- Training of Students
- Students Practice
- …
- Training of Students
- Students Practice
- Training of Students
- Students Practice
- …
- Training of Students
- Students Practice
Teaching and
Learning
Digital technologies can improve and improve teaching and learning strategies in various ways. However, regardless of the chosen strategy or pedagogical approach, the specific digital competence of the teacher consists in orchestration efficient use of digital technologies in the different stages and frameworks of the learning process. The fundamental competence in this field - and perhaps of the entire framework - is 3.1: Teaching. This competence refers to design, planning and the implementation of the use of digital technologies in the different stages of the learning process.
Competences from 3.2 to 3.4 complete this competence, emphasizing that the real potential of digital technologies consists in reorienting the teaching process, from a teacher-led process to a learner-centered process. Thus, the role of a teacher with digital competence is to be a mentor and a guide for learners in learning activities increasingly more independent of them. In this sense, educators with digital competence must be able to develop new methods, supported by digital technologies, to provide guidance and assistance to learners, individually and collectively (3.2) and to initiate, support, and monitor both self-regulated learning activities (3.4) and collaborative learning activities (3.3).
Planning and implementation devices and digital resources in the teaching process, so as to increase the efficiency of teaching activities. Adequate management and orchestration of digital education strategies. Experimenting with and designing new formats and pedagogical methods for teaching.
The use of technologies and digital services to improve the interaction with students, on an individual and collective level, within and outside the learning session. The use of digital technologies to provide timely and targeted assistance and advice. Experimenting with and devising new forms and formats to provide guidance and assistance.
Use of digital technologies to promote and improve collaboration between students. Facilitating the students to use digital technologies in the collaborative activity, as a means of improving communication and collaboration and the acquisition of knowledge through collaboration.
Use of digital technologies to support self-regulated learning by learners, i.e. to enable learners to plan, monitor, and reflect on their own learning, provide evidence of their progress, share their ideas, and find creative solutions.