Page 151 - International Perspectives on Effective Teaching and Learning in Digital Education

The Digital Competence of Foreign Language Teachers at HEI in Serbia

Table 1 Areas, Items and Indicators for Assessing Digital Competence of Educators Based on
DigCompEdu (Redecker, 17)
Area Item Indicator
Professional Digital channels I systematically use different digital channels to enhance communication
engagement with students, parents and colleagues.
Collaboration with colleagues I use digital technologies to work together with colleagues inside and
outside my educational organisation.
Development of digital teaching skills I actively develop my digital teaching skills.
Online training I participate in online training opportunities.
Digital resources Search strategies I use different internet sites and search strategies to find and select a range
of different digital resources.
Modification of existing digital I create my own digital resources and modify existing ones to adapt them to
resources my needs.
Sensitive data I effectively protect sensitive content, e.g. exams, students’ grades, personal
data.
Digital teaching and Value creation I carefully assess how, when and why to use digital technologies in the
learning classroom with my students, to ensure that they add value.
Monitoring interactions I monitor the activities and interactions of my students in the online
collaborative environments we use.
Digital technologies in groupwork When my students work in groups, they use digital technologies to acquire
and reflect knowledge.
Documentation and planning I use digital technologies to enable my students to plan, document and
monitor their own learning process.
Assessment Tracking of student progress I use digital assessment tools to monitor student progress.
and feedback
Analysing data I analyse all available data to effectively identify students in need of
additional support.
Feedback I use digital technologies to provide feedback to students.
Empowering learners Addressing digital problems When creating digital tasks for students, I consider and address possible
practical or technical difficulties.
Personalised learning opportunities I use digital technologies to offer students personalised learning options.
Active participation I use digital technologies to actively engage students in class or online.
Facilitating learners’ Assessment of reliable information I teach students how to assess the reliability of information.
digital competence
Communication and collaboration I set assignments that require students to use digital media to communicate
and collaborate with each other or with an external audience.
Creation of digital content I set assignments that require students to create digital content.
Safe and responsible behaviour I teach students to use digital technology safely and responsibly.
Problem solving I encourage students to use digital technologies creatively to solve concrete
problems.

These levels reflect the progression of respondents’ engagement and profi-
ciency in various digital skills, with A being the most basic, and C represent-
ing the highest level of digital competence. These areas are the following:
professional engagement, digital resources, digital teaching and learning,

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