Common Digital Competence Framework For Teachers

The ‘Common Digital Competence Framework For Teachers’ was born in 2012 with the aim of offering a descriptive reference to be used for training purposes and in evaluation, certification and accreditation processes.

It is part of the ‘Digital Culture Plan in Schools‘ (in Spanish), whose set of projects are the result of a process of shared reflection that the Spanish Ministry of Education, Culture and Sport opened with the active participation of the Autonomous Communities and the constitution of a Conference in which external experts also take part.

It is in this Conference on the Digital Competence for Teachers, coordinated by the National Institute of Educational Technologies and Teacher Training (INTEF), with representatives of 14 out of the 17 Autonomous Communities and expert collaborators, where the corresponding lines of action have been presented and developed.

The original shared common goal has been from its kick-off to create a Common Framework of Digital Competence for Teachers, aligned with the European guidelines, and according to the JRC DigComp model, which is regarded as a common reference to move towards the certification of digital competence to teachers.

In 2013 the v1.0 draft is published, with a proposal for descriptors of the Framework (in Spanish), which is revised in February 2014 in the Working Day on “Common Digital Competence Framework for Teachers” organized in Valladolid in collaboration with the Autonomous Government from Castilla y León. From the conclusions drawn in this Working Day, the v2.0 draft of the Framework (in Spanish) is published in June 2014, and translated into English in October 2015.

In May 2016, at the same time as INTEF hold the Meeting on Digitally Competent Educational Organizations, the Conference on Teachers’ Digital Competence is re-summoned, and the members take the 2014 v2.0 draft as a starting point to start on the development of the descriptors for each of the 21 competencies of the 5 Areas of the Framework and define the six levels of competence.

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The result of the afore said work, accomplished from May to late October 2016, is presented as an updated v2.1 draft, exclusively for review and validation by the members of the Conference and expert collaborators, in November 2016.

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The review, validation and consensus stage of this latest draft is carried out through an online survey between November 30 and December 15, 2016, which is answered by the Autonomous Communities, Universities, members of European Schoolnet and JRC – Seville, as well as other experts on Teachers’ Digital Competence.

In addition, this survey also includes the assessment of a viable minimum product of the Online Portfolio of Teachers’ Digital Competence, as an instrument for certification of this competence. The VMP had already been shared with the members of the Conference in a working session at INTEF on October 18, 2016, with the aim of discussing its technological development.

This very prototype was also presented at Eminent 2016 in Prague on November 18, 2016, before experts, representatives of European Ministries of Education, and companies in the sector.

After the analysis of the contributions received, which we take this opportunity to sincerely thank, the Common Digital Competence Framework for Teachers is updated to its 2017 version, which we presented in Spanish back in December 2016 in this space, and which will be the basis for further progress towards the certification of teachers’ digital competence.

Now we have translated our first approach to the Framework into English with the aim of continuing with improvements and updates:

Common Digital Competence Framework for Teachers de educacionlab

 

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