a group
and invite group participants to start a self-reflection within the group.
Who
Any SELFIEforTEACHERS user
Context
We are a group of teachers (such as, for example, maths or language teachers,
team members of a project, teachers from a region or teachers at a school) who
want to identify our learning needs and plan our professional learning together. We
want our group to use a self-reflection process to help us further develop our digital
competence. Furthermore, we want all of the group participants to contribute to the
identification of the group’s learning needs.
In addition, we want to be able to have access to the anonymised aggregated data
for our group so as to analyse it and identify its learning needs. We also want
to communicate our learning needs – for example, to our institution or regional
authority – to support planning for professional development programmes, activities
and resources that respond to our group’s learning needs.
Action
Create a group on SELFIEforTEACHERS and invite your group members to follow the self-
reflection process as part of the group. By using the tool, your group members can learn
more about educators’ digital competence as described in the European Framework
for the Digital Competence of Educators (DigCompEdu) and self-assess their digital
competence benchmarked against the six competence areas of the framework.
Appoint a member of your group as the SELFIEforTEACHERS group creator. The
group creator will create the group and send an invitation link to the group members
(usually by email). Group members will follow the same process when completing
their self-reflection, as if they had started the self-reflection on their own. They
need to agree to sharing their anonymised data if they want to contribute to the
aggregated data for the group.
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You can organise group discussions to plan group professional development activities
based on the group’s identified needs. You can start by analysing and discussing the
anonymised aggregated results with the group members. Lastly, you can organise
peer activities for the group members to discuss their individual learning paths and
co-design their professional learning activities, which they can implement together.
In the end, you might decide as a group to use the SELFIEforTEACHERS tool once
again and compare the results to see the group’s progress. You can also compare
your group results with the averages of other groups of teachers.
How to
First, you need to appoint a member of your group as the SELFIEforTEACHERS group
creator.
The group creator will:
1. go to SELFIEforTEACHERS at https://educators-go-digital.jrc.ec.europa.eu and
log in;
2. create a group as described in Part B, point 3.5.1 of this toolkit;
3. share/send emails with/to the group participants via the invitation link;
4. manage completion progress as described in Part B, point 3.5.2;
5. view and download the anonymised aggregated results for the group to discuss
with the members.
The group members will:
1. initiate their self-reflection as described in Part B, point 3.4.1.2 of this toolkit;
2. explore their full comprehensive report on their completed self-reflection as
described in point 3.4.2.7;
3. contribute to discussions about the learning needs of the group and help to
plan for group professional learning activities.
Follow-up
You can use SELFIEforTEACHERS as many times as you wish for the same group to
monitor the group’s progress over time and determine the group’s position in relation
to other SELFIEforTEACHERS groups.
112
I am a school leader and I want to plan training for teachers at my
school based on their current needs ‣ create a group and invite
teachers at your school to start a self-reflection as part of the group.
Who
Any SELFIEforTEACHERS user
Context
I am a school leader and among other areas in my school’s digital action plan I
want to address the teachers’ professional development in relation to their digital
competence. I want to develop training activities and resources based on their needs.
I want teachers at my school to contribute to the identification of the professional
learning needs in our school, while being actively involved in their professional
learning process, within a reflective and collective learning culture.
In addition, I want to be able to have access to the anonymised aggregated data
collected, to analyse it and identify the learning needs of the teachers at my
school. I also want to share the learning needs of the teachers in my school – for
example, with our regional authority or training institution – to support planning for
professional development programmes, activities and resources that respond to my
school’s learning needs.
Action
Create a group on SELFIEforTEACHERS for your school and invite your school’s
teachers to the group to follow the self-reflection process as part of the group.
By using the tool, teachers at your school can learn more about educators’ digital
competence as described in the European Framework for the Digital Competence
of Educators (DigCompEdu) and self-assess their digital competence benchmarked
against the six competence areas of the framework.
You can appoint a teacher (or perhaps the ICT coordinator or the school’s pedagogical
advisor) as the SELFIEforTEACHERS group creator. The group creator will create
the group and send an invitation link to the group members (usually by email).
Teachers will follow the same process when completing their self-reflection, as if
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
they had started the self-reflection on their own. They need to agree to sharing their
anonymised data if they want to contribute to the aggregated data for the school.
In your school, you can organise discussions on the planning of school professional
development activities based on the school’s identified needs. You can start by
analysing and discussing the school’s anonymised aggregated results with teachers
at your school. Lastly, you can also organise peer activities for teachers to discuss
their individual learning paths and co-design their professional learning activities,
which they can implement together. In the end, you might decide to use the
SELFIEforTEACHERS tool once again and compare the results to see your school’s
progress. You can also compare your school results with the averages of other
groups of teachers.
How to
First you need to appoint a SELFIEforTEACHERS group creator.
The group creator will:
1. go to SELFIEforTEACHERS at https://educators-go-digital.jrc.ec.europa.eu and
log in;
2. create a group as described in Part B, point 3.5.1 of this toolkit;
3. share/send emails with/to the group participants (teachers at your school) using
the group invitation link;
4. manage the group’s completion progress as described in Part B, point 3.5.2;
5. view and download the anonymised aggregated results for the group to discuss
with the group members;
6. enable teachers to analyse and discuss their self-reflection reports with their
peers or a teacher coach, as well as implement their actions collaboratively.
The school teachers will:
1. initiate their self-reflection as described in Part B, point 3.4.1.2 of this toolkit;
2. explore their full comprehensive report on their completed self-reflection as
described in point 3.4.2.7;
3. contribute to discussions about the school’s learning needs and help plan
professional learning activities at the school. At the same time, they can benefit
from the Results and Feedback report for their own self-reflection and plan their
personal professional learning paths.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
Follow-up
You can use SELFIEforTEACHERS as many times as you wish at your school to
monitor the group’s progress over time and determine the group’s position in relation
to other SELFIEforTEACHERS groups.
4.5 (i) I am a teacher educator or a teacher trainer who wants to use
SELFIEforTEACHERS to support teachers in designing their professional
learning paths to further develop their digital competence
4.5 (ii) I am a regional authority or a researcher who wants to use
SELFIEforTEACHERS to support teachers in designing their professional
learning paths to further develop their digital competence
‣ create a group and invite teachers to go through a self-reflection.
Who
Any SELFIEforTEACHERS user
Context
From my post, I want to encourage teachers to actively engage in their professional
learning and support them in designing their own learning paths to further develop
their digital competence, based on their identified needs. I want to create the
circumstances and context that can allow teachers to participate in reflective and
collaborative learning, enabling them to implement their professional learning.
Action
Encourage teachers to use SELFIEforTEACHERS, either on their own or within a group.
By using the tool, teachers can learn more about educators’ digital competence
as described in the European Framework for the Digital Competence of Educators
(DigCompEdu) and self-assess their digital competence benchmarked against the
six competence areas of the framework.
You can organise peer activities for teachers to discuss their individual learning paths,
set their learning goals and co-design their professional learning activities, which they
can implement together. They can then apply their new competence in their teaching
and receive feedback on it. They could keep an ePortfolio, which they can discuss with
113
a coach or a mentor and reflect throughout the whole process. Lastly, they could share
their learning stories with others and create a repository of good practices.
In the end, you might ask teachers to use the SELFIEforTEACHERS tool once again
and compare the results to see their progress. They can also compare their results
with the averages of other groups of teachers.
How to
1. First you need to appoint a SELFIEforTEACHERS group creator.
2. Inform the school community about SELFIEforTEACHERS.
3. Encourage teachers to use SELFIEforTEACHERS.
4. Allow enough time for teachers to use the tool and complete their self-reflection.
5. Enable teachers to analyse and discuss their self-reflection reports with their
peers or a teacher coach, as well as implement their actions collaboratively.
6. Indicate relevant resources.
7. Support the sharing of learning stories and good practices.
8. Use an ePortfolio approach as a process and as a product.
Teachers will:
1. start their self-reflection as described in Part B, point 3.4.1.2 of this toolkit;
2. explore their comprehensive report on their completed self-reflection as
described in point 3.4.2.7;
3. plan their personal professional learning paths based on their results and
personalised feedback;
4. engage in professional learning activities;
5. share their learning experiences with peers;
6. implement their new competence in their professional practice;
7. keep an ePortfolio and reflect on their learning process and achievements;
8. use the SELFIEforTEACHERS tool once again and compare the results to see
their progress. They can also compare their results with the averages of other
groups of teachers.
Follow-up
You can ask teachers to use SELFIEforTEACHERS as many times as they wish to
monitor their progress over time and determine their position in relation to other
SELFIEforTEACHERS users.
114
4.6 (i) I am a teacher educator or a teacher trainer who wants to use
SELFIEforTEACHERS to support planning for teachers’ education and
training programmes and resources
4.6 (ii) I am a regional authority or a researcher who wants to use
SELFIEforTEACHERS to support planning for teachers’ education and
training programmes and resources
‣ create a group and invite teachers to go through a self-reflection.
Who
Any SELFIEforTEACHERS user
Context
From my post, I want to use SELFIEforTEACHERS aggregated data for a group to
support planning for teachers’ education and training programmes and resources.
I want teachers to use SELFIEforTEACHERS and share their anonymised data. In
addition, I want to be able to have access to the collected anonymised aggregated
data so as to be able to analyse it.
Action
Create a group on SELFIEforTEACHERS and invite participants to the group to follow
the SELFIEforTEACHERS self-reflection process within the SELFIEforTEACHERS group.
You need to explain the purpose of this request to the group participants.
Share/send an email invitation with/to the group participants with a link to the self-
reflection. Group participants will follow the same process when completing their
self-reflection, as if they had started the self-reflection on their own. They need to
agree to sharing their anonymised data if they want to contribute to the aggregated
data for the school.
By using the tool, teachers can learn more about educators’ digital competence
as described in the European Framework for the Digital Competence of Educators
(DigCompEdu) and self-assess their digital competence benchmarked against the
six competence areas of the framework.
SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
How to
1. Go to SELFIEforTEACHERS at https://educators-go-digital.jrc.ec.europa.eu and
log in.
2. Create a group as described in Part B, point 3.5.1 of this toolkit.
3. Share/send emails with/to the group participants using the group invitation link.
4. Explain the purpose of this invitation to the group participants.
5. Manage the completion progress as described in Part B, point 3.5.2.
6. View and download the group’s anonymised aggregated results to discuss with
the group participants.
The group participants will:
1. initiate their self-reflection as described in Part B, point 3.4.1.2 of this toolkit;
2. explore their comprehensive report on their completed self-reflection as
described in 3.4.2.7;
3. contribute to discussions about the group participants’ learning needs and
help plan professional learning activities for the group. At the same time, they
can benefit from the Results and Feedback report concerning their own self-
reflection and plan their personal professional learning paths.

Follow-up
You can use SELFIEforTEACHERS as many times as you wish to monitor the
group’s progress over time and determine the groups’ position in relation to other
SELFIEforTEACHERS groups.

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

115
Annex 5. SELFIEforTEACHERS items in relation to
the DigCompEdu framework key competences
In the following, a mapping of the 32 SELFIEforTEACHERS items against the 22
competences included in the DigCompEdu framework is presented (extracted from
the experts final report on their review of the SELFIEforTEACHERS items).

LEGEND:
Additional Item
Original item divided into two separate items

116 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence

SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
117
Annex 6. Expert workshop Table 1. Comparing new items included in the first working version of the tool
and in the post-consultation version.
Additional items included Additional items in the
A first expert consultation took place during a workshop on 26 May 2020 (see Annex
in the tool first working tool post-consultation
2). Due to the pandemic measures this was organised as a 3-hour online workshop, Competence area version version
with preparatory and follow-up work over the period from 21 May to 8 June 2020.
• Professional learning (using • Professional learning
As the workshop took place online, Zoom and Zoom break-out rooms were used
digital technologies) (through digital
for communication, and Mural for online collaborative work, to facilitate the expert technologies)
• Professional learning (on
consultation. The experts provided their input for each of the self-reflection items digital technologies) • Professional learning (about
with the following questions in mind: Area 1 – Professional • Digital technologies and digital technologies)
‣ Are they clear and easy to understand? engagement infrastructure • Digital technologies and
‣ Are they to the same level of description? • Online learning school level infrastructure
(management) • Managing online learning
‣ Are they mutually exclusive?
• Digital citizenship environment
‣ Are they at an appropriate level in terms of complexity/cognitive challenge?
• Digital life
‣ Does the feedback report convey the right message with respect to the • Computational thinking
educators’/respondents’ competence and prompt them to level up?
‣ Are there any important aspects missing? • Creating • Creating
• Modifying • Modifying
The first working version for the consultation for expert feedback presented the 32 Area 2 – Digital resources • Managing, protecting • Managing, protecting
items, with the introductory and proficiency statements, under the 6 areas (Annex 2). • Sharing • Sharing
In general, the 32 items were accepted as they had been distributed in the 6 areas • Programming
with the following modifications: Area 3 – Teaching and
‣ The item related to ‘Programming’, initially positioned under ‘Area 2 - Digital • Emerging technologies • Emerging technologies
learning
resources’ was instead included under ‘Area 1 – Professional engagement’ as
Area 5 – Empowering
“Computational thinking”. • Distance education • Distance learning
learners
‣ The item related to ‘Responsible use: To empower learners to exploit digital
technologies creatively, responsibly, ethically and safely, while mitigating Area 6 – Facilitating
• Responsible use (1)
risks to ensure their physical, psychological and social wellbeing.’ under ‘Area learners’ digital • Innovate
• Safety and wellbeing (1)
competence
6- Facilitating learners’ digital competence’ has been expanded and divided
into two distinct items, namely ‘Responsible use’ and ‘Safety and wellbeing’. (1) These items were presented as one in the first working version.).
‣ The new item ‘Innovate’ proposed under ‘Area 6- Facilitating learners’ digital
competence’ was excluded as it was considered to overlap with other items Another important change deriving from the expert consultation was to start
(mainly ‘Content creation’ and ‘Problem solving’). the proficiency level A1 from a lower point, i.e. from ‘awareness’ and not ‘using’.
Furthermore, it was suggested to ensure consistency in the use of words (verbs) for
each proficiency level: A1 = I am aware of, A2 = I use in a basic way, B1 = I choose
and use suitable digital technologies, B2 = I reflect and modify, C1 = I support (or
advise/assist/coach) and readjust practices, C2 = I initiate/introduce/invent/develop a
comprehensive strategy.
118 SELFIEforTEACHERS: A self-reflection tool for teachers’ digital competence
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