Teaching and Learning

Digital technologies can enhance and improve teaching and learning strategies in many different ways.

Whatever pedagogic strategy or approach is chosen, the educator’s specific digital competence lies in effectively orchestrating the use of digital technologies in the different phases and settings of the learning process.

The fundamental competence in this area – and maybe of the whole framework - is 3.1: Teaching. This competence refers to designing, planning and implementing the use of digital technologies in the different stages of the learning process. Competences 3.2 to 3.4 complement this competence by emphasizing that the real potential of digital technologies lies in shifting the focus of the teaching process from teacher-led to learner-centred processes. Thus the role of a digitally-competent educator is to be a mentor and guide for learners in their progressively more autonomous learning endeavours. In this sense, digitally-competent educators need to be able to design new ways, supported by digital technologies, to provide guidance and support to learners, individually and collectively (3.2) and to initiate, support and monitor both self-regulated (3.4) and collaborative (3.3) learning activities.