Example title

Professional Digital Competence
Framework for Teachers

Marijana Kelentrić
Karianne Helland
Ann-Thérèse Arstorp

Professional Digital Competence
Framework for Teachers

Marijana Kelentrić
Karianne Helland
Ann-Thérèse Arstorp

2017The Norwegian Centre for ICT in
Education 2017
The Norwegian Centre for ICT in Education was established in 2010, and isorganised as an agency under the direct authority of the Norwegian
Ministry of Education and Research. The centre's mission is to help ensurethat ICT is used to improve the quality of education, learning outcomes andlearning strategies for young children, pupils and students.

RightsThe material in this publication is covered by the provisions of the Norwegian Intellectual
Property Rights Act. The material in this publication is also available under the following
Creative Commons licence: Attribution-ShareAlike 3.0 Norway, cf.:
http://creativecommons.org/licenses/by-sa/3.0/no/.
This means you are free to share, copy and redistribute the material, as well as adapt thematerial, under the following two terms:

Attribution
You must give appropriate credit, provide a link to the licence, and indicate if changes were
made. You may do so in any reasonable manner, but not in any way that suggests thelicensor endorses you or your use.

ShareAlikeIf you adapt, transform, or build upon the material, you must distribute your contributions
under the same licence as the original.

Cover photo: Lars Åke Andersen

The Norwegian Centre for ICT in Education // Published 2017
ISBN 978-82-93378-50-1 (Printed) English
ISBN 978-82-93378-51-8 (PDF) English

Contents
Introduction*....................................................................................................................................*1!
About&the&teacher’s&professional&digital&competence&.........................................................................&1!
About&the&framework&..........................................................................................................................&2!
Professional*digital*competence*framework*for*teachers*................................................................*4!
Appendices*...................................................................................................................................*11!
Glossary&...........................................................................................&..............................................11!
Methodology&.....................................................................................................................................&16!
References*....................................................................................................................................*20*

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! 1

Introduction
About the teacher’s professional digital competenceTechnology affects every aspect of our everyday lives and has changed the way we learn,communicate, entertain ourselves, locate information, and acquire knowledge. Thesechanges are, and will continue to become, increasingly apparent at every level of theeducation system. This process is creating new challenges for teachers' working methods
in pedagogical, didactic and administrative contexts, development of pupils' digital bildung,
and the development of their specialised knowledge and basic skills. Today, it is more
important than ever that children and young people are not merely passive consumers of
products, services and information but also critical users and active producers of content
themselves. The role of teaching includes fostering pupils who are capable of identifying
credible information, quoting sources, protecting their intellectual property, applying ethicalvalues and attitudes in communications and interaction, producing their own digital
resources, and developing a reflective relationship in relation to their own and others'
actions, cultural differences, values and rights.
The role of the teacher is key in this context. In order to be capable of developing pupils'
basic skills and specialised knowledge, teachers must develop their own professional
digital competence during their initial teacher education, and later, through continuing
professional education and development, during their teaching career. The Professional
Digital Competence Framework for Teachers has two aims: one centres on professional
development, the other around the actual practice of the profession.
A number of national steering and reference documents stipulate clear expectations
concerning teachers and teacher education in this area. In 2012, the Norwegian Directorate
for Education and Training revised its Basic Skills Framework, which defines the five basic
skills, including digital skills. These provided a basis for the curricula. The curricula requirethat teachers utilise digital tools in their teaching and help foster pupils' digital skills in all
subjects. Since all pupils should be given an opportunity to develop basic skills during theirprimary and secondary education, students who start teacher education must also havebasic digital skills, so they can search for and process information, produce andcommunicate online, as well as exercise digital judgement. Moreover, national regulations
and the guidelines for teacher education programmes require that student teachers develop
the competence necessary to integrate digital tools into their future pedagogical andadministrative work. If the teachers of the future are to be capable of developing pupils'

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digital competence, in line with the stipulated obligatory guidelines and requirements,
professional digital competence must be regarded as an integral part of teacher
competence and the teaching profession, and emphasised in teacher education.
The Norwegian Centre for ICT in Education introduced the concept of "professional digitalcompetence" in 2012, in connection with suggestions for the new framework for teacher
education. The centre viewed this as important, in order to highlight the key role theteaching profession plays in realising digitalisation in schools, and the development ofdigitally competent pupils. The concept is now commonly used in Norway, in both research
environments and official steering documents. Various overarching descriptions of theconcept have been launched since then. When the centre first introduced the concept, it
was with the intention that it should indicate the complexity and breadth of knowledge,
skills, and competencies in teachers' professional practice that are associated with
understanding the opportunities and challenges in today's digital society. The centre hopesthat this framework will give substance and meaning to the concept of teachers'
professional digital competence, and thereby establish a basis for competence development
and improve the quality of this in the teaching profession.

About the framework
The Professional Digital Competence Framework for Teachers is a guidance document thatpolicy developers, heads of department, teacher educators, teachers, student teachers andothers can use as a reference in their work on improving the quality of teacher educationand systematic continuing professional development of teachers. The hope is that thisdocument will establish a common conceptual framework and frame of reference for what
teachers' professional competence entails.
The framework can be utilised in:1) Developing common national frames and directions for teacher education through the
preparation and further development of framework plans and guidelines for teacher
education.
2) Planning and implementing initial and continuing teacher education through the
preparation of local programme plans, and the provision of continuing professional
development.
3) Evaluating and following up on teachers' professional digital competence through thefurther development of digital forms of assessment and self-evaluation tools forteachers, as well as surveys of the status of digitalisation in the teaching profession
and teacher education.

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The framework is based on national regulations, guidelines for teacher education
programmes, the national curriculum, the Basic Skills Framework, and the National
Qualifications Framework. The framework takes, as its starting point, the competence areas
for the teaching profession as defined in the Report to the Storting No. 11 (2008-2009) The
Teacher – the role and the education, and is therefore based on an overall approach, in which
extensive and complex teacher competence is viewed from a digital perspective. The
framework consists of seven competence areas, which contain descriptions of knowledge,
skills and competence.
Subjects
and basic skill

Change anddevelopment

School insociety

Interaction andcommunication

Leadership oflearning processes

EthicsPedagogy andsubject didactics

Figure 1. Visualisation of the Professional Digital Competence Framework for Teachers.

All of the areas of competence are equally important, but it is the sum of the competenceareas that makes up a professional, digitally competent teacher.
Teachers' professional digital competence is dynamic and complex, and influenced bydevelopments in society. Therefore, this framework will be updated regularly, in line with the
influence digital developments have on the teaching profession and education system ingeneral.

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Professional digital competence framework
for teachers
Subjects and basic skills
A professional, digitally competent teacher understands how digitaldevelopments are changing and expanding the content of subjects. The
teacher understands how the integration of digital resources into learning processes
can help to achieve competence aims in a subject, and to address the five basic skills.
As a prerequisite for this, the teacher needs to develop their own digital skills. At thesame time, the teacher needs to understand what pupils' digital skills entail, and how
they can be fostered in the subjects.
KNOWLEDGE
The teacher:●understands how digital developments are expanding and changing the subject's
contents, conceptual framework, forms of assessment, and working methods●

understands how digital developments are creating a need for critical assessment,
organisation and increased opportunities for access to and sharing of professional
knowledge●

understands how the development of reading, writing, numeracy and oral skills insubjects and across subjects is changing in a digital world

SKILLS
The teacher:●can make use of digital technology, teaching materials, and learning resources toachieve the competence aims in the subject, and ensure academic progression●

can utilise digital teaching materials and digital learning resources to support thedevelopment of all five basic skills in and across subjects

COMPETENCE
The teacher:●can utilise and further develop their own digital skills●

can facilitate the development of pupils' digital skills as a tool for learning●

can facilitate pupils' learning in and across subjects, based on the interplay between
academic content, competence aims, digital technology, digital teaching materials
and digital learning resources

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School in society
A professional, digitally competent teacher is familiar with perspectives on
digital developments and the importance and function of digital media in
today's society. The teacher understands their own role, and the role of schools, inbridging the digital divide, and is able to help all children and young people orient
themselves and be active participants and contributors in a global, digital anddemocratic society. The teacher contributes to development of pupils' digital bildung
and ensures that they can participate in tomorrow's labour market.
KNOWLEDGE
The teacher:● has an insight into how digital developments influence the world and society● understands the influence digital developments have on the distinctive character ofschools and the teaching profession, the school’s objectives, its core values, legal
basis, current curricula and the various rights of pupils● understands the influence of digital developments on children's and young people'schildhood environment, and child and youth culture, development and identity● understands how access to digital resources can create or diminish barriers, andhas insight into how pupils' cultural, social and economic conditions are of
relevance to how technology is used for learning● understands the basic principles of algorithmic thinking, and its relevance for digitaltechnology and digitalisation in society
SKILLS
The teacher:● can guide pupils in their active participation in digital media, and help ensure thatthey develop a reflective relationship to digital arenas● can utilise digital technology, digital teaching materials, and digital learning
resources to create frames for developing the pupils' creativity, innovation, problemsolving skills, algorithmic thinking, and entrepreneurship that they need in a
globalised society, and a constantly changing labour market
COMPETENCE
The teacher:● can contribute to pupils' understanding of how digital arenas can provide
opportunities for participation in democratic and cultural processes● can contribute to strengthening the international dimensions of the school's work,by taking advantage of the opportunities digital arenas provide for learning andinteraction, in a multicultural and globalised society

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EthicsA professional, digitally competent teacher is familiar with the schools'
core values in relation to digitalisation in society. The teacher has an
insight into the legislation and ethical concerns, as well as development of pupils’
digital bildung associated with participation, in a digital and democratic society. The
teacher contributes to developing pupils' digital judgement, understanding and ability
to act in line with these.
KNOWLEDGE
The teacher:●is familiar with the law, rules and guidelines concerning intellectual property rights,
and how to handle the personal data of pupils, guardians and colleagues●

is familiar with the signs of digital bullying and harassment, and understands their
obligations and options for action

SKILLS
The teacher:●can apply and teach the rules on intellectual property, privacy, data security, source
criticism, and the correct use of sources●

can teach and personally exercise good judgement in a digital environment, basedon the school's core ethical values●

can contribute to developing pupils' awareness of how digital developments caninfluence health and the environment●

can identify digital bullying, harassment, and adverse incidents, work preventively inthe classroom, and deal with problems in collaboration with pupils, guardians, theschool and other relevant bodies

COMPETENCE
The teacher:●can develop and administer their own digital identity, is conscious of their conduct
in digital arenas, and the consequences this has for their professional identity●

can contribute to the pupils' development of digital judgement, and awareness of
their responsibilities and right to participate●

can guide the pupils in the development of their digital identity, and create frames
for responsible interaction in a digital environment●

initiates ethical reflection in a professional community, and takes part in positive
interaction and a critical, constructive, sharing culture in digital arenas

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Pedagogy and subject didactics
A professional, digitally competent teacher possesses pedagogicalknowledge, as well as knowledge of subject didactics relevant to thepractice of their profession in a digital environment. Based on this, the teacher
integrates digital resources into their planning, organisation, implementation andevaluation of the teaching in order to foster pupils' learning and development.
KNOWLEDGE
The teacher:●understands the correlation between aims, content, teaching methods, assessment,
and the individual pupil's preconditions for learning and development in a digital
environment●

has a broad repertoire of working methods in a digital environment, with digitalteaching materials and digital learning resources

SKILLS
The teacher:●can locate, critically evaluate, choose, and integrate digital teaching materials anddigital learning resources based on pedagogical, subject didactic, and professional
criteria, and adapt their use to the subject's content and methods●

can apply their professional knowledge, and knowledge about learning processes, todesign and develop their own digital teaching materials and learning trajectory●

can combine different didactic methods with digital technology, digital teachingmaterials, and digital learning resources in a creative and innovative manner, toproduce varied and adapted learning activities

COMPETENCE
The teacher:●can plan, implement, and reflect on teaching in a digital environment, alone and incollaboration with others, based on steering documents, research, and experiencebased knowledge●

can foster the individual pupil's desire to learn, motivation, and faith in their own
capacity to learn, create, interact, and share in a digital environment

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Leadership of learning processes
A professional, digitally competent teacher possesses the competence toguide learning work in a digital environment. This entails understanding
and managing how this environment is constantly changing, and challenging the roleof the teacher. The teacher makes use of the opportunities inherent in digital
resources in order to develop a constructive and inclusive learning environment, andto adapt the teaching to both diverse groups of pupils, and pupils' individual needs.
The teacher uses diverse forms of assessment of pupils' learning in a digital
environment, in ways that contribute to fostering their desire to learn, learning
strategies and learning competence.
KNOWLEDGE
The teacher:● understands how a digital environment is of relevance in the management oflearning processes, which leads to requirements for organisation, clarity and choiceof teaching methods● understands how digital technology, digital teaching materials, and digital learning
resources can help to motivate and support the pupils' learning processes
SKILLS
The teacher:● can facilitate teaching and learning in a digital environment that can result inacademic, creative, and social learning processes in an inclusive learning
environment● can assess individual learning needs, and make use of the opportunities that digitaltechnology, digital teaching materials, and digital learning resources provide foradapted teaching and special education● can foster a desire to learn, by clarifying learning objectives and using diverse formsof feedback and assessment, for learning in a digital environment
COMPETENCE
The teacher:● can lead and organise teaching in a digital environment that is characterised byfrequent transitions, and adaptive and parallel learning activities at different levels● can develop good relationships in a digital environment, in order to create aconstructive and inclusive learning environment, that fosters interaction,
engagement, and a motivation to learn● can contribute to pupils participating in innovation processes, and thinking in new
way through the use of digital technology, digital teaching materials, and digitallearning resources● can adapt their teaching role to different activities, and switch between the role oftutor, guide, participant and intermediary in a digital environment

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9Interaction and communication
A professional, digitally competent teacher uses digital communication
channels for information, collaboration, and knowledge sharing withvarious stakeholders in a way that builds trust, and contributes to participation andinteraction.
KNOWLEDGE
The teacher:●has an insight into technical opportunities for digital interaction, and for developing
pupils' sharing culture●

has an insight into how interaction in a digital environment expands the space forcommunication, as well as challenging and changing traditional relationships withthe teacher

SKILLS
The teacher:●can facilitate a good learning environment, and guide pupils in their development ofgood relationships with others in digital arenas●

can use different digital arenas to support interaction, and develop good
relationships with pupils, guardians, colleagues, management, and other relevant
stakeholders

COMPETENCE
The teacher:●can critically discuss digital technology, digital teaching materials, and digitallearning resources in a professional community, with an intention to developing
subjects, teaching and the culture of the school●

can foster pupils' communication and interaction skills●

can participate in digital arenas, and use professional networks for their own
learning and development, and for sharing knowledge with colleagues

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Change and development
A professional, digitally competent teacher is aware that the development
of digital competence is a lifelong, dynamic, situational and flexible
process. The teacher improves their competence, and adapts their own practices,
based on research and development. This also means that the teacher must be capableof driving their own development work, and contributing to a shared culture aroundlearning, in a digital environment.
KNOWLEDGE
The teacher:●is familiar with relevant research about, and methods for, integrating digitaltechnology, digital teaching materials, and digital learning resources into teaching●stays up-to-date on national steering documents and international guidelines, linked
to learning and teaching in a digital environment

SKILLS
The teacher:●can contribute to the modification and development of local curricula, in line withnew knowledge about teaching and learning in a digital environment●

can reflect on the importance of digital working methods, forms of assessment,teaching materials, learning resources and forms of expression for theirprofessional practice

COMPETENCE
The teacher:●can transfer existing competencies to new digital environments, technologies andsituations●

can contribute to the development of local steering documents, associated withteaching in a digital environment●

can independently develop their own professional digital competence further, andcontribute to the development of pupils, schools, colleagues and teachingprofessions, in line with digital changes in society

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Appendices
APPENDIX 1

Glossary
Adaptive learning is learning and teaching, in which digital resources are adapted on an
ongoing basis, with the aid of algorithms to each pupil's measured level of skill anddevelopment (source: Norwegian Centre for ICT in Education).
Algorithmic thinking entails breaking down large, complex problems into smaller, moremanageable parts. This includes organising and analysing data in a logical manner, andcreating approaches (algorithms) for using computers to solve complex problems. It also
involves creating abstracts and models of the real world, and generalising solutions so they
can be used to solve similar problems. Algorithmic thinking is usually associated with
programming, but can also be used as a method in many other contexts and subjects(source: Sevik et al., 2016).
Basic skills. Oral skills, reading, writing, digital skills and numeracy were defined in the
Knowledge Promotion Reform of 2006, as basic to learning in school, work and social life.
These skills are basic in the sense that they are fundamental to learning in all subjects, aswell as prerequisites for the pupil to show his/her competence and qualifications. Fromthe 2006 reform, all subject-specific curricula describe how the five basic skills contributeto developing the pupils’ competence and qualifications, and how these skills are integrated
into the subject. Each subject curriculum integrates competence aims, basic skills, andsubject content. The skills are consequently expressed in different manners, and to avarying degree in the different curricula, depending on the relevance of different skills
aspects for the subject in question. (source: Norwegian Directorate for Education andTraining)
Competence means acquiring and using knowledge and skills to master challenges andsolve tasks in familiar and unfamiliar contexts and situations. Competence entails
understanding, and the capacity for reflection and critical thinking (source: Report to theStorting No. 28 (2015-2016).

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Competence aims are aims defined in the curriculum for pupils' learning, which wereintroduced with the Knowledge Promotion Reform (Kunnskapsløftet) in 2006, and describedin the Norwegian Regulations for the Education Act (section 3-1). Competence aims areformulated with the idea in mind that pupils require various competencies for their current
and future education, occupation, social life and on a personal level. Competence aims canalso be viewed as being part of more overarching goals for teaching, as they are describedin the General Part, the ‘Principles for Teaching’ and 'Purpose of the Subject' sections ofsubject curricula (source: Norwegian Directorate for Education and Training).
Digital arena is a web-based forum that permits interaction between two or more
stakeholders. Websites used for the exchange of ideas and experience, web forums, andsocial network services can in this context be regarded as digital arenas (source:
Norwegian Centre for ICT in Education).
Digital bildung is a term closely related to the German notion of Bildung and tradition of selfcultivation, and as such is often used as an English translation for the Nordic concept ofdigital dannelse. Digital bildung refers to the integrated development of the individual as awhole person, maturing in a digital culture. It therefore entails actively developing aperson’s social, cultural, and practical competence in interaction with the digital
environment, and being able to link their own digital experiences to the world around them.
It also entails a personal maturity, that enables each individual to act in line with social
expectations and ethical norms in a digital culture, as well as to reflect critically, and makewell-considered and independent decisions (source: Norwegian Centre for ICT in
Education).
Digital competence can be broadly defined as the confident, critical, and creative use of ICT
to achieve goals related to work, employability, learning, leisure, inclusion and/or
participation in society. Digital competence is a transversal key competence which enables
the acquisition of other key competencies. It is related to many of the so-called ‘21stCentury skills’, which should be acquired by all citizens, to ensure their active participation
in society and the economy (source: Ferrari, 2012).
Digital developments encompass processes of change in society, due to digitalisation andtechnological developments, such as access to, and dissemination of, information throughsocial media, the digitalisation of work processes and services, and so on (source:
Norwegian Centre for ICT in Education).

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Digital divide refers to cultural, social and economic differences, that change or increase asa consequence of different individuals, or groups in society, having differing access todigital resources. Digital divide also refers to differences between those who takeadvantage of and use technology to acquire new knowledge or develop specificcompetencies, and those who do not have this competence (source: Norwegian Centre for
ICT in Education).
Digital environment consists of digital infrastructure and technology-rich spaces, as well as
web-based services and virtual forums in which we can form social relationships,
communicate, collaborate, exchange information, or entertain ourselves (source: NorwegianCentre for ICT in Education).
Digital identity refers to the ways in which identity is created and perceived online. This
includes unique, descriptive data, as well as personal information, and the relationships weforge with others. Our digital identity consists of representations of ourselves throughaccount names, screen names, avatars, and display names, as well as web design,
photographs and personal information linked to us and available online. In addition to this,we create and develop our own digital identity through our online activities. Friends,
favourites, followers, those we follow, and what we share, like, comment on and say indigital arenas, contribute to creation of our digital identity (source: Norwegian Centre for
ICT in Education).
Digitalisation means the rationalisation of work processes with the aid of digitaltechnology. Typical examples include the digitalisation of the music industry, and the useof learning platforms for administering users and organising e-learning content ineducation systems (source: Norwegian Centre for ICT in Education).
Digital judgement is one of the four areas of digital skills mentioned in the Knowledge
Promotion Reform (education reform from 2006 that introduced certain changes insubstance, structure and organisation, from the first grade in the 10-year compulsory
school system, to the last grade in upper secondary education and training). Digital
judgement entails being able to use digital tools, media and resources in a responsible
manner, being aware of rules for protecting privacy, and ethical use of the Internet. Digital
judgement is about attitudes and actions, based on knowledge and information. The
concept thus encompasses legal, technological and social aspects, to address intellectual
property, privacy and interpersonal relationships in digital media (sources: Norwegian
Directorate for Education and Training, 2012; Engen, Giæver & Mifsud, 2017;
Dubestemmer.no, Norwegian Directorate for Education and Training).

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Digital learning resources are a type of information content that was not primarily
developed for use in schools, but which can facilitate learning if the teacher integrates it
into teaching in a didactic and appropriate manner. Typical examples include games, music,
films, radio programmes in podcast format, web-based publishing media (newspapers,
magazines, and news portals), reference works with links to specific knowledge domains(web-based dictionaries, and encyclopaedias), and so on. (see also digital resources)(based on Gilje et al., 2016).
Digital media are web-based communication channels, services and platforms that areused in the dissemination of content, entertainment, information or advertising.
Technological solutions, software, design processes, advert distribution, digitalisation andjournalism are important elements in the development of digital media. What characterises
digital media is that they are web-based, and designed to meet different needs. Typicalexamples include web-based traditional media such as newspapers, magazines, TV andradio, as well as new forms such as blogs, social media, e-books, internet solutions, web
pages, and services for games, music or videos (source: Norwegian Centre for ICT in
Education).
Digital resources are digital materials that can be used in teaching. In this framework,'digital resources' is used as an umbrella term that encompasses digital technology, digitallearning resources, and digital teaching materials (source: Norwegian Centre for ICT in
Education).
Digital skills are included as one of the five basic skills in the Knowledge Promotion Reform(Kunnskapsløftet). Digital skills involve being able to use digital tools, media and resources
efficiently and responsibly, to solve practical tasks, find and process information, design
digital products and communicate content. Digital skills also include developing digital
judgement by acquiring knowledge and good strategies for the use of the Internet. (source:
Norwegian Directorate for Education and Training, 2012).
Digital teaching materials represent a combination of digital tools, services and content
specifically developed for use in schools and subjects. Typical examples include:
publishers' textbooks in digital format, websites associated with textbooks, animation,
films, and learning games created for educational purposes. They are used in combination
with various digital technologies. Another category of teaching materials is thosedeveloped by teachers themselves; for example, presentations or websites linked toacademic content (see also digital resources) (based on Gilje et al., 2016).

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Digital technology represents products or services that are used in the communication,transmission, broadcasting, collection, organisation, production, storage, administrationand protection of information and digital content. Typical examples include: PCs, tablets,
operating systems, interactive boards, learning management systems, software forprogramming, text and image processing, cloud services, services for secure identification,
services for streaming video content or audio, and so on. (see also digital resources) (basedon Redecker et al., 2017).
Learning objectives are developed by teachers based on the competence aims of thecurriculum, to familiarise pupils with what the aims of the teaching are, and what is deemed
important in assessments of competence. The competence aims are different and ofvarying complexity, and the manner in which teachers have to work with competence aims
in their teaching must be adapted to where pupils are in their learning. Schools or teachers
must assess when, and whether it is appropriate, to develop learning objectives, criteria andindicators (source: Norwegian Directorate for Education and Training).

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APPENDIX 2

Methodology
The framework builds on a thorough analysis of national guidelines, as well as a series ofinternational frameworks and evaluation tools for digital competence. The competencies
identified and defined in this framework accord with the national guidelines for teacher
education programmes, the national curriculum and the National Qualifications Framework.
Therefore, digital competence is an inseparable part of the teachers' professional practice,since it is integrated into the pedagogical and administrative work that encompasses, forexample, planning and carrying out teaching in a digital environment, assessing pupils withthe aid of digital tools, communication and cooperation with parents and colleagues online,
and so on. Teachers' professional digital competence is thereby understood as being an
integral part of teachers' overall professional competence.
In January 2016, the Norwegian Centre for ICT in Education established an internal working
group that worked on the development of the framework. The working group comprised ofprofessionals with knowledge about, and broad experience in, developing similar
frameworks, policy documents and research reports concerning teachers' professional
digital competence, as well as expert knowledge in specific subject areas, such as digital
judgement, safety and privacy, etc. The sequence below illustrates the project’s phases:

Literature review

Contextualisation

Grouping

1st!DRAFT

Consultations!with!
experts

2nd!DRAFT

External!workshop

FINAL!PROPOSAL

Figure 2. Phases in the development of the Professional Digital Competence Framework for Teachers.

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The process started with a literature review. The literature review covered a broad spectrumof materials, such as national policy documents and digital status reports, national andinternational journal articles, books, and chapters of books, conference contributions andpresentations, websites, wikis, and blogs about teachers' digital competence.
The most important goals for the literature review were: to develop a conceptualisation of
the term 'professional digital competence', which includes definitions, models and key
elements; and to develop an overview of various national and international instruments,that define and describe teachers' digital competence, or digital competence in general.
The literature review identified relevant national steering documents, and a number ofnational and international frameworks and evaluation tools for digital competence, withdifferent target groups and geographical scopes. From these, forty-one frameworks,
evaluation tools, and steering documents were selected for a meta-analysis. The selection
criteria were: steering documents, frameworks or evaluation tools aimed at either all
citizens or directly at teachers, developed by national authorities or internationalorganisations, and nothing older than 2006. The purpose of the meta-analysis was tocompile and compare these instruments, identify overlaps, or any gaps, in thematic areas,
gain an insight into objectives, approaches, methodology, and implementation strategies,
learn from others' experience, and extract best practice that could be adapted to a
Norwegian context. The result of the meta-analysis is presented in the overview in Appendix
3 of the web-based version of the framework on iktsenteret.no.
The selection and classification of steering documents, frameworks and evaluation tools
presented in the overview were based on UNESCO's definition of stakeholders on an
individual or micro level, one of the three groups of stakeholders identified in the MIL
Assessment Framework (UNESCO, 2013). In UNESCO's framework, the individuallevel/micro level includes all citizens, but with a primary focus on teachers, which UNESCO
views as key stakeholders in the development of a knowledge society. The teacher, like allother citizens, develops their digital skills, but also their professional digital competence, inorder to foster digitally competent pupils, who are active and responsible participants in adigitalised society. Therefore, the Professional Digital Competence Framework for Teachers
should be viewed in connection with, and as an extension of, the Basic Skills Framework(Norwegian Directorate for Education and Training, 2012). It therefore does not discuss thebasic digital skills that all citizens should develop in primary and lower secondary
education; rather it discusses the teacher's competence to foster basic skills in their pupils.
The overview provides information about the structure, the geographical scope, theeducation sector, and the target group of each steering document, framework or evaluation

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tool that was examined, as well as a link to the relevant framework's/evaluation tool's
website. The overview also contains notes on the document's purpose, policy relevance,background, and any steering documents, frameworks or evaluation tools that were used in
the development of the document.
A large number of these other national, and international, frameworks and evaluation tools
were identified from two earlier synthesis reports, produced by Ferrari (2012) and McGill &Beetham (2015).
In the next phase, elements from all of the frameworks and evaluation tools were grouped
in a construct that formed the basis for the first draft of the framework. The process started
with listing all of the elements in all of the instruments. Elements that were similar wereidentified and grouped together. Some instruments contain progression levels, and thesehave been preserved. That means this groundwork can be used later in, for example, thedevelopment of evaluation tools for teachers' professional digital competence.
Based on the overview and grouping of elements, a first draft was developed that defined
the boundaries and content of a Norwegian professional digital competence framework forteachers. The draft was circulated for internal comments and then, based on thecontributions received, work started on adapting to, and placing the framework in, anational context. The contextualisation was based on national steering documents for theteaching profession, i.e. the Report to the Storting No. 11 (2008–2009) The Teacher – therole and the education, national regulations and the guidelines for teacher education
programmes, the national curriculum for primary and secondary education, and the
National Qualifications Framework. Therefore, elements from the first draft framework werereformulated in order to harmonise them with the competence aims from these national
documents, and were grouped into knowledge, skills and competence.
The framework therefore consists of two dimensions:

Dimension 1

Area of competence
Description
Dimension 2•••

Knowledge
SkillsCompetence

Figure 3. Matrix for the Professional Digital Competence Framework for Teachers.

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19

Dimension 1 represents seven competence areas in teachers' professional digitalcompetence, and contains a general description of each area.
Dimension 2 contains competence aims subdivided into knowledge, skills andcompetence within each of the areas.

The second draft was circulated for consultation to all teacher education institutions in
Norway, as well as relevant research and policy environments. The Norwegian Centre for
ICT in Education also organised a professional workshop, in which around thirty
representatives from eleven teacher education programmes1, as well as the Nordic Institutefor Studies in Innovation, Research and Education (NIFU) and ProTed, got the opportunity
to provide input on the content, conceptual framework and purpose of the framework. The
input from this phase was used to complete the framework.
Another important element in this phase was the development of a glossary, containing
explanations of terms used in the framework. The glossary clarifies how each of the terms
are used in the framework, and also helps establish a uniform conceptual framework forteachers' professional digital competence. The glossary can be found in Appendix 1.

1

The participants were: Bergen University College (HiB), Oslo and Akershus University College ofApplied Sciences (HiOA), Sogn og Fjordane University College (HiSF), the University College ofSoutheast Norway (HiSN), the Nord University (NORD), the Norwegian University of Science andTechnology (NTNU), the University of Agder (UiA), the University of Bergen (UiB), the University ofOslo (UiO), the University of Stavanger (UiS) and the Arctic University of Norway (UiT).

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Appendix 3

Meta-analysis of national and international digital competence frameworks
Overarching frameworks and evaluation tools
International frameworks and evaluation tools

TITLE

TYPE

STRUCTUREYEARGEOGRAPHICAL SCOPE

DIGITAL

Framework forcompetence testing

Five components of2007

International

TRANSFORMATION:

ICT proficiency:

A FRAMEWORK FOR

1) Access;

ICT LITERACY

2) Manage;
3) Integrate;4) Evaluate;

EDUCATION
SECTOR
Adult
education,
Lifelong
learning,
Vocational
training

DEVELOPER
International Literacy Panel of

TARGET
GROUP
Adultsthe Educational Testing
Service (ETS)

5) Create.

Link:
Notes:

21st CENTURYLEARNING DESIGN

http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
Digital Transformation: A Framework for ICT Literacy establishes a basis for designing diagnostic tools for testing digital competence.
The framework contains a broad overview of five components for mastering ICT based on previous definitions of ICT literacy. The
components are not described in detail, but the report does contain a detailed explanation of the methodology used in the developmentof the framework, and definitions of the conceptual framework that has been used, concrete proposals for policy measures, as well as
concrete examples for the development of the digital competence test.
Framework

Six rubrics:
1) Collaboration;

2012

International

Primary andlower

ITL Research andPartners in Learning

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2) Knowledge construction;3) Self-regulation;4) Real-world problem-solving
and innovation;

secondaryschool; Upper
secondaryschoolProgramme

5) The use of ICT for learning(use ICT to learn or practise
basic skills, knowledge
construction, creating ICT
products);
6) Skilled communication.

Goal levels
Link:
Notes:

1-4 (5)

http://www.itlresearch.com/itl-leap21
21st Century Learning Design is a global, professional development programme, involving innovative pedagogical practice, thatdevelops the skills pupils need for the 21st century. The programme is based on how Innovative Teaching and Learning (ITL) Researchresearches innovative teaching practices, and is globally sponsored by the Partners in Learning Programme. It consists of two guides
for teachers: 21CLD Learning Activity Rubrics, which contains teaching activities, and 21CLD Student Work Rubrics, which shows what
pupils produce as they complete the teaching activities. Both are based on six rubrics or dimensions that represent skills that pupils ought todevelop. Both guides consist of an overview of definitions of key terms and related examples, rubrics for helping the teacher assign
each learning activity a number from 1-4 or 5, depending on how well they provide opportunities to foster a given skill, or how wellpupils' work demonstrates good proficiency, and a flow chart that shows how the teacher chooses the best number in each case. The
guides are written at a general level, so they can be implemented in all subjects. The framework is a sort of vision for the future, i.e.
what pupils should be able to do.

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INTERNATIONALCOMPUTER AND

Framework for skills
attainment test

Two strands:
1) Collecting and

INFORMATION

managing

LITERACY STUDY:

information;

ASSESSMENT

2) Producing and

FRAMEWORK

exchanging
information.

2013

International

Primary
and lower
secondaryschoolInternational Association for
the Evaluation of Educational
Achievement (IEA)

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Link:
Notes:DIGCOMPhttp://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_Framework.pdf
The purpose of the International Computer and Information Literacy Study: Assessment Framework (ICILS Assessment Framework)
was to investigate the ways in which young people, in a number of countries, develop the digital competence necessary to take part in
the digital society. To achieve this goal, the study assessed pupils' performance via an authentic data-based skills attainment test. The
framework's concept consists of two strands, which are further subdivided into several aspects. The aspects encompass a set ofknowledge, skills and understandings of ICT and digital competence from previous definitions summarised in Ferrari (2012). The entire
concept involves a fairly narrow approach to digital competence, with a focus on only two information competence areas; however the
aspects are nonetheless described in quite a detailed fashion. The framework also contains an overview of the term 'digitalcompetence', the contextual framework, and a detailed description of assessment design, in which the test design and instrument are
explained, as well as concrete examples of tasks from the survey.

Framework and selfevaluation tool

Five competence areas:

2013

EuropeBroad

Joint Research Centre–

1) Information;

European Commission (JRC–

2) Communication;EC)3) Content creation;4) Safety;

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5) Problem solving.

Three proficiency
levels:A-

Foundation;
B-Intermediate;
C-Advanced.

Link:
Notes:

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359
The full title of the report is DIGICOMP: A Framework for Developing and Understanding Digital Competence in Europe. It presents a
detailed framework for the development of digital competence for all European citizens, and is intended to be used in policy
development. The framework has several dimensions – Dimension 1: five competence areas; Dimension 2: between three and six
competencies relevant to each area; Dimension 3: three skill levels set for each competence; Dimension 4: examples of knowledge,
skills and attitudes that apply to each competence (the examples are not differentiated between by skill level); and Dimension 5:
examples of the use of the competence for different purposes. The report also contains a self-evaluation tool for surveying levels ofdigital competence. What is missing are basic operative skills when it comes to using digital tools, but their argument is that these areintegrated into all competence areas. The framework is based on: Digital Competence: Identification and European-wide validation of its
key components for all levels of learners (DIGCOMP); Ferrari, Anusca (2012) Digital Competence in Practice: An Analysis of
Frameworks, JRC Technical Report for the European Commission Report EUR 25351EN; Digital Agenda for Europe; eCompetence
Framework for ICT Professionals (eCF); Common European Framework of Reference for Languages (CEFR) and European Qualification
Framework (EQF)
Based on DigComp, EK DigCompTeach developed a project dedicated to developing open digital learning resources in the form of an
MOOC for training teachers in digital competence, and assessing their knowledge at the end of the course. In the pilot phase, teachers
receive training in DigComp's five competence areas (information, communication, content production, online safety and problem
solving) that are represented as five modules. The modules provide training in how teachers can integrate more general digital

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competence into pedagogical and subject didactic digital competencies.
GLOBAL MEDIA AND
INFORMATION

Framework
Self-evaluation toolThree components:

2013

International

Broad

United Nations

1) Access;Educational, Scientific

LITERACY

2) Evaluation;

and Cultural Organization

ASSESSMENT

3) Creation.

(UNESCO)FRAMEWORK

Three levels:
1) Basic level;2) Intermediate level;3) Advanced level.

The State;
All citizens(Teachers;
Teacher
education
institutions)

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Link:
Notes:EUROPEAN eCOMPETENCE
FRAMEWORK 3.0

http://unesdoc.unesco.org/images/0022/002246/224655e.pdf
The Media and Information Literacy framework collates information literacy, media literacy, information and communication technology(ICT) and digital literacy into a new literacy construct. The framework helps to foster critical thinking and problem solving, as well as
increase collaboration and participation. It is defined as a set of competencies in which citizens can access, retrieve, understand,evaluate, use, create and share information and media content in all formats, with the aid of various tools in a critical, ethical andefficient way, in order to participate and get involved in personal, professional and social activities. The framework takes a two-tiered
approach: the first tier is country readiness – which provides information about a country's degree of media and information literacy;
the second tier is competence aimed at all citizens, but especially practising teachers and student teachers. Most relevant for ourframework is Technical Annex E-MIL Competency Matrix (Tier Two) in which concrete competencies are described, and can be used byteachers for self-evaluation. Pedagogical and subject didactic competencies are not particularly apparent in the framework.

Framework

Five e-Competenceareas: 1) Plan;
2) Build;
3) Run;4) Enable;
5) Manage.

Five proficiency levels:
e-1 – e-5

2014

EuropeBroad

European Committee forStandardisation (CEN)

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Link:
Notes:EUROPASS DIGITALCOMPETENCE

http://www.ecompetences.eu
The European e-Competence Framework was developed through collaboration between experts and stakeholders from different
countries at the CEN Workshop on ICT Skills. The framework forms part of the EU's Strategy for e-Skills in the 21st Century, which is
supported by the European Commission and the Council of the European Union. This provides a common language for describing a
total of forty competencies in the five competence areas, including skills and knowledge for ICT professionals, occupations andorganisations at five skill levels, and is designed to meet the needs of enterprises and other organisations in the public and private
sectors. The framework does not cover teachers' ICT competence, but can, to some extent, be compared with 'ICT trainer', which covers
two competencies: Education and Training Provision and Personnel Development.

Self-evaluation form

Five digitalcompetences:
1) Information
processing;2) Communication;3) Content creation;4) Safety;5) Problem solving.

2015

EuropeBroad

European Centre for theDevelopment of Vocational
Training

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Link:
Notes:ISTE STANDARDS FORSTUDENTS

Three types of users:
1) Basic user;
2) Independent user;
3) Proficient user.
https://europass.cedefop.europa.eu/sites/default/files/dc-en.pdf
The European Skills Passport (Europass) is a digital portfolio, consisting of documents containing information about someone's skills
and competencies. Its purpose is to help European citizens effectively convey their skills and qualifications when looking for a job or
training, help employers understand their employees' skills and qualifications, and help education and training authorities define andconvey curriculum content. Digital competence is a self-evaluation form that is included in Europass. The self-evaluation form employs
fairly general language in its descriptions of mastery levels, and contains no examples that concretise competencies.

Framework and selfevaluation form

Seven standards:
1) Empowered
Learner;2) Digital citizen;
3) Knowledge
Constructor;
4) Innovative
Designer;

2016

International

Primary andlower
secondaryschool; Upper
secondaryschoolInternational Society forTechnology in Education(ISTE)

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Link:
Notes:

5) Computational
thinker;
6) Creative
communicator;
7) Global
Collaborator.
http://www.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf?sfvrsn=0.23432948779836327
ISTE's standards for pupils define skills pupils need to develop, to function in a digital society. The standards were designed to be usedby teachers across subjects, and both pupils and teachers are responsible for acquiring the basic technological skills necessary topractise these standards. The framework consists of seven standards that contain indicators of goal attainment in the form of concrete
skills. These are a combination of technological and pedagogical knowledge and skills that the teacher uses to teach in the subject. The
framework is short and general, but nonetheless comprehensive and clear; there is no progression beyond the levels. It is based on the
USA's National Educational Technology Standards (NETS), which have been in use since 2000, as well as older ISTE frameworks for
pupils from 1998, which employed a 'learning to use technology' approach, and 2007, which employed a 'using technology to learn'approach. The most recent, from 2016, is described as 'transformative learning with technology'. The framework also contains a
glossary, in which the terms used are explained, and practical examples are provided. There is also a report, Redefining Llearning in a
Technology-driven World, from 2016, which contains a self-evaluation form that teachers can use to evaluate pupils' competence.

Norwegian steering documents, frameworks and evaluation tools
TITLE

TYPE

STRUCTUREYEARGEOGRA
PHICALEDUCATION
SECTORDEVELOPERTARGET GROUPSENTER FOR IKT I UTDANNINGEN! 39!

CURRICULA

Steering
document

Competence aims
by year

2006

SCOPE
NorwayPrimary and lower
secondary school;
Upper secondary
schoolNorwegian Directorate for
Education and Training;
Norwegian Ministry of
Education and Research

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Link:
Notes:

http://www.udir.no/laring-og-trivsel/finn-lareplan/
Curricula contain: their purpose, main areas/structure, competence aims by year, basic skills, and provisions for final assessments.
Most of the curricula from 2006 were revised in 2013, or later. Each curriculum for a subject describes how the basic skills (including
digital skills) are prerequisites for developing subject competence. The skills are integrated into the competence aims in order toensure the pupils' basic skills continuously develop during their entire thirteen years of primary and lower secondary education.
However, it should be mentioned that they may look different and be expressed differently in different curricula for subjects, and thisis especially true in the case of digital skills. Formulations such as 'use of digital tools', 'digital forms of expression', 'digital media','digital forms of communication', and 'digital contexts' are used in the competence aims in different subjects.

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BASIC SKILLSFRAMEWORK

Framework

Link:
Notes:LEARNING OUTCOMES IN

Four skill areas in digital
2012
NorwayPrimary and lower
Norwegian Directorate for
Pupilsskills:1) Acquire
secondary school; Education and Training;and consider;
Upper secondary
Norwegian Ministry of2) Produce and process;school
Education and Research3) Communicate;4) Digital judgement.
Five progression levels:
1-5
http://www.udir.no/Lareplaner/Forsok-og-pagaende-arbeid/Lareplangrupper/Rammeverk-for-grunnleggende-ferdigheter/
The purpose of the Basic Skills Framework is to define five basic skills, and describe the progression in each of them at five levels.
The framework is intended to be an essential document when revising curricula for schools. Digital skills are included as one of thefive basic skills that pupils ought to acquire across subjects. Digital judgement is both an independent interdisciplinary skill area,
and is also included in the other three digital skill areas. The framework is missing skill areas, such as problem solving andcooperation, which are found in other national and international frameworks.

Framework andThree areas:

2013

NorwayAdult education

Skills Norway; Norwegian

Adults; Pupils in

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DIGITAL SKILLS

self-evaluation
tool, test

Link:
Notes:

1) Use of ICT
systems;
2) Locating andexchanging digital
information;
3) Production andpresentation ofdigital information.
Three levels:
Levels 1/2;
Level 3;
Level 4.

Ministry of Education andResearchsecondaryschoolhttp://www.vox.no/contentassets/1b6e2c7cb20e4609997b1f28f6f7df39/laringsmal-som-pdf/laringsmal_digitale_ferdigheter.pdf
The learning outcomes are examples of local curricula for basic skills for adults. They are based on the curricula in the Knowledge
Promotion Reform (Kunnskapsløftet) and the Norwegian Directorate for Education and Training's Basic Skills Framework. Examples
of local curricula for digital skills, as basic skills, have been developed with a view to adult education, but may also be suitable forsome pupils at lower or upper secondary school levels. The learning outcomes in digital skills are divided into three areas, and threelevels, based on the Basic Skills Framework. The levels describe progression in using digital skills, as tools for various situations. A
series of resources are linked to the framework: the guidance on learning outcomes in basic skills for adults shows how, based on
the learning outcomes, one can plan and facilitate training in basic skills (including digital skills) for adults. The guidance consists ofconcrete teaching plans for each level. The digital test analyses strengths and weaknesses in the user's digital skills. Course
arrangers can use these to map training needs. The testing takes place online, and can be taken individually, or in groups. The IT
Barometer is a self-evaluation tool, for those wondering how good their computer skills are. Course arrangers can use it to indicate
training needs and levels. There are also teaching materials that consist of web-based courses, games and quizzes, as well as
methods and examples for use in practice. Since the framework is based on the Basic Skills Framework, it is missing areas, such asproblem solving and cooperation. Digital judgement is not a separate area, rather it is integrated into the other three areas in theform of source evaluation, privacy, safety and intellectual property rights.

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Other national frameworks and evaluation tools
TITLE

TYPE

STRUCTURE

YEAR

ICT

Framework

Four areas (objectives):
1) Creating, communicating
and collaborating;2) Developing foundational
knowledge, skills and concepts;
3) Thinking critically andcreatively;4) Understanding the social andpersonal impact of ICT.

2007

FRAMEWORK:A STRUCTUREDAPPROACH TO
ICT INCURRICULUMANDASSESSMENTGEOGRAPHICAL SCOPE
IrelandEDUCATION SECTORDEVELOPER

Primary and lower
secondary school; Upper
secondary school

National Council for

TARGET
GROUP
PupilsCurriculum andAssessment (NCCA)

Three levels of achievement(learning opportunities)
Levels 1-3
Link:
Notes:THE SCONUL

http://www.ncca.ie/uploadedfiles/publications/ict revised framework.pdf
ICT Framework: A structured approach to ICT in Curriculum and Assessment from 2007 is an updated version of an earlier framework from2004. The framework is based on an initiative for developing schools (SBDI), and contains four areas, with fifteen concrete descriptors,
subdivided into three levels, that function as guides for teachers on integrating ICT into teaching and assessments across subjects. 'Learning
opportunities' contains concrete examples of descriptions of mastery levels that are not as relevant as they were in 2007, but do provide a
better understanding of skills.

Framework

7 pillars:

2011

UK

Higher education

The Society of College,

Students;

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SEVEN PILLARS

1) Identify;2) Scope;
3) Plan;4) Gather;5) Evaluate;
6) Manage;
7) Present.

OF
INFORMATION
LITERACY

Link:
Notes:

digi.komp

National and University
Libraries (SCONUL)

Teachers;
Librarians

http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
SCONUL Seven Pillars of Information Literacy defines core skills and competencies (abilities), and attitudes and conduct (understanding), in
the development of information competence in higher education in general, and not necessarily associated only with information in digitalformat. It is a circular model, showing that information competency is not a linear process; a person can develop within multiple columns at
the same time, independently of each other, although in practice these are often closely linked. The model is based on 'Information skills inhigher education: a SCONUL position paper' published by the SCONUL Working Group on Information Literacy in 1999. There are no
progression levels in the model, and it can be read through different lenses, representing different target groups. The model was used in thedevelopment of JISC's Developing Digital Literacy programme, for mapping institutions of higher education's resources for developing digitalcompetence (Mapping Resources to Competencies: a quick guide to the JISC Developing Digital Literacies Resources ). The model is narrow,and focuses solely on information processing. It does not cover other areas of information competence as part of digital competence, such as
digital production.

Framework

Four areas:

2013

Austria

Primary and lower

Federal Ministry of

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1)Information technology,
people and society;2) IT systems;3) Applied computerscience;4) Conceptual work.
Link:
Notes:TECHNOLOGIES

secondary school;
Upper secondary
school

Education;
Onlinecampus VirtuellePH;http://digikomp.at/praxis/portale/digitale-kompetenzen/die-initiative/digikomp-unverzichtbar.html
digi.komp (Digitale Kompetenzen Informatische Bildung) is an initiative that aims to help foster pupils' digital competence, and is incorporated
into curricula, teaching principles, and education programmes at a national level. The digi.komp initiative include a number of frameworks for
pupils at different levels, as well as a framework for teachers' digital competence. Each framework comes with examples of skills development
courses and self-evaluation tools. Together, the different frameworks represent progression levels on level 4, level 8, level 9 and level 12.

Framework

Six organisers:

2014

Scotland

Kindergarten; Primary

Education Scotland

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PROGRESSIONFRAMEWORK

1) Technologicaldevelopments;
2) ICT;
3) Business;
4) Computing science;
5) Food and textiles;
6) Craft, design,
engineering and graphics.
Five levels:
1) Early level;2) First level;3) Second level;4) Third level;5) Fourth level.

and lower secondary
school; Upper
secondary school

SENTER FOR IKT I UTDANNINGEN! 47!
Link:

http://www.educationscotland.gov.uk/learningandteaching/assessment/progressandachievement/significantaspectsoflearning/curriculum/t
echnologies/progress.asp

Notes:The Technologies Progression Framework is based on the paper, Technologies Principles and Practice. It describes a number of areas thatoverlap with the Norwegian Basis Skills Framework. There are also other areas, such as food production, technology in industry, and materials
and production. The framework spans many fields, not just ICT, but in all other types of technology. The areas are not defined in themselves,rather they are described through progression levels. The framework is also constructed around three important aspects of learning: 1.
locating, discussing and organising information about technology; 2. understanding how technological products function and how they affectpeople; and 3. the planning and organisation of technological activities.

DEVELOPING
DIGITAL
LITERACIES

Link:
Notes:

Framework andself-evaluation
tool

Seven elements:
1) Media literacy;2) Communication andcollaboration;3) Career & identity
management;
4) ICT literacy;5) Learning skills;6) Digital Learning;7) Information literacy.

2014

UK

Higher education

Joint Information

Students

Systems Committee(JISC)

https://www.jisc.ac.uk/guides/developing-digital-literacies
The JISC: Developing Digital Literacies framework looks beyond IT skills to describe a set of digital behaviours, practices and identities in a
specific organisational context, such as a university, university college, department, subject area, professional environment, and so on. The
framework is based on Beetham & Sharpe's (2010) framework, which describes digital literacy as a development process from access andfunctional skills, to higher levels with capabilities and identity. The JISC Developing Digital Literacies Programme offers resources for

SENTER FOR IKT I UTDANNINGEN! 48!

developing perspectives for institutions (vision and leadership, strategy and policy, support and development, digital environment, and culture
and change) and resources for developing digital competencies in practice (changing curricula and resources for students, staff andresearchers). Its website also contains an overview of other organisations' frameworks. The JISC Developing Digital Literacies framework has been
implemented in a number of universities and university colleges in the UK, in the form of individual adaptations developed by the institutions
themselves. Resources for students are based on research into practical challenges and conceptual problems associated with the use oftechnology in studies, as well as the students' development of their academic and scientific identity. The resources package includes a number of selfevaluation tools for students, that were developed either as part of the programme, or externally. The framework was updated in 2015, andcontains six elements, as well as teachers and researchers, as new target groups in higher education.

DESIGN
PRINCIPLESFOR THEESSENTIAL
DIGITAL
LITERACYSKILLSQUALIFICATION

Framework andskillsattainment test

Six skill units:
1) Digital Responsibility;
2) Digital Productivity;
3) Digital Information
Literacy;4) Digital Collaboration;5) Digital Creativity;
6) Digital Learning.
Three levels:
1) Entry level 1;2) Entry level 2;3) Entry level 3.

2015

Wales

Primary and lower
secondary school;
Upper secondary
schoolWelsh Government,
Dept for Education and
Skills,
Qualifications andRegulation Division

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Link:
Notes:

http://dera.ioe.ac.uk/22223/1/150205-design-principles-for-the-essential-digital-literacy-skills-qualification-en.pdf
The Digital Literacy Skills Qualification is part of the Essential Skills Wales qualifications, which also include Communication, Application of
Number and Employability Skills. Essential Skills Wales was first established in 2010, and introduced Communication, Application of Number
and Information, and Communication Technology (ICT) skills. The purpose of the framework is to help pupils develop and demonstrate thedigital skills they will need in further education and work. The Digital Literacy Skills Qualification is based on ICT qualifications developed by
Agored Cymru, a Welsh registered charity and social enterprise for education and training. The framework defines six 'skill units' and contains a
number of interdisciplinary competence aims for each unit. There is also a skills attainment test, which consists of a controlled task, whichtests the application of skills, and a structured discussion, which tests knowledge and requires pupils to reflect on and evaluate their own
learning. The skills attainment test has three levels, and all of the six units are described in all three levels, both for controlled tasks and forstructured discussions. The structured discussion provides a general approach for assessing knowledge and understanding, and is useful indetermining not just what a candidate can do and how they perform, but also their analytical abilities.

Frameworks and evaluation tools for teachers
International frameworks and evaluation tools for teachers
TITLE

TYPE

STRUCTURE

YEARTPACK MODEL

Framework

Three primary forms of knowledge:

20061) Content (CK);
2) Pedagogy (PK);3) Technology (TK).

Link:

http://www.tpack.org

GEOGRAPHICALSCOPEInternational

EDUCATION
SECTORDEVELOPERTARGET
GROUP

Teacher
education;
Continuingteacher
education

No ownership

Teachers

SENTER FOR IKT I UTDANNINGEN! 50!

Notes:THE
eLEARNINGCOMPETENCY

Its full title is the Technological Pedagogical Content Knowledge (TPACK) model. The framework is based on three primary forms ofknowledge: content, pedagogy and technology. These are used to establish four new knowledge bases that teachers need to teach using
technology: pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), andthe intersection of all three circles, technological pedagogical content knowledge (TPACK). The framework does not contain progression
beyond two or more levels. It expands on Shulman's notion of pedagogical content knowledge (1986), but no one has ownership of it (aseminal description of TPACK can be found in Mishra & Koehler, 2006). The lack of clear definitions for the various concepts for the TPACK
framework, and the difficulty in separating the different domains of the model, has been highlighted in previous research (Angeli & Valanides,
2009; Archambault & Barnett, 2010).

Framework andself-evaluationform

Ten competence areas:
1) Preparing the learning event;2) Running the learning event;

FRAMEWORK

3) Supporting learners;

FOR TEACHERS

4) Assessing learner progress;

AND TRAINERS

5) Promoting accessibility for learners;
6) Evaluating learning programmes;
7) Managing the learning environment;8) Contributing to the learning organisation;9) Managing own professional
development;

2008

Internati
onal

Continuingteacher
education

European Institute for
E-Learning (EIfEL)

Teachers

SENTER FOR IKT I UTDANNINGEN! 51!
10) Communicating.

Six proficiency levels:
Link:
Notes:ISTE
STANDARDS
FOR TEACHERS

1-6

http://www.eife-l.org/publications/competencies
The eLearning Competency Framework for Teachers and Trainers is aimed at teachers and others who work as trainers or lead learning
programmes, such as supervisors, mentors, librarians, and so on. The extended version of the framework presents ten e-learning competencies
based on knowledge, skills and attitudes associated with ICT in teaching. The descriptions of these competencies are split into two branches:
they contain general/generic knowledge needs that are key in all core competence areas, plus extra knowledge needs that are peculiar to theindividual areas, and performance criteria that specify expected results for the completed activity (i.e. they provide a detailed description of theperformance criteria required to enable evaluation). The framework does not contain mastery levels, instead it provides an implementation
guide and self-evaluation form. It takes a clear pedagogical approach to ICT in teaching at a general and overarching level.

Framework

Five standards and performanceindicators:
1) Facilitate and inspire student
learning and creativity;2) Design and develop digital age
learning experiences andassessment;
3) Model digital age work andlearning;
4) Promote and model digital

2008

USA
InternationalContinuingteacher
education

International Society forTechnology in Education(ISTE)

Teachers

SENTER FOR IKT I UTDANNINGEN! 52!

citizenship and responsibility;5) Engage in professional growthand leadership.

Link:
Notes:

ICT

http://www.iste.org/standards/ISTE-standards/standards-for-teachers
ISTE's Standards for Teachers is part of an overall focus on ICT in education, through the development of frameworks for pupils, teachers,
administrations and ICT teachers. ISTE's Standards for Teachers was first launched in 2008, and defines skills and pedagogical insights thatteachers require to teach, work and learn in a digital environment. The framework consists of five standards that contain indicators for goal
attainment – these are a combination of technological and pedagogical knowledge and skills that teachers use to teach in a subject. The
framework focuses heavily on pedagogy where teaching with technology is oriented towards fostering pupils' higher order thinking skills, suchas creativity, pedagogy and cooperation. The framework is short and general; there is no progression beyond the levels. The framework isbased on the USA's National Educational Technology Standards (NETS), which have been in use since 2000. Standards for Teachers was revised in2017, ISTE Standards for Teachers Second Draft, and there is also an implementation guide.

Framework

Six aspects of teachers' work:

COMPETENCY

1) Policy;

STANDARDS

2) Curriculum and assessment;

FOR TEACHERS

3) Pedagogy;4) ICT;
5) Organization andadministration;

2010

AfricaTeacher education;
Continuing teacher
educationGESCIStudent
teachers;
Teachers

SENTER FOR IKT I UTDANNINGEN! 53!
6) Professional development.

Four successive stages ofteachers' development:
1) Emergent;2) Technology literacy;3) Knowledge Deepening;4) Knowledge Creation.

Link:
Notes:eTQF TEACHER
ICT

http://gescio.gesci.org/assets/files/Knowledge%20Centre/ICTCompStandards.pdf
ICT Competency Standards for Teachers is a matrix for teachers' professional development, aimed at African countries. The standards are
based on the UNESCO ICT Framework for Teachers v.1.0 from 2008, and incorporate aspects of the teacher's profession, as well as levels fromthis framework. Some differences are apparent at a detailed level. The purpose of the matrix is to guide countries' development of national
policies for teachers' continuing professional development. The framework also developed GESCI, an implementation tool, Planning Toolkit for
ICT in Teacher Professional Development.

Framework andself-evaluation tool

Four options:1) ICT;

2010

EuropeContinuing teacher
education

Project funded by the EU
Lifelong Learning

Teachers;
SchoolSENTER FOR IKT I UTDANNINGEN! 54!

COMPETENCY

2) Pedagogy;3) Curriculum and assessment;
4) Professional development.

FRAMEWORK

Programme

owners; Heads
of department

Four competency levels:
1) Introductory;2) Basic;3) Complex;
4) Pervasive.
Link:
Notes:UNESCO ICT

http://etqfproject.ning.com/page/etqf-framework-1
eTQF Teacher ICT Competency Framework is a tool for teachers at all levels, schools, principals, education managers and education
authorities, that supports the development of teachers' competence in the use of ICT in education. This programme was developed to giveteachers an opportunity to measure their own ICT competence, learn about areas where they require further training or knowledge and,
thereafter, share their skills and learn from their colleagues with the aid of the internet. The framework describes competencies within fourareas, and shows progression over four levels. The lower levels focus on teachers' own digital competence, while the higher levels integrate
this competence into the teaching, and are aimed at fostering pupils' digital competence. Cross competencies such as digital judgement,cooperation, and problem solving are described in all areas, usually on the third and fourth levels of mastery.

Framework

Six aspects of teachers' work:

COMPETENCY

1) Understanding ICT in

FRAMEWORK

education;

2011

InternationalTeacher
education;
Continuing

United Nations
Educational, Scientificand CulturalStudent
teachers;
Teachers

SENTER FOR IKT I UTDANNINGEN! 55!
FOR TEACHERS

2) Curriculum and assessment;

2.03) Pedagogy;

teacher
education

Organization (UNESCO)4) ICT;
5) Organization andadministration;6) Teacher professional learning.
Three successive stages ofteachers' development:
1) Technology Literacy;2) Knowledge Deepening;3) Knowledge Creation.

Link:
Notes:MEDIA AND

http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
The purpose of the ICT Competency Framework for Teachers is to help countries develop comprehensive national standards and policies forthe development of ICT competence for teachers. The framework should be regarded as an important part of an overall 'master plan' for ICT in
education. The current version of the framework is an update of the original version published in 2008, and is a result of collaboration between
UNESCO and Cisco, Intel, ISTE and Microsoft. The framework underscores that it is not enough for teachers to possess ICT competence and be
capable of teaching this to their students. Teachers must also be capable of helping pupils develop competencies such as cooperation,
problem solving and creativity through the use of ICT, such that they become active citizens and members of the labour force. It is based on
three different approaches to teaching (three subsequent stages of a teacher's development). The first is Technology Literacy: enabling pupils
to use ICT to learn more effectively. The second is Knowledge Deepening: enabling pupils to acquire in-depth knowledge about their school
subjects and apply this to complex, real problems. The third is Knowledge Creation: enabling pupils to create new knowledge that is required intoday's society. The framework contains syllabus examples and examination specifications. In 2013, UNESCO launched Guidelines foradaptation of the UNESCO ICT Competency framework for teachers. The current version of the framework is under revision.
Framework;

Six key teacher competencies:

2011

InternTeacher

United Nations

Teachers;

SENTER FOR IKT I UTDANNINGEN! 56!

INFORMATION

Modules

1) Understanding the Role of Media and

LITERACY

Information in Democracy;

CURRICULUM

2) Understanding Media Content and Its Uses;

FOR3) Accessing Information Effectively and

TEACHERS

Efficiently;

ational

education;
Continuingteacher
education

Educational, Scientificand Cultural
Organization (UNESCO)

Teacher
education
institutions

4) Critically Evaluating Information andInformation Sources;
5) Applying New and Traditional Media Formats;6) Situating the Sociocultural Context of Media
Content;7) Promoting MIL Among Students and Managing
Required Changes.
Link:
Notes:

http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
The Media and Information Literacy Curriculum for Teachers combines media and information competence in a single concept. The purpose of
the framework is to help teachers investigate and understand how media content and information are produced, how information can beevaluated, and how it can be used for different purposes, locally or globally. Teachers should be able to produce new content and share it via
different media, as well as develop an ability to assess how pupils interpret media and information from a number of sources, and teach themto create their own content, that they can share with others. The framework contains six 'curriculum areas' (Policy and Vision; Curriculum andAssessment; Pedagogy; Media and Information; Organisation and Administration; and Teacher Professional Development), as well as three'interrelated thematic areas' (Knowledge of Media and Information for Democratic Discourse; Evaluation of Media and Information; andProduction and Use of Media and Information). These reflect seven key competencies for teachers. Each competency is linked to the modules,
and contains a brief definition and a number of descriptors for teachers. The modules (fourteen in total) provide an overview of content andactivities, that highlight specific knowledge and skills that teachers should acquire, and which teacher educators and teacher education
institutions can adapt to their local needs. The framework is based on a number of pedagogical approaches for competence development(Issue-enquiry Approach; Problem-based Learning; Scientific Enquiry; Case Study; Cooperative Learning; Textual Analysis; Contextual Analysis;
Translations; Simulations; and Production). The framework also contains an overview of UNESCO's resources in relation to media, informationcompetence, or ICT competence. The Media and Information Literacy Curriculum for Teachers does not contain progression levels, and the

SENTER FOR IKT I UTDANNINGEN! 57!

ICT-ENHANCEDTEACHER
STANDARDSFOR AFRICA

competencies described apply to both student teachers and practising teachers. The entire framework is characterised by democracy,
democratic citizenship, and participation. The framework also includes a glossary that explains the concepts used in the framework.
Framework
Six standards:
2012
AfricaTeacher education;
UNESCO International
Student
Continuingteacherteachers;
1) Engage in Instructional Design
Institute for Capacity
education
Teachers
Processes;
Building in Africa
2) Facilitate and Inspire Student
Learning, Innovation andCreativity;
3) Create and Manage Effective
Learning Environments;
4) Engage in Assessment andCommunication of Student
Learning;
5) Engage in Professional
Development and Model EthicalResponsibilities;6) Understand Subject Matter for
Use in Teaching.

Three successive stages ofteachers' development:
1) Emerging;2) Applying;3) Infusing;4) Transforming.

SENTER FOR IKT I UTDANNINGEN! 58!

Link:
Notes:ECDL MODULEICT INEDUCATION

http://unesdoc.unesco.org/images/0021/002161/216105e.pdf
The development of ICT-Enhanced Teacher Standards for Africa was initiated by the UNESCO International Institute for Capacity Building in
Africa in 2009, as part of the strategy for developing teacher education in Africa. The work involved eighteen countries, and a bottom-up
approach, in which ICT standards are integrated into general standards for the teaching profession. The purpose of the framework is to guidethe development of quality in teacher education and continuing teacher education.
Skills attainment
Four categories:
2016
Internationa Continuing teacher European Computer
Teachers
testsleducation
1) Key Concepts;
Driving Licence2) Planning;

Foundation (ECDL

3) Selecting ICT Resources;

Foundation)4) Managing the
Learning Environment.
Link:
Notes:

http://www.ecdl.org/programmes/media/ECDLICTinEducation_Syllabus1.01.pdf
The ESCL module ICT in Education was developed by a non-profit social enterprise, the ECDL Foundation, which was founded via the Council ofEuropean Professional Informatics Societies (CEPIS), and recommended by the European Commission High Level Group, ESDIS, as a European
certification scheme. The module is currently being piloted in a limited number of countries. It describes knowledge and skills associated withthe effective pedagogical use of ICT for supporting and improving teaching, learning, and assessments in the classroom. The module is basedon input from ECDL/ICDL's national operators and the European Schoolnet. At the moment (2016), the module is also being piloted in Trinity
College Dublin, with a group of teachers, in order to validate the programme. The module contains four categories that are further subdivided
into skill sets: Benefits; Pedagogy and ICT; Lesson Planning Considerations; Safety; Security and Well-Being; ICT Resources for Teaching and
Learning; ICT Resources for Assessment; Sourcing, Evaluating ICT Resources; Classroom Technologies; and Learning Platforms. Each skill set
contains a number of items or concrete descriptors. The module is rooted in pedagogy, while general digital competence is integrated across
categories in the descriptors.

SENTER FOR IKT I UTDANNINGEN! 59!

MENTEP –MENTORING

Self-evaluation
tool

Four areas:
1) Digital Pedagogy;

20152018

EuropeContinuing teacher
education

European Computer
Driving Licence

TECHNOLOGY2) Digital Content Use andFoundation (ECDL

ENHANCED

Production;

Foundation)

PEDAGOGY

3) Digital Communication and
Collaboration;4) Digital Citizenship.

Five proficiency levels:
1) Newcomer;
2) Beginning;3) Capable;
4) Proficient;5) Expert.

Link:

http://mentep.eun.org

Teachers

SENTER FOR IKT I UTDANNINGEN! 60!

Notes:The MENTEP project is funded by the European Commission via the Erasmus+ programme, and is coordinated by the European Schoolnet. The
purpose of the project is to: develop self-evaluation tools to strengthen teachers' competence and confidence in using ICT in the classroom;
increase the number of teachers capable of creating something new with the aid of ICT; strengthen the use of ICT in teaching and learning;
strengthen the teaching profession's professional profile; obtain better data about teachers' digital competence and training requirements; andpromote a stronger correlation between the EU and national approaches to the assessment of competence in technology-supported teaching.

Norwegian steering documents, frameworks and evaluation tools for teachers
TITLE

TYPE

STRUCTURE

YEAR

NATIONAL
GUIDELINES FORTEACHEREDUCATION

Steering
documentThree types of learning
outcome:1) Knowledge;
2) Skills;
3) General competence.

2010

Link:
Notes:GEOGRAPHICAL SCOPE
NorwayEDUCATION SECTORDEVELOPERTARGET GROUP

Teacher education:
GLU 1st-7th level;
GLU 5th-10th level;
LU 8th-13th level;Sami GLU;
PPU;
Three-year FLU in PEF;
Three-year YFLU.

Norwegian
Ministry of
Education andResearch

Student
teachers;
Teacher
educators

http://www.uhr.no/index.php?objectId=15595&method=view
The regulations relating to the framework plan for teacher education programmes provide the basis for all national guidelines. The guidelines
are intended to provide guidance for the institutions' programme descriptions, and ensure nationally coordinated teacher education that

SENTER FOR IKT I UTDANNINGEN! 61!

TEACHERMENTOR

satisfies the quality requirements for teacher education programmes. The guidelines for each subject contain descriptions of the expected
learning outcome, which describe what the candidates should know, and be able to do, upon completion of the subject. The learning outcomes
were formulated on the basis of the overarching descriptions in the National Qualifications Framework, which describe the knowledge, skills
and general competence a candidate should have at different stages of the education pathway. Each individual subject has a responsibility toensure that the candidates learn how they can work on the pupils' development of the subject's basic skills. GLU 1-10: digital skills are notmentioned as one of the skills that are of fundamental importance for learning in general. The formulation used in the descriptors in somesubjects is "use of digital tools", without specification of what this means in the context of the subject (e.g. knowledge: "have knowledge about
the use of digital tools"; skills: "can use various digital tools"). LU 8-13: basic skills, including digital skills, are not mentioned. Just one of thedescriptors for the Professions subject uses a formulation including 'technological aids'. Sami GLU: digital skills are not mentioned as one of
the skills that are of fundamental importance for learning in general, but "being able to use digital tools" is both a prerequisite for developing
professional knowledge and part of subject competence in all subjects. Digital skills are not found in the descriptors. PPU: basic skills,
including digital skills, are not mentioned. Just one of the descriptors linked to development and change competence uses a formulation
including 'technological aids'. Three-year FLU in PEF: some descriptors use formulations that describe the "use of digital tools" as one of thebasic skills (skill in the Professions subject), "use digital media" (skill in Design, Arts and Crafts), and "use digital learning arenas" (generalcompetence in Design, Arts and Crafts). Three-year YFLU: being able to use digital tools, together with other basic skills, is a prerequisite forthe development of professional knowledge, and part of the professional competence of vocational teachers. It should be mentioned that
digital learning methods play an important role in the organisation of three-year vocational teacher education, even though the formulation"technological skills", associated with development and change competence, is the only skill found in the descriptors.
Self-evaluation
Four areas:
2012
NorwayContinuing teacher
Norwegian
Teachers
tool1) Pedagogy and ICT;
education
Centre for ICT2) Digital production;in Education
3) Digital communication;4) Digital judgement.
Five progression levels:
1) Become acquainted;
2) Put to use;
3) Integration;4) Reorientation;5) Development.

SENTER FOR IKT I UTDANNINGEN! 62!

Notes:

Teacher-Mentor is aimed at teachers in all types of schools. In their work with the service, individual teachers should reflect on their own
competence, become aware of their own position, and receive suggestions concerning relevant skills development measures. The areas thathave been chosen are based on the Basic Skills Framework (Norwegian Directorate for Education and Training, 2012). Some modifications
have been made to make space for a separate area concerning pedagogy and ICT. Each area contains descriptions or claims, organised into
five levels. Level 1 is the lowest level; level 5 is the highest. The levels are based on Hooper & Rieber's (1995) competence development model.
Digital judgement is both an independent interdisciplinary area, and is also included in the other three digital areas. Areas such as problem
solving and cooperation are not mentioned. Teacher-Mentor was wound up in 2016.

Other national frameworks and evaluation tools for teachers
TITLE

TYPE

STRUCTURE

YEAR

NATIONAL ICT

Framework

Four domains:

2006

COMPETENCYA) Technology operations and

STANDARD

concepts;

GEO
GRA
PHIC
AL
SCO
PE
Phili
ppin
es

EDUCATION SECTORDEVELOPERTARGET GROUP

Continuing teacher
education

Commission on

Teachers

Information andCommunications

SENTER FOR IKT I UTDANNINGEN! 63!
(NICS) FOR

B) Social and Ethical;

TEACHERSC) Pedagogical;

Technology

D) Professional.

Link:
Notes:

PRE-SERVICETECHNOLOGYCOMPETENCIES

http://www.ncc.gov.ph/nics/files/NICS-Teachers.pdf
The National Competency Standard (NICS) for Teachers defines the competencies, knowledge and skills that teachers are required to havefor their job. The framework's references include ISTE NETS·S and the IFIP Curriculum – Professional Development of Teachers. The
framework consists of four competence domains. Each of the competence domains is comprised of four elements: names of standards;
descriptions of standards; descriptions of performances in individual standards; and indicators that define- skills and knowledge have been
attained. The first domain focuses on technology operations and concepts, that cover competence associated with these. The second
domain focuses on competence associated with social, ethical and legal considerations and society. The third (pedagogical) domain
contains competencies associated with the use of technology in teaching processes (planning and designing good learning environmentsthat are supported by technology; implementation, facilitation and follow-up of teaching; learning strategies that integrate ICT in order tofoster and improve pupils' learning; and assessment and evaluation of students' learning and performance). The fourth domain centres on
professional development, research, innovation and cooperation. The framework does not contain progression over several levels.

Framework

Ten standards:
1) Knowledge of Subject Matter;2) Knowledge of Human Development andLearning;
3) Adapting Instruction for Individual

2010

USA

Teacher
education

Idaho State Department of
Education

Student
teachers

SENTER FOR IKT I UTDANNINGEN! 64!

Needs;
4) Multiple Instructional Strategies;5) Classroom Motivation andManagement Skills;6) Communication Skills;
7) Instructional Planning Skills;
8) Assessment of Student Learning;
9) Professional Commitment andResponsibility;
10) Community and Partnerships.

Link:

Notes:THE GUIDELINES

http://www.sde.idaho.gov/academic/standards/archives/common-core/general/implementation/Pre-Service-Technology-Competencies.pdf
Pre-service Technology Competencies is based on the ISTE Standards for Teachers and K-12 Idaho Communication and Technology (ICT)Standards. The knowledge and performance indicators described should be used in teacher education programmes, in a manner that accords
with the programmes' conceptual framework, and which ensures the attainment of competence. It should be noted that, while the indicators
are widely acknowledged, they are not all-encompassing or absolute. There is also the Proposed New Pre-Service Technology Standards,
which contains the following indicators: Facilitate and Inspire Student Learning and Creativity; Design and Develop Digital-Age Learning
Experiences and Assessments; Model Digital-Age Work and Learning; Promote and Model Digital Citizenship and Responsibility; Engage in
Professional Growth and Leadership. All of these indicators are fairly comprehensive, and integrate technology into pedagogical work well.

Framework and selfevaluation tool

Six competencies:
1) Knowledge and awareness of ICT

2011

Slov
enia

Continuing teacher
education

Ministry of

Teachers;
Principals; IT

SENTER FOR IKT I UTDANNINGEN! 65!
OF THE

tools, critical use;
2) Communication and online
collaboration;3) Search, select, process, evaluatedata, information and concepts;
4) Safe use of the web; ethical andlegal use of information;5) Design, produce, publish and adapt
materials;
6) Plan, perform, evaluate learning andteaching by using ICT.

STANDARD ECOMPETENTTEACHER,SCHOOL
PRINCIPAL, IT
EXPERT

Link:
Notes:NATIONAL

Education, Science,

personnel

Culture and Sport

http://portal.sio.si/fileadmin/dokumenti/bilteni/E-solstvo_BILTEN_ANG_2012_screen.pdf
The development of standards for digitally component teachers, school principals and IT personnel forms part of the Slovenian national
strategy and e-education project. The standards are based on textbooks for lifelong competence that include, among other things, developing
pupils' digital competence. This framework contains a broad outline of six digital competencies that teachers should develop, and which areviewed in the context of schools as digitally competent organisations. The competencies described are aimed at teachers and pupils
simultaneously, i.e. teachers should develop these competencies themselves and transmit them to pupils through pedagogical work. The
framework also provides a brief overview of the concept of digital competency/literacy. The framework comes with a web-based selfevaluation tool for teachers.

Framework

Seven standards:
1) Know students and how they learn;

2011

Australia

Teacher
education

Australian InstituteStudent teachers; New
qualified teachers

SENTER FOR IKT I UTDANNINGEN! 66!

PROFESSIONAL
STANDARDS FORTEACHERS:ICTELABORATIONSFOR GRADUATETEACHER
STANDARDS

Link:
Notes:

2) Know the content and how to teach it;3) Plan for and implement effective
teaching and learning;
4) Create and maintain supportive and safe
learning environments;
5) Assess, provide feedback and report on
student learning;6) Engage in professional learning;7) Engage professionally with colleagues,
parents/carers and the community.

for Teaching andSchool Leadership

http://acce.edu.au/sites/acce.edu.au/files/TTF - Graduate Teacher Standards - ICT Elaborations - 200411.pdf
The National Professional Standards for Teachers: ICT Elaborations for Graduate Teachers is part of a national project established in 2009,
which resulted in, among other things, the development of the Australian Professional Standards for Teachers in 2011. The aim of the project
was to create professional standards for teachers in order to improve teacher quality, and make a positive contribution to the understandingof the teaching profession. The most important elements of high-quality teaching are described in three primary domains (Professional knowledge,
Professional practice and Professional engagement – the framework and its three domains build on TPACK), which are further subdivided
into seven standards. These articulate what teachers are expected to know, and be able to do, at four stages of their career (Graduate,
Proficient, Highly accomplished, and Lead). The standards are extensive, and are further subdivided into 'focus areas'. Some of these contain
ICT. The National Professional Standards for Teachers: ICT Elaborations is aimed at newly qualified teachers, and contains descriptions thatcover the integration of ICT in the teaching profession.

SENTER FOR IKT I UTDANNINGEN! 67!

TEACHERS

Framework

Thirteen competencies:

COMPETENCY

1) Creative problem-solving;

FRAMEWORK

2) Social ability;

FOR SMART

3) Flexibility;

EDUCATION

4) Technology literacy;

2012

South
Korea

Continuing teacher
education

Government of Korea

Teachers5) Ethics;6) Passion;7) Understanding future education;8) Expertise in content;9) Rapport building with learners;10) Instructional design anddevelopment;
11) Learning affordance building;12) Evaluation and reflection;13) Network building.

Link:
Notes:

http://demo.pentasi.net/klien/unesco/sites/default/files/Korean ICT Competency Standards.pdf
South Korea has implemented a SMART (Self-directed, Motivated, Adaptive, Resources, and Technology Embedded) education strategy that
integrates ICT in order to support the development of pupils' competencies for the 21st century. This framework describes thirteencompetencies, which are divided into two main categories: Fundamentals and Practical Expertise. One of the basic competencies is aimed
directly at technological competence, while in others, ICT has been integrated as part of teachers' general professional competence. Each
competence has its own definition and indicators.

SENTER FOR IKT I UTDANNINGEN! 68!

OPEKA

Self-evaluation
tool

Four areas:

2012

Finland

1) Digital operating environment;

Continuing teacher
education2) Organisational culture;3) Pedagogical activities;4) Competences.

Link:
Notes:IT COMPETENCY

Finnish National
Agency for
Education;
Association of
Finnish Local andRegional Authorities;
Tampere ResearchCentre forInformation andMedia (TRIM)

http://opeka.fi/en/presentation/kysymykset; http://ropeka.fi/en
Opeka is a self-evaluation package, that maps and provides information about digital competence for teachers, schools and administrations.
The purpose of the tool is to establish a basis for the development and monitoring of ICT development plans for schools. The section aimed
at teachers contains four areas for self-evaluation.

Framework

Three key tasks:

FRAMEWORKA) Pedagogical approach;

FOR TEACHERS

B) Working in the school context;

2012

The
NetherlandsContinuing teacher
education

Kennisnet

C) Professional development.

Link:

Teachers

http://archief.kennisnet.nl/fileadmin/contentelementen/kennisnet/Ict-bekwaamheidseisen/it-competency-framework.pdf

Teachers

SENTER FOR IKT I UTDANNINGEN! 69!
Notes:KENNISBASIS

In its introduction, the framework refers to basic digital skills that apply to all citizens, including teachers. It continues with three generaldescriptions of thematic areas, and the importance of digital competence in this context. The 'three key tasks' described in this framework
correspond with the 'three professional contexts' that the Education Cooperative described in 2012. The framework is fairly general and has
no progression levels, but contains resources that teachers can use in the practise of their profession. Kennisnet is working on a new versionof the framework, that merges competencies for student teachers and teachers.

Framework

Five themes:

ICT:1) Attitude;

ICT KNOWLEDGE

2) Digital skills;

STANDARDS

3) Digital media and information literacy;

2013

The
Netherlands

Teacher education;

Kennisnet

Student teachers4) Didactic implementation.

Link:
Notes:EVALUATIONMODEL FOREDUCATORS'DIGITALCOMPETENCE

https://www.10voordeleraar.nl/documents/site_10voordeleraar-nl/Toetsgidsen/Kennisbasis%20ICT%202013.pdf
The Kennisbasis ICT: ICT Knowledge Standards are part of a larger focus on the development of a knowledge base for teacher education. The
framework therefore plays a guiding role in the development of policy within teacher education, curricula and assessments of competence forstudent teachers, who will teach at a lower/upper secondary school level. The framework is divided into four thematic areas without
progression levels, and contains a total of forty-five competencies. Each area contains a general definition, which is divided into
categories/concepts. The categories are also defined, and include concrete examples. Kennisnet is working on a new version of theframework, that merges competencies for student teachers and teachers.
Evaluation tool

Five modules:
1) Learning in the Digital Era;
2) Designing the learning environment andthe assessment of the digital era;3) Learning process in the digital era;4) Teacher in the digital society;2013

Estonia

Continuing teacher
education

Estonian Innovation
Centre (HITSA);
Information
Technology
Foundation for

Teachers

SENTER FOR IKT I UTDANNINGEN! 70!

5) Teacher professional development in thedigital era.

Education

Five levels of competencies: 1-5
Link:
Notes:ICTCOMPETENCYFRAMEWORKFOR TEACHERS
FOR SIPSECURRICULUMPATHWAYS

http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/
This evaluation tool is based on the ISTE Standards for Teachers, and therefore contains the same concept of digital competence. Besides
this, there is also a self-evaluation matrix with five progression levels (http://goo.gl/1SULRs), and a web-based self-evaluation tool
(http://koolitused.e-ope.ee)
Framework
Seven competencies:
2013
Kenya andContinuing teacher
Global E-Schools and Teachers
1) Policy;
Tanzania
education
Communities
2) Curriculum;
Initiative (GESCI),
3) Pedagogy;
Kenya4) ICT;
5) Organization and management;
6) Professional development.
Four level of competencies:
1) emerging stage;2) applying stage;3) proficient stage;4) transformative stage.

Link:
Notes:

http://demo.pentasi.net/klien/unesco/sites/default/files/Kenyan%20and%20Tanzanian%20ICT%20Competency%20Standards.pdf
Kenya has, in collaboration with Tanzania, developed the ICT Competency Framework for Teachers, which builds on the UNESCO ICT
Competency Framework for Teachers and the TPACK model, but which has been adapted to its national context. The framework is part of the
SIPSE project (Strengthening Innovation and Practice in Secondary Education), which focuses on professional learning and teachers'
development. The project manager is GESCI, which was established by the then UN ICT Task Force. The ICT Competency Framework for

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Teachers was created for teachers in upper secondary schools, who teach natural sciences. It contains a number of competencies that spancompetence areas, and appear in several places in the framework, such as communication and cooperation.

The JISC:

Framework

Three dimensions:

DIGITAL

1) Areas of activity;

PRACTICE AND

2) Core knowledge;

THE UK

3) Professional values.

2013

UK

Highereducation

Joint Information
Systems Committee

Higher educationteachers;(JISC)PROFESSIONAL
STANDARDS
FRAMEWORK
Link:

Notes:COMMON
DIGITALCOMPETENCE

https://www.webarchive.org.uk/wayback/archive/20150702162207/http://www.JISCinfonet.ac.uk/infokits/digital-practice-ukpsf/resources-teachers/

The JISC: Digital Practice and the UK Professional Standards Framework is aimed at teachers in higher education. The framework shows
what teachers' general competence, described under three dimensions in the UK Professional Standards Framework for teaching andsupporting learning in higher education (https://www.heacademy.ac.uk/ukpsf), looks like from a digital perspective. The framework comeswith a number of resources for teachers. There are no progression levels.
Framework

Five competence areas:
1) Information;2) Communication;3) Content creation;

2014

Spain

Teacher education;
Continuing teacher
education

Ministry of
Education,
Culture andStudent teachers; TeacSENTER FOR IKT I UTDANNINGEN! 72!

FRAMEWORK

4) Safety;5) Problem solving.
Three proficiency levels:
1) Initial;
2) Medium;3) Advanced.

FOR TEACHERS

Link:
Notes:SIX ELEMENTS
OF DIGITAL
LITERACY:TEACHERPROFILE

Link:
Notes:

Sportshttp://blog.educalab.es/intef/2015/10/22/common-framework-for-digital-competence-of-educators/
The Common Digital Competence Framework for Teachers is based on the DIGCOMP Framework for Citizens, and the five competence areas described
therein. In accordance with the definition of digital competence, this framework also contains examples of knowledge, skills and attitudes, and therefore
operationalises competencies described in the framework at a more general level. The framework is part of the Portfolio of the Digital TeachingCompetence, which contains self-evaluation tools, background documentation concerning teachers' digital competence, as well as a digital passport thatteachers can use to document their digital competence. A new version of the framework was published in 2017.

Framework

Six elements:
1) ICT proficiency;
2) Information, data and media
literacy (critical use);
3) Digital creation, scholarship andinnovation (creative production);
4) Digital communication,
collaboration and participation(participating);
5) Digital learning and personal/
professional development (learning);
6) Digital identity and well-being(self-actualising).

2015

UK

Teacher education;
Continuing teacher
education

Joint
Information

Pupils; Students; HEteachers; Researchers

Systems
Committee(JISC)

https://digitalcapability.JISCinvolve.org/wp/files/2015/06/1.-Digital-capabilities-6-elements.pdf
The framework is based on JISC: Developing Digital Literacies, which was developed in 2010, for students in higher education. This version

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merges information literacy and media literacy, and expands the target group with teachers and researchers in higher education. The
framework takes an individual approach to developing competencies, but it should be noted that it can be used in larger contexts, such as inteams, or at an organisational level.

Digi.kompP

Framework

Eight categories:A) Basic digital skills;
B) Living digitally;C) Designing digital materials;
D) Teaching and learning digitally;E) Teaching and learning digitally inthe subject;F) Digital administration;G) Digital school organisation;H) Digitally inclusive CPD.
Three development phases:0) Before studies;1) During studying;

2016

Austria

Teacher education;
Continuing teacher
educationFederal Ministry of
Education;
Onlinecampus
Virtuelle PH;

Student teachers; TeacSENTER FOR IKT I UTDANNINGEN! 74!

2) During the first five years ofpractice.
Link:
Notes:

http://www.virtuelle-ph.at/digikomp/
The Digi.kompP-Digitale kompetenzen für Pädagoginnen framework is part of a larger focus on digital competence in the Austrian education
system, which includes frameworks for pupils' digital skills (digi.komp4, digi.komp8 and digi.komp12/13), as well as DIGIcheck self-evaluation
tools. Category A corresponds to general digital skills that student teachers have developed in their basic education, while they develop
categories B to H during their teacher education, and as newly qualified teachers.

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References
Engen, B.K., Giæver, T. & Mifsud, L. (2017). Om å utøve digital dømmekraft. I Engen, B.K.,Giæver, T. & Mifsud, L.: Digital dømmekraft. Oslo: Gyldendal.
Ferrari, A. (2012). Digital Competence in Practice. European Commission Joint ResearchCentre. Institute for Prospective Technological Studies. Spain: Seville. Taken from:http://ftp.jrc.es/EURdoc/JRC68116.pdf
Gilje, Ø., Ingulfsen, L., Dolonen, J.A., Furberg, A., Rasmussen, I., Kluge, A., Knain, E., Mørch,A., Naalsund, M. & Skarpaas, K.G. (2016). Med ARK og APP. Bruk av læremidler og
ressurser for læring på tvers av arbeidsformer. Oslo: University of Oslo. Taken from:https://www.uv.uio.no/iped/forskning/prosjekter/arkapp/arkapp_syntese_endelig_til_trykk.pdf
Report to the Storting No. 11 (2008-2009) The Teacher – the role and the education.
Norwegian Ministry of Education and Research. Taken from:https://www.regjeringen.no/contentassets/dce0159e067d445aacc82c55e364ce83/
no/pdfs/stm200820090011000dddpdfs.pdf
Report to the Storting No. 28 (2015-2016). Subjects – In-depth studies – Understanding. A
renewal of the Knowledge Promotion Reform. Norwegian Ministry of Education andResearch. Taken from:https://www.regjeringen.no/contentassets/e8e1f41732ca4a64b003fca213ae663b/
no/pdfs/stm201520160028000dddpdfs.pdf
McGill, L. & Beetham, H. (2015). Framing digital capabilities for UK HE and FE staff:
frameworks review, Jisc. Taken from:https://docs.google.com/document/d/1Uq0lw18XVqow5sUBQniJrpcV1qF1sPqKSC
73SdvhPQU/edit#heading=h.tlezw0jhtden
Redecker, C., Carretero, S., Vuorikari, R. & Punie, Y. (2017). European Framework for Digital
Competence of Educators. European Commission Joint Research Centre. Institutefor Prospective Technological Studies. Spain: Seville.
Sevik, K. et al. (2016). Paper: Programming in School. Norwegian Centre for ICT in
Education. Taken from: https://iktsenteret.no/ressurser/notat-programmering-iskolen
UNESCO. (2013). Global Media and Information Literacy (MIL) Assessment Framework:
Country Readiness and Competencies. Taken from:http://www.unesco.org/new/en/communication-andinformation/resources/publications-and-communication-materials/publications/fulllist/global-media-and-information-literacy-assessment-framework/

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Norwegian Directorate for Education and Training. (2012). Basic Skills Framework. Taken
from:https://www.udir.no/Upload/larerplaner/lareplangrupper/RAMMEVERK_grf_2012.pd
f?epslanguage=no

Professional Digital
Competence Framework for Teachers

The Professional Digital Competence Framework for Teachers is a guidance document thatpolicy developers, heads of department, teacher educators, teachers, student teachers andothers can use as a reference in their work on improving the quality of teacher educationand systematic further and continuing teacher education. The centre hopes that thisframework will give substance and meaning to the concept of teachers' professional digitalcompetence. The framework indicates the complexity and breadth of knowledge, skills andcompetencies in teaching professions that are associated with understanding theopportunities and challenges in today's digital society.
The Norwegian Centre for ICT in Education is an advisory, administrative agency under the
Ministry of Education and Research. The centre's mission is to help improve the digitalcompetence of staff in kindergarten, primary and lower secondary education, the quality ofthe pedagogical work on digital skills with children and young people, and the quality of thesector's infrastructure and administrative processes. The centre's target groups arekindergartens, primary and lower secondary schools, upper secondary schools and teacher
education programmes.

www.iktsenteret.no