SELFIEforTEACHERS

Teacher's name: Iria Ramos

Education sector: School Education (Primary and Secondary)

Group: not applicable

Self-reflection started: 16/02/2024

Self-reflection completed: 16/02/2024

Thank you for using SELFIEforTEACHERS!

This report gives you the overall results from the group.

Based on this Report you can plan the next steps and learning pathways for your group.

Individual results 1 / 27 SELFIEforTEACHERS Self-Reflection Report

Individual results

Overall results

Results by area 2 / 27 SELFIEforTEACHERS Self-Reflection Report

Results by area

Results by item 3 / 27 SELFIEforTEACHERS Self-Reflection Report

 Results by item

Feedback per item 4 / 27 SELFIEforTEACHERS Self-Reflection Report

Feedback per item

Area 1 – Professional Engagement

1.1 Organisational communication. Using digital technologies to enhance communication with colleagues and/or
learners and/or parents.

Your response: 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).

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).

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

Your response: 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).

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).

1.3 Professional collaboration. Using digital technologies to engage in collaboration and interactions with
colleagues and/or other education stakeholders.

Your response: 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).

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).

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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 am aware that reflecting on how I use digital technologies can enhance
my professional practice (e.g. online diary, peer-to-peer reflections).

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).

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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 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).

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).

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
development of teachers’ digital competence.

Your response: 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).

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).

1.9 Computational thinking. Engaging with computational thinking concepts and processes as part of teacher
digital competence.

Your response: 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).

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).

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Area 2 – Digital Resources

2.1 Searching and selecting. Using searching and selection criteria to identify digital resources for teaching and
learning.

Your response: 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).

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.

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2.2 Creating. Creating digital resources that support and enhance teaching and learning aims.

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,
games, online activities and lessons).

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.

2.3 Modifying. Modifying existing digital resources to support and enhance teaching and learning aims,
respecting copyright and licencing rules.

Your response: 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).

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.

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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 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).

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.

2.5 Sharing. Sharing digital content with respect to intellectual property and copyright rules.

Your response: I have tried ways to attribute to the creator of the resources I use (e.g.
citing author’s name, link to original source).

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.

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Area 3 – Teaching and learning

3.1 Teaching. Designing, developing and support learning with the use of digital technologies to enhance learning
outcomes.

Your response: 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).

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.

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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

Your response: 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).

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.

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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: 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).

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.

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3.5 Emerging technologies. Using emerging technologies in ethical ways to explore novel learning experiences
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
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.

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Area 4 – Assessment

4.1 Assessment strategies. Using digital technologies to support formative and summative assessment of
learning.

Your response: 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).

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.

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4.2 Analysing evidence. Using digital technologies to collect and analyse evidence on students´ learning
processes and outcomes.

Your response: I am aware that digital technologies can capture students’ learning
processes and outcomes (e.g. digital quizzes, online polls, forms, assessment platforms).

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.

4.3 Feedback and planning. Using digital technologies to provide feedback to learners, facilitating planning of
further action.

Your response: 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).

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.

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Area 5 – Empowering learners

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.

Your response: 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).

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.

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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 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).

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.

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

Your response: I use various digital technologies to engage students in active learning (e.g.
students exploring virtual objects, peer-review, jigsaw discussions, online debates).

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.

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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 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).

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).

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Area 6 – Facilitating 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

Your response: 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).

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.

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6.2 Communication and collaboration. Implementing learning activities that require learners to communicate and
collaborate using digital technologies.

Your response: 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).

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.

6.3 Content creation. Incorporating learning activities that require learners to express themselves by creating
digital artefacts.

Your response: 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).

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.

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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 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).

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.

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 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).

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).

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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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Proficiency levels explained

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.

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.

Leader (C1)

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.

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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.

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