- Substitution:<\/strong>\u00a0Technology is used to substitute a preexistant element, but with no methodological change.<\/li>
- Augmentation:\u00a0<\/strong>Technology is applied as a substitute of an existing model, but implementing significant functional improvements..<\/li><\/ul>\n\n\n\n
<\/p>\n\n\n\n
TRANSFORMATION:<\/em><\/strong><\/p>\n\n\n\n
- Modification:\u00a0<\/strong>\u00a0Using technologies, there is a redefinition of the tasks, producing a methodological change based on the ICT.<\/li>
- Redefinition:<\/strong>\u00a0New learning environments are created, notably improving the quality of education.In this chapter will analyse the Educators\u2019 pedagogic competences of the DigiCompEdu framework.\u00a0\u00a0<\/li><\/ul>\n\n\n\n
![\"\"](\"http:\/\/digitalpedagogycookbook.eu\/wp-content\/uploads\/2019\/10\/pedagogic_compet.png\")
<\/figure><\/div>\n\n\n\nThe pedagogic competences of DigCompEdu are focus in the following 4 areas: <\/p>\n\n\n\n
Area 1: Professional Engagement<\/strong><\/p>\n\n\n\n
Using digital technologies for communication, collaboration and professional development.<\/p>\n\n\n\n
Area 2: Digital Resources<\/strong><\/p>\n\n\n\n
Sourcing, creating and sharing digital resources.<\/p>\n\n\n\n
Area 3: Teaching and Learning<\/strong><\/p>\n\n\n\n
Managing and orchestrating the use of digital technologies in teaching and learning.<\/p>\n\n\n\n
Area 4: Assessment<\/strong><\/p>\n\n\n\n
Using digital technologies and strategies to enhance assessment.<\/p>\n\n\n\n
Area 5: Empowering Learners<\/strong><\/p>\n\n\n\n
Using digital technologies to enhance inclusion, personalisation and learners\u2019 active engagement.<\/p>\n\n\n\n
The core of the DigCompEdu framework is defined by Areas 2-5. Together these areas explain educators\u2019 digital pedagogic competence, i.e. the digital competences educators need to foster efficient, inclusive and innovative teaching and learning strategies. Areas 1, 2 and 3 are anchored in the stages characteristic of any teaching process, whether supported by technologies or not. The competences listed in these areas detail how to make efficient and innovative use of digital technologies when planning (Area 2), implementing (Area 3) and assessing (Area 4) teaching and learning. Area 5 acknowledges the potential of digital technologies for learner-centred teaching and learning strategies. This area is transversal to Areas 2, 3 and 4 in the sense that it contains a set of guiding principles relevant for and complementary to the competences specified in these areas.<\/p>\n\n\n\n
The added value of the DigCompEdu framework is that it provides:<\/p>\n\n\n\n
- a sound background that can guide policy across all levels;<\/li>
- a template that allows local stakeholders to move quickly on to developing a concrete instrument, suited to their needs, without having to develop a conceptual basis for this work;<\/li>
- a common language and logic that can help the discussion and exchange of best practices across borders;<\/li>
- a reference point for Member States and other stakeholders to validate the completeness and approach of their own existing and future tools and frameworks.<\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"
Digitalization has increasingly introduced a new dimension in educators\u2019 pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). \u201cPedagogical\u00a0\u00a0Digital\u00a0\u00a0Competence\u00a0\u00a0refers\u00a0\u00a0to\u00a0\u00a0the\u00a0\u00a0ability\u00a0\u00a0to\u00a0\u00a0consistently\u00a0\u00a0apply\u00a0\u00a0the\u00a0\u00a0attitudes,\u00a0\u00a0knowledge\u00a0\u00a0and\u00a0\u00a0skills\u00a0\u00a0required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students\u2019 learning in […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":""},"epkb_post_type_1_category":[60],"epkb_post_type_1_tag":[],"_links":{"self":[{"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/epkb_post_type_1\/977"}],"collection":[{"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/epkb_post_type_1"}],"about":[{"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/types\/epkb_post_type_1"}],"author":[{"embeddable":true,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=977"}],"version-history":[{"count":3,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/epkb_post_type_1\/977\/revisions"}],"predecessor-version":[{"id":981,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=\/wp\/v2\/epkb_post_type_1\/977\/revisions\/981"}],"wp:attachment":[{"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=977"}],"wp:term":[{"taxonomy":"epkb_post_type_1_category","embeddable":true,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fepkb_post_type_1_category&post=977"},{"taxonomy":"epkb_post_type_1_tag","embeddable":true,"href":"http:\/\/digitalpedagogycookbook.eu\/index.php?rest_route=%2Fwp%2Fv2%2Fepkb_post_type_1_tag&post=977"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Redefinition:<\/strong>\u00a0New learning environments are created, notably improving the quality of education.In this chapter will analyse the Educators\u2019 pedagogic competences of the DigiCompEdu framework.\u00a0\u00a0<\/li><\/ul>\n\n\n\n
- Augmentation:\u00a0<\/strong>Technology is applied as a substitute of an existing model, but implementing significant functional improvements..<\/li><\/ul>\n\n\n\n