12 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 Furthermore, the partners refer to established frameworks for technology-enhanced learning and digital transformation, such as the TPACK 2and DigCompEdu3. These models primarily refer to face-to-face instruction. In this case, they are adapted, to fit into the online context. Regarding the TPACK model, its earliest formwas proposed in 1986 by Lee Shulman, to combine the content knowledge of the teachers in their teaching subject with the pedagogical knowledge they possess. It was then improved in 2006 with the introduction of the technological competence, representing an optimal framework for the training of teachers, to holistically improve their expertise in technology-enhanced learning. As far as the DigCompEdu model is concerned, it was developed by the European Commission (2017) and outlines six key areas in which educators should exhibit competence when it comes to the digital transformation of learning. To conclude the methodology, apart from these two models, elaborated remarks and tips that derived from the desk and field research are presented. 2 https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/ 3 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-frameworkdigital-competence-educators-digcompedu
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