Page 158 - International Perspectives on Effective Teaching and Learning in Digital Education

Danijela Ljubojević and Nikoleta Gutvajn

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A0 A1 A2 B1 B2 C1 C2

I teach students how to assess the reliability of information.
I set assignments that require students to use digital media to communicate
and collaborate with each other or with an external audience.
I set assignments that require students to create digital content.
I teach students to use digital technology safely and responsibly.
I encourage students to use digital technologies creatively to solve concrete
problems.

Chart 6 Facilitating Learners’ Digital Competence

Level of Digital Competences of Foreign Language Teachers
Two of the questions in the survey asked foreign language teachers to self-as-
sess their level of digital competence, both before and after completing the
survey. Initially, the overall self-assessed level was B, with an average score of
4.5. However, after answering questions related to DigiComEdu Framework,
the average score dropped slightly to 3.79, but still remained at the B level.
Despite this self-assessment, the actual level of digital competences of teach-
ers, as reflected in their responses, was found to be at the A/B1 level, with an
average score of .68 out of 6 (Table ). For a correct interpretation of these
data, it is important to consider that the response interval ranges from  to 6,
which means a total of seven response options,  being the value given to the
lowest level (A) and 6 to the most advanced (C).
This discrepancy highlights the difference between perceived and actual
level of digital competences among the teachers.

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