28 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 • Educators’ professional competences • Educators’ pedagogic competences • Learners’ competences A. Educators’ professional competences Area 1: Professional Engagement This refers to the way the digital technologies are used by school staff for interaction on a professional level: cooperation with each other, with parents, with external colleagues. In distance education, digital technologies should bridge any gaps that may arise from the absence of being physically present, at the same place. Additionally, school staff should engage with continuous professional development practices for innovation of the organisation and the profession while self-reflection is present to improve teaching and learning. B. Educators’ pedagogic competences Area 2. Digital Resources When it comes to which digital resources, we go through a procedure of selecting, creating, or modifying, managing, protecting, and sharing. To select the best resources from a vast majority that exists online, we should keep in mind the learning objectives, the context, the subject to be taught, the pedagogical approach and strategy, and the learners. Based on the permission to use the resources, we can create content with adaptations and modifications. Then, this online content is shared within the school community with proper protection of data and attribution to the author/sources. Area 3. Teaching and Learning Digital technologies are used to improve the teaching process. For this, teachers’ guidance and enhancement of self-regulation is of utmost importance, especially if we consider the nature of online learning. The software and tools used should provide students with the ability to monitor, track, and reflect on their learning. Area 4. Assessment This refers to the way digital technologies are used to assess the instruction and learning process. On the one hand, it includes the use of technologies to develop and deliver appropriate assessment and provide prompt and constructive feedback. On the other hand, it includes the exploitation of technologies to collect evidence-based data (e.g., analytics of students’ responses) for refurbishment of the instruction and further planning. Area 5. Empowering learners
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