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. (DCDS Project, 2020)

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. (DCDS Project, 2020)

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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Project materials I

All these documents are created by Digiloping I. Novice level.  Here we are describing principes of digital competence for begginer level teachers. Main topics are:  Unit 1: Seven Ways to Find What You Want on the Internet Unit 2: Professional collaboration Unit 3: How to manage resources using basic strategies Unit 4: Teamwork and reflection https://docs.google.com/document/d/1NJoDip05vgJOOiTnJaqoklaznOLsMP1lm2EHeqBbfHY/edit?usp=sharing Independent level. In this level describes more advance level of digital competence for independent level teachers. Main topics are: Unit 1: Searching and assessing resources Unit 2: Professional collaboration Unit 3: Protecting and sharing resources. Unit 4: Teamwork and reflection https://docs.google.com/document/d/19ArJD1wG-WYROrapXhc4DK7lkQUbgR2VC52zqMhIvvw/edit?usp=sharing Every part of these documents are done according to Digiloping curriculum https://docs.google.com/document/d/1s4rlzno7TpoGHvc2pHs3auvo_ldsAbip/edit?usp=sharing&ouid=10110914
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Feedback for the project

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Janne: " Participating in this project was interesting and challenging. Joining this project, I imagined it a little differently. I got a lot of useful information for my work. In the future, I will be able to find better digital tools that I can use in my studies. I contributed to this project as much as I could. I know I'm not a very good digital user, so I often felt unable to talk about these issues. However, I am glad that I participated in this project - I gained more experience." *** Mari: I received (as I joined a bit later) role in each level training material preparation. Two units in novice level and one in independent and in proficient level. Group was helpful and supportive. I think that contribution was more or less divided equally and everyone fulfilled their part. I participated all the meetings and plan to participate the next ones to come.  I learned a lot about different digital options that teachers could use. Also, about copyright rules which for me
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Project materials II

The other part of the project was learning material for teachers to learn about the assessment tools - introduction of using digital technologies to create a simple assessment. The material is created by Digiloping teachers II team and consist of: Introduction: Overview of the course content Unit 1. Formative and summative assessment Unit 2 . Quizzes, polls and digital surveys  Novice level - Mentimeter, Kahoot, Quizziz, Poll Everywhere Independent level - Padlet, AnswerGarden, Socrative, Google Forms Proficient level - Quizlet, SurveyMonkey, Wizer:me Conclusion: Reflection and next steps The course material is available here . 
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