Background and description of the project
In today’s society everyone needs to have a wide set of
skills, knowledge and competences, including a sufficient level of digital
competence, in order to play an active part in society, to access and progress
in the labor market, and to engage in further education and training in a
lifelong learning perspective. Around a quarter of the European adult
population struggles with reading and writing and has poor numeracy and digital
skills. Adults who do not possess a sufficient level of such skills face a high
risk of social exclusion.
The teaching professions face rapidly changing demands, which
require a new, broader and more sophisticated set of competences than before.
The ubiquity of digital devices and applications, in particular, requires
educators to develop their digital competence.
Digital resources are essential for teachers as they are
needed for teaching and learning methods in all day-to-day activities. However,
there are still lots of teachers who don’t have much knowledge of digital tools
as they have always managed to get by without them. But COVID-19 pandemic
turned the world around and it made necessary for all teachers to develop their
digital competences due to long distance studies. Now we are on a situation
where there is no way back and we need to fully focus on the need for developing
and maintaining the level of digital competences.
Digiloping I group’s role in the project is to find materials and provide learners with the skills of selecting digital resources, creating and modifying digital content, and managing, protecting and sharing digital resources. The framework is not only focused on technical skills but rather aims to detail how digital technologies can be used to enhance and innovate education and training.
The goal of the Digiloping Teachers II group's is to help teachers develop their digital competence and encourage them to use digital materials and platforms for students in the learning process. To provide teachers with skills of selecting, creating, modifying, evaluating, protecting and sharing digital assessment tools. The goal is to do it in 3 levels - novice level, independent user level and proficient level.
The Digiloping Teachers II focused on assessment and assessment is the heart of the learning process: it shapes students' comprehension of the subject and determines their capacity to grow. (JISC, 2010) In our project, we are using examples of formative and summative assessments. To be more precise in the context of assessment, next objective is technology-enabled tools. Technology-enabled tools can help minimise the time, resources, and interruption to learning necessary for the administration of paper assessments in addition to promoting learning across curriculum areas. Digital assessments can even provide a more complete and nuanced picture of a student's needs, interests, and talents than traditional assessments, allowing educators to personalise learning. (Office of Educational Technology, s.a.)
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