natgillin/translations-raw huggingface dataset:
Competence aims are aims defined in the curriculum for pupils' learning, which were introduced with the Knowledge Promotion Reform (Kunnskapsløftet) in 2006 and described in the Norwegian Regulations for the Education Act (section 3-1).
Kompetansemål er definerte mål i læreplanen for elevens læring, som ble innført med Kunnskapsløftet i 2006 og omtalt i forskrift til opplæringsloven (§3-1).
1) Facilitate and inspire student learning and creativity;
2) Design and develop digital age learning experiences and assessment;
3) Model digital age work and learning;
4) Promote and model digital citizenship and responsibility;
5) Engage in professional growth and leadership.
1) Facilitate and inspire student learning and creativity;                       
2) Design and develop digital age learning experiences and assessment;                      
3) Model digital age work and learning;           
4) Promote and model digital citizenship and responsibility;                   
5) Engage in professional growth and leadership.
Five competence areas:
5 competence areas:
understands the influence digital developments have on the distinctive character of schools and the teaching profession, the purpose of school, core values, legal basis, current curricula and various pupils' rights
forstår hvilken påvirkning digital utvikling har på skolens og lærerprofesjonens egenart, skolens formål, verdigrunnlag, lovgrunnlag, gjeldende læreplaner og ulike elevers rettigheter
Four areas:
4 areas:
The framework comes with a number of resources for teachers.
Rammeverket kommer med en rekke ressurser for lærere.
There are also other areas such as food production, technology in industry, and materials and production, i.e. the framework spans many fields, not just ICT, but all other types of technology.
I tillegg finnes det områder som matproduksjon, teknologi i industri samt og materiell og produksjon, dvs. rammeverket er fagovergripende og omfatter ikke bare IKT, men alle andre type teknologier.
Frameworks and evaluation tools for teachers
Rammeverk og evalueringsverktøy for lærere
http://web.archive.org/web/20141228224704/http://jiscdesignstudio.pbworks.com/w/page/46422291/DL professional frameworks
http://web.archive.org/web/20141228224704/http://jiscdesignstudio.pbworks.com/w/page/46422291/DL professional frameworks
The material in this publication is covered by the provisions of the Norwegian Intellectual Property Rights Act.
Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser.
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 make well-considered and independent decisions (source:
Det innebærer også en personlig modning som setter den enkelte i stand til å handle i tråd med sosiale forventninger og etiske normer i en digital kultur, samt å reflektere kritisk og fatte veloverveide og selvstendige beslutninger (kilde:
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.
eTQF Teacher ICT Competency Framework er et verktøy for lærere på alle nivåer, skoler, rektorer, utdanningsledere og utdanningsmyndigheter for å støtte utviklingen av lærerens kompetanse i bruk av IKT i utdanning.
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.
Kunnskaps- og prestasjonsindikatorene som er beskrevet bør brukes i lærerutdanningsprogram på en måte som er i samsvar med programmenes konseptuelle rammeverk og som sikrer oppnåelse av kompetanse.
The ICT Competency Framework for Teachers was created for teachers in upper secondary schools who teach natural sciences.
ICT Competency Framework for Teachers er laget for lærere i videregående skole som underviser i realfag.
In UNESCO's framework, the individual level/micro level includes all citizens, but with a primary focus on teachers, which UNESCO views as key stakeholders in the development of the knowledge society.
I UNESCOs rammeverk omfatter individuelt nivå/mikronivå enhver borger, men med hovedfokus på læreren, som UNESCO ser som en sentral aktør i oppbyggingen av kunnskapssamfunnet.
'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.
”Learning opportunities” inneholder konkrete eksempler til mestringsnivåbeskrivelser som er ikke like aktuelle som de var i 2007 men gir bedre forståelse av ferdigheter.
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.
Lærerutdanning:GLU 1.-7. trinn;         GLU 5.-10. trinn; LU 8.-13. trinn;            Samisk GLU;  PPU; Treårig FLU 
i PEF; Treårig YFLU
Overarching frameworks and evaluation tools
Overgripende rammeverk og evalueringsverktøy
Notes:
Notater:
A professional, digitally competent teacher uses digital communication channels for information, collaboration and knowledge sharing with various stakeholders in a way that builds trust and contributes to participation and interaction.
En profesjonsfaglig digitalt kompetent lærer bruker digitale kommunikasjonskanaler til informasjon, samarbeid og kunnskapsdeling med ulike aktører på en måte som bygger tillit og bidrar til deltakelse og samhandling.
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), and the intersection of all three circles, technological pedagogical content knowledge (TPACK).
Disse brukes til å etablere fire nye kunnskapsbaser som lærere trenger for å undervise med teknologi: pedagogisk innholdskunnskap (Pedagogical Content Knowledge – PCK), teknologisk innholdskunnskap (Technological Content Knowledge – TCK), teknologisk pedagogisk kunnskap (Technological Pedagogical  Knowledge – TPK), og krysset av alle tre sirklene, teknologisk pedagogisk innholdskunnskap (Technological Pedagogical Content Knowledge – TPACK).
The Media and Information Literacy Curriculum for Teachers combines media and information competence in a single concept.
Media and information literacy curriculum for teachers kombinerer media og informasjonskompetanse i ett begrep.
The teacher makes use of the opportunities inherent in digital resources in order to develop a constructive and inclusive learning environment and to adapt the teaching to diverse pupil groups and pupils' individual needs.
Læreren utnytter de mulighetene som ligger i digitale ressurser for å utvikle et konstruktivt og inkluderende læringsmiljø og tilpasse opplæringen til varierte elevgrupper og elevers individuelle behov.
The framework defines six 'skill units' and contains a number of interdisciplinary competence aims for each unit.
Rammeverket definerer 6 ”skill units” og inneholder en rekke tverrfaglige kompetansemål for hver unit.
2) Organisational culture;
2) Organisational culture;
http://ec.europa.eu/ploteus/search/site?f[0]=im_field_entity_type:97
http://ec.europa.eu/ploteus/search/site?f[0]=im_field_entity_type:97
Identification and European-wide validation of its key components for all levels of learners (DIGCOMP); Ferrari, Anusca (2012) Digital Competence in Practice:
Identification and European-wide validation of its key components for all levels of learners (DIGCOMP); Ferrari, Anusca (2012) Digital Competence in Practice:
You must name the author and/or licenser in the manner they indicate (but not in a manner that suggests that they have approved or recommend your use of the material).
Du skal navngi opphavspersonen og/eller lisensgiveren på den måte disse angir (men ikke på en måte som indikerer at disse har godkjent eller anbefaler din bruk av verket).
SKILLS
FERDIGHETER
TPACK MODEL
TPACK MODEL
Framework and self-evaluation tool
Rammeverk, selvevaluerings-verktøy
1) ICT proficiency;
2) Information, data and media literacy (critical use);
3) Digital creation, scholarship and innovation (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).
1) ICT proficiency;           
2) Information, data and media literacy (critical use);                      
3) Digital creation, scholarship and innovation (creative production);                     4) Digital communication, collaboration 
and participation (participating);                 
5) Digital learning and personal/ professional development (learning);
6) Digital identity and wellbeing 
(self-actualising)
1) Knowledge of Subject Matter;
2) Knowledge of Human Development and Learning;
3) Adapting Instruction for Individual Needs;
4) Multiple Instructional Strategies;
5) Classroom Motivation and Management Skills;
6) Communication Skills;
7) Instructional Planning Skills;
8) Assessment of Student Learning;
9) Professional Commitment and Responsibility;
10) Community and Partnerships.
1) Knowledge of Subject Matter;                                   2) Knowledge of Human Development and Learning;                              3) Adapting Instruction for Individual Needs;    
4) Multiple Instructional Strategies;                            
5) Classroom Motivation and Management Skills; 
6) Communication Skills;                                7) Instructional Planning Skills;                                     8) Assessment of Student Learning; 
9) Professional Commitment and Responsibility; 
10) Community and Partnerships
Six standards:
6 standards:
The curricula assume that teachers will utilise digital tools in their teaching and help to foster pupils' digital skills in a subject.
Læreplanen forutsetter at lærere tar i bruk digitale verktøy i undervisningen, samt bidrar til å utvikle elevenes digitale ferdigheter i fag.
The framework consists of seven standards that contain indicators of goal attainment in the form of concrete skills.
Rammeverket består av syv standarder som inneholder indikatorer for måloppnåelse i form av konkrete ferdigheter.
content, pedagogy and technology.
Innhold, Pedagogikk og Teknologi.
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.
De viktigste elementene i undervisning av høy kvalitet er beskrevet i tre hoveddomener (Professional knowledge, Professional practice og Professional engagement – rammeverket med sine tre hoveddomener bygger på TPACK) som deles videre i 7 standarder.
Other national frameworks and evaluation tools
Andre nasjonale rammeverk og evalueringsverktøy
http://www.tpack.org
http://www.tpack.org
Taken from:
Hentet fra:
Digital resources are digital materials that can be used in teaching.
Digitale ressurser er digitalt materiale som kan brukes i opplæringen.
THE GUIDELINES OF THE STANDARD E-COMPETENT TEACHER, SCHOOL PRINCIPAL, IT EXPERT
THE GUIDELINES 
OF THE STANDARD E-COMPETENT TEACHER, 
SCHOOL PRINCIPAL, 
IT EXPERT
http://gesci.org
http://gesci.org
It also involves creating abstractions and models of the real world and generalising solutions so they can be used to solve similar problems.
Det handler også om å lage abstraksjoner og modeller av den virkelige verden og å generalisere løsninger slik at de kan anvendes til å løse liknende problemer.
Websites used for the exchange of ideas and experience, web forums and social network services can in this context be regarded as digital arenas (source:
Nettsteder brukt for å utveksle ideer og erfaringer, nettforumer og sosiale nettverkstjenester kan i denne sammenheng oppfattes som digitale arenaer (kilde:
The draft was circulated for internal comments and then, based on the contributions received, work started on adapting to, and placing the framework in, a national context.
Utkastet ble sendt til intern høring, og basert på innspillene som ble mottatt begynte en tilpassing til og plassering av rammeverket inn i en nasjonal kontekst.
has an insight into technical opportunities for digital interaction and the development of pupils' sharing culture
har innsikt i tekniske muligheter for digital samhandling og utvikling av elevers delingskultur
Four successive stages of teachers' development:
4 successive stages of teacher’s development:
Each individual subject has a responsibility to ensure that the candidates learn how they can work on the pupils' development of the subject's basic skills.
Hvert enkelt fag har ansvar for at kandidatene får kunnskap om hvordan de kan jobbe med elevenes utvikling av de grunnleggende ferdighetene i faget.
Cross competencies such as digital judgement, cooperation and problem solving are described in all areas and usually on the third and fourth levels of mastery.
Tverrgående kompetanser som digital dømmekraft, samarbeid og problemløsning er beskrevet i alle områder og vanligvis på tredje og fjerde mestringsnivå.
As a prerequisite for this, the teacher needs to develop their own digital skills.
Som forutsetning for dette trenger læreren å utvikle egne grunnleggende digitale ferdigheter.
can transfer existing competencies to new digital environments, technologies and situations
kan overføre eksisterende kompetanser til nye digitale omgivelser, teknologier og situasjoner
Self-evaluation form
Selvevaluerings-skjema
Most relevant for our framework is Technical Annex E-MIL Competency Matrix (Tier Two) in which concrete competencies are described and can be used by teachers for self-evaluation.
Mest relevant for vårt rammeverk er Technical Annex E - MIL Competency Matrix (Tier Two) hvor konkrete kompetanser er beskrevet og kan brukes av lærere for selvevaluering.
Teacher-Mentor was wound up in 2016.
Lærermentor ble nedlagt i 2016.
can identify digital bullying, harassment and adverse incidents, work preventively in the classroom and deal with problems in collaboration with pupils, guardians, the school and other relevant bodies
kan avdekke digital mobbing, krenkelser og uønskede hendelser, jobbe forebyggende i klasserommet og håndtere problematikken i samarbeid med elever, foresatte, skolen og andre relevante instanser
The State;
Staten;
Opeka is a self-evaluation package that maps and provides information about digital competence for teachers, schools and administrations.
Opeka er en selvevalueringsverktøy-pakke som kartlegger og gir informasjon om digital kompetanse for lærere, skoler og administrasjon.
file://localhost/(http/::ftp.jrc.es:EURdoc:JRC68116.pdf
file://localhost/(http/::ftp.jrc.es:EURdoc:JRC68116.pdf
(based on Gilje et al., 2016).
(basert på Gilje mfl., 2016).
Project funded by the EU Lifelong Learning Programme
Prosjekt finansiert av EU Lifelong Learning Programme
McGill, L.
McGill, L.
The framework is fairly general and has no progression levels, but contains resources that teachers can use in the practise of their profession.
Rammeverket er ganske generelt og har ingen progresjonsnivåer, men inneholder ressurser som lærere kan bruke i sin profesjonsutøving.
0) Before studies;
1) During studying;
2) During the first five years of practice.
0) Before studies;                                 
1) During studying;                            
2) During the first five years of practice.
Rights
Rettigheter
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.
Det er basert på USA sine NETS-standarder (National Educational Technology Standards) som har vært i bruk siden år 2000, samt eldre ISTE-rammeverk for elever fra 1998 med ”learning to use technology”-tilnærming og 2007 ”using technology to learn”-tilnærming.
1) Understanding the Role of Media and Information in Democracy;
2) Understanding Media Content and Its Uses;
3) Accessing Information Effectively and Efficiently;
4) Critically Evaluating Information and Information 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.
1) Understanding the Role of Media and Information in Democracy;                        
2) Understanding Media Content and Its Uses
3) Accessing Information Effectively and Efficiently;                         
4) Critically Evaluating Information and Information 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
ECDL MODULE ICT IN EDUCATION
ECDL MODULE ICT IN EDUCATION
Teachers' professional digital competence is thereby understood as being an integral part of teachers' overall professional competence.
Lærerens profesjonsfaglige digitale kompetanse forstås dermed som en integrert del av lærerens helhetlige profesjonsfaglige kompetanse.
eTQF TEACHER ICT COMPETENCY FRAMEWORK
eTQF TEACHER ICT COMPETENCY FRAMEWORK
The regulations relating to the framework plan for teacher education programmes provide the basis for all national guidelines.
Forskrifter om rammeplan for lærerutdanningene ligger til grunn for alle nasjonale retningslinjer.
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).
Rammeverket baserer seg på en rekke pedagogiske tilnærminger til kompetanseutvikling (Issue-enquiry Approach, Problem-based Learning, Scientific Enquiry, Case Study, Cooperative Learning, Textual Analysis, Contextual Analysis, Translations, Simulations, Production).
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.
Kenya har i samarbeid med Tanzania utviklet ICT Competency Framework for Teachers som bygger på UNESCO ICT Competency Framework for Teachers og TPACK-modellen, men er tilpasset nasjonal kontekst.
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.
I pilotfasen er lærere opplært i DigComp sine 5 kompetanseområder (informasjon, kommunikasjon, innholdsproduksjon, sikkerhet på internett og problemløsning) som er representert som 5 moduler.
http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/
http://tulevikuopetaja.hitsa.ee/koolitusprogrammist/
ICT Framework:
ICT framework:
The formulation used in the descriptors in some subjects is "use of digital tools" without specification of what this means in the context of the subject (e.g. knowledge:
Formuleringen som brukes i læringsutbyttebeskrivelsene i en del fag er ”bruk av digitale verktøy” uten å spesifisere hva dette betyr i fagkontekst (f.eks. kunnskap:
Student teachers
Lærer-
studenter
The purpose of the Basic Skills Framework is to define five basic skills and describe the progression in each of them at five levels.
Hensikten med Rammeverk for grunnleggende ferdigheter er å definere fem grunnleggende ferdigheter og beskrive progresjon i hver av dem på fem nivåer.
A) Basic digital skills;
B) Living digitally;
C) Designing digital materials;
D) Teaching and learning digitally;
E) Teaching and learning digitally in the subject;
F) Digital administration;
G) Digital school organisation;
H) Digitally inclusive CPD.
A) Basic digital skills;                                 
B) Living digitally;                            
C) Designing digital materials;                                       D) Teaching and learning digitally;                                  E) Teaching and learning digitally in 
the subject;                      
F) Digital administration;               
G) Digital school organisation;                     H) Digitally inclusive CPD.
Kenya and Tanzania
Kenya og Tanzania
Global E-Schools and Communities Initiative (GESCI), Kenya
Global E-Schools 
and Communities Initiative (GESCI), Kenya
http://etqfproject.ning.com/page/etqf-framework-1
http://etqfproject.ning.com/page/etqf-framework-1
Digital judgement is not a separate area, rather it is integrated into the other three areas in the form of source evaluation, privacy, safety and intellectual property rights.
Digital dømmekraft er ikke et separat område, men integrert i de andre 3 områdene i form av kildekritikk, personvern, sikkerhet og opphavsrett.
Goal levels	1-4 (5)
Goal levels     1 – 4(5)
Dimension 1
Dimensjon 1
Report to the Storting No. 11 (2008-2009) The Teacher – the role and the education.
Meld. St. 11 (2008-2009). Læreren - Rollen og utdanningen.
Ferrari, 2012).
Ferrari, 2012).
SIX ELEMENTS OF DIGITAL LITERACY:
6 ELEMENTS 
OF DIGITAL LITERACY:
Standards for Teachers was revised in 2017 ISTE Standards for Teachers Second Draft and there is also an implementation guide.
Standarder for lærere blir revidert i løpet av 2017 ISTE Standards for Teachers Second draft og i tillegg kommer veiledere for implementering.
Five e-Competence areas:
5 e-Competence areas:
(Teachers; Teacher education institutions)
(Lærere; Lærerutdannings-institusjoner)
http://gescio.gesci.org/assets/files/Knowledge%20Centre/ICTCompStandards.pdf
http://gescio.gesci.org/assets/files/Knowledge%20Centre/ICTCompStandards.pdf
The skills are integrated into the competence aims in order to ensure the pupils' basic skills continuously develop during their entire thirteen years of primary and lower secondary education.
For å sikre kontinuerlig utvikling av elevenes grunnleggende ferdigheter gjennom hele den 13-årige grunnopplæringen er ferdighetene integrert i kompetansemålene.
Three dimensions:
3 dimensions:
http://www.ecompetences.eu
http://www.ecompetences.eu
can combine different didactic methods with digital technology, digital teaching materials and digital learning resources in a creative and innovative manner to produce varied and adapted learning activities
kan kombinere ulike didaktiske metoder med digital teknologi, digitale læremidler og læringsressurser på en nyskapende og kreativ måte for å skape varierte og tilpassede læringsaktiviteter
This includes organising and analysing data in a logical manner and creating approaches (algorithms) to using computers to resolve complex problems.
Det inkluderer å organisere og analysere data på en logisk måte og å lage fremgangsmåter (algoritmer) for å bruke datamaskiner til å løse komplekse problemer.
Typical examples include traditional media such as newspapers, magazines, web-based TV and radio, as well as new forms such as blogs, social media, e-books, internet solutions, web pages and services for games, music or videos (source:
Typiske eksempler er tradisjonelle medier som aviser, magasiner, TV og radio som blir nettbaserte, men også nye former som blogg, sosiale medier, e-bøker, internettløsninger, websider og tjenester for spill, musikk eller videoer (kilde:
There are no progression levels in the model and it can be read through different lenses that represent different target groups.
Det finnes ingen progresjonsnivåer i modellen, og den kan leses med ulike linser som representerer ulike målgrupper.
The framework's concept consists of two strands, which are further subdivided into several aspects.
Konseptet til rammeverket består av to tråder (strands) som deles videre i flere aspekter (aspects).