Selfie_MDC

2.1 Digital Resources - Searching and selecting for resources

• I am aware that I can search for resources online (e.g. using a search engine, following a link, visiting a resource repository)

• I have tried searching online to find digital resources (e.g. by following a link, using keywords in a search engine, filtering resources in online repositories).

• 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).

• I analyse and select digital resources based on criteria that meet specific teaching and learning aims (e.g. pedagogical value, relevance, reliability, validity, quality, licensing).

• I reflect on my search results and readjust my selection criteria (e.g. taking into consideration that my search results can be affected by my geographical location or previous searches and preferences).

2.2 Digital Resources - Creating digital resources

• I am aware that I can create resources in digital form (e.g. digital text, images, photos, audio, video).

• I usevarious 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).

• I share the digital resources I create and I reflect and readjust them according to feedback that I receive (e.g. incorporating learner-centered pedagogical approaches enhanced by digital technologies affordances).

• I initiate and contribute to the co-creation of digital educational resources with people and organisations beyond my school (e.g. researchers, educational content publishers, educational technology companies).

• I am not aware of this competence.

3.1 Teaching and Learning - Teaching

• I have tried using digital technologies to support and/or enhance my teaching practice (e.g. software programs and suites, mobile apps and tools, online and cloud-based resources, interactive whiteboards).

• 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).

• Together with my students, I reflect on and (re)design the use of digital technologies to enhance teaching practices and innovative learning approaches (e.g. students as coaches, use of emerging technologies, modelling and advice, lesson-study).

• I initiate and promote the design and sharing of innovative teaching and learning practices with digital technologies in my school and its wider community (e.g. online workshops, learning design with the use of digital technologies, micro-teaching and co-teaching, reflective discussions on the effectiveness of the use of digital technologies).

3.3 Teaching and Learning - Collaborative Learning

• I have tried using digital technologies to support and enhance collaborative activities of students (e.g. shared documents, contributing to forums, wikis).

• 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).

• I select and use digital technologies in my learning designs based on their features, to enhance and support my students' collaborative learning, in face-to-face and/or online settings (e.g. co-design, co-creation, peer assessment and group reflection, project building, sharing).

• I initiate and promote the use of digital technologies within my school and its wider community, providing opportunities for collaboration to support individual and collective learning, in and beyond the school (e.g. using synchronous and asynchronous online environments and tools, teach meets, joint projects, co-organising online learning events, co-designing and co-creating learning material).

4.1 Assessment - Assessment strategies

• I have tried using digital technologies to support formative and summative assessment (e.g. online quizzes, games, forms, mobile apps).

• I select digital technologies to support specific aspects in assessment “of”, “for” and “as” learning and capture best the nature of the learning outcome to be assessed (e.g. self-reflection rubrics, assignments that offer timely feedback to students, shared documents that support peer reviewing/feedback).

• I reflect on and involve my students in the design of digitally-supported assessments, selecting digital technologies that best support the assessment purpose and content (e.g. deciding assessment criteria and modality, co-creation of rubrics, design the format of self and peer assessment, formative or summative assessment scaffolding tools).

• I am not aware of this competence.

5.1 Empowering Learners - Accessibility and inclusion

• I am aware of potential limitations and barriers that students may encounter in relation to digital technologies (e.g. limited access to digital devices and/or to Internet connection, learning difficulties).

• I use various digital technologies to promote equitable and inclusive education for all my students (e.g. adaptive and assistive technologies like screen readers, alternative types of keyboards, build-in accessibility tools).

• I select and employ digital technologies in my learning design, to develop inclusive learning activities and accessible resources according to my students’ needs and capabilities (e.g. integrating different tools, using accessible layout, structure and language).

• I initiate and promote strategies for equal access and inclusion to education through digital technologies in my school and its wider community (e.g. afternoon digital technology labs for students and parents, collaborations with industry for available infrastructure).

• I am not aware of this competence.

6.1 Facilitating Learners' Digital Competence - Information and data literacy

• I am aware of learning activities and resources that can enhance students’ information and data literacy (e.g. searching for digital information, evaluating information found, reading graphs, reading and understanding data).

• I implementvarious learning activities that require students to critically search, evaluate and manage information and data from different digital environments, according to their learning needs (e.g. setting selection criteria, identifying inaccuracies, missing information or bias, cross-checking different sources to judge credibility, managing misinformation, racism, and xenophobia).

• I design learning to support students to critically search, evaluate and manage information and data (e.g. analysing the choice of the information medium, the source, purpose, transparency of algorithms used to decide what kind of information and data is returned).

• I lead project-based initiatives where students, as both recipients and creators of content, go through the process of critically searching, evaluating and managing information and data (e.g. editing the school newsletter, organising information and data access using taxonomies and categories).

6.3 Facilitating Learners' Digital Competence - Content creation

• I have tried learning activities that encourage students to create and modify digital content (e.g. text, presentations, audios, videos).

• 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).

• I design learning to engage students in creative design processes in order to (re)create quality digital content, while respecting copyright rules and licenses (e.g. scaffolding students to go through a design process for content development, facilitating students to select appropriate digital tools, guiding students to understand copyright, attribute licences and give credits).

• I reflect on and (re)design learning activities for fostering students’ digital expression and content (re)creation, while encouraging sharing practices (e.g. digital stories, e-portfolios Collections of individuals’ work that allows them to share their learning experience and outcomes, and advance their learning by providing a way to organise, display and reflect on their learning journey).

6.5 Facilitating Learners' Digital Competence - Responsible use

• I am aware of learning activities to empower students to understand the legal and ethical implications of using digital technologies (e.g. sharing personal and others’ sensitive information, managing private settings on online apps).

• I implement various digital learning activities that require students to act in a responsible and ethical way both as consumers and creators of digital information and content (e.g. critically assessing online information, reacting to misinformation, behaving positively online, complying with data protection and copyright rules, respecting diversity and multiple opinions).

• I design learning to provide opportunities for students to manage their digital identities and reputations (e.g. tracing their digital footprint, managing their digital identity, being aware of the terms of use of different media and applications, managing application settings).

• I am not aware of this competence.