GROOVE Toolkit_Final Version_090223

13 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] Overview Today, being digitally competent means that people need to have competences in all areas of DigComp. The most recent OECD TALIS research (2013) revealed that 18% of trainers and instructors felt that they need greater development of ICT skills for teaching and 16% on the usage of new technologies in the workplace. Providing teachers with adequate digital competence is a vital component (OECD, 2014). The European Digital Competence Framework, also known as DigComp, offers a tool to improve citizens' digital competence, help policy makers formulate policies that support digital competence building, and plan education and training initiatives to improve the digital competence of specific target groups (Vuorikaki et al., 2016). DigComp provides a common understanding of what digital competence is. It also provides a basis for framing digital skills policy. The project originated in DG Education and Culture and was further developed on behalf of DG Employment, Social Affairs and Inclusion. It was first published in 2013 and has become a reference for the development and strategic planning of digital competence initiatives at both European and Member State levels. However, as the digitalisation of our society, work and education are moving fast, there is a need to update the concepts and vocabulary of the DigComp framework. The DigComp Framework is descriptive rather than prescriptive. Several aspects of digital competence may include legal and ethical issues, for example, issues related to the illegal sharing of proprietary digital content. The person who engages in this illegal activity may be competent and aware of the licenses and rules being broken (Vuorikari et al., 2016). The DigComp Framework identifies the key components of digital competence in 5 areas which constitute Dimension 1. There are 21 competences that are pertinent to these areas, their titles and descriptors are outlined in Dimension 2. Additional Dimensions outline 8 Proficiency levels for each of the 21 competences (Dimension 3), Examples of knowledge, skills and attitudes (Dimension 4) and Examples of the use of the 8 proficiency levels applied to learning and employment scenarios in 21 competences (Dimension 5) (Carretero Gomez et al., 2017). Dimension 1 I. Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organize digital data, information and content. II. Communication and collaboration : To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital presence, identity and reputation. III. Digital content creation : To create and edit digital content. To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licenses are to be applied. To know how to give understandable instructions for a computer system.