GROOVE Toolkit_Final Version_090223

22 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 The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator- specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts. DigCompEdu details 22 competences organised in six Areas. The focus is not on technical skills. Rather, the framework aims to detail how digital technologies can be used to enhance and innovate education and training. Key Digital Competences of VET Trainers The DigCompEdu presents a framework for the development of educators' digital competence in Europe. The framework is intended to support national, regional, and local efforts in fostering educators' digital competence by offering a common frame of reference, with a common language and logic that can facilitate the exchange of best practices amongst teachers across borders. It aims to help the Member States in their efforts to promote the digital competence of their citizens and boost innovation in education. The DigCompEdu looks particularly at the intersection of education and digitalisation, from the perspective of teachers. Directed toward educators at all levels of education, from early childhood to higher and adult education, the DigCompEdu framework aims to capture and describe educator- specific digital competences by proposing 22 elementary competences organised in 6 areas that focus on different aspects of educator’s professional activities: • Area 1 (Professional Engagement) is directed at the broader professional environment, i.e., educators' use of digital technologies in professional interactions with colleagues, learners, parents, and other interested parties, for their own individual professional development and for the collective good of the organisation. • Area 2 (Digital Resources) looks at the competences needed to effectively and responsibly use, create, and share digital resources for learning.