Stephanie Carretero: DigComp: Marco Europeo de Competencias Digitales para la ciudadanía

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Joint Research Centre the European Commission's

in-house science service

Jornada sobre competencia digital

Universidad de Zaragoza,

20 de Marzo 2017

DigComp: Marco Europeo

de Competencias

Digitales para la

ciudadanía

Stephanie Carretero, Riina

Vuorikari, Yves Punie

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JRC: servicio científico interno de la

Comisión Europea. Proporciona

asesoramiento científico y técnico

para apoyar la política europea

Education and Skills

team

> 80 publicaciones gratuitas online

Principales clientes: DG EAC & DG EMPL

Nueva estructura y organigrama

desde el 1 de Julio de 2016

DG JRC – Directorate Innovation and Growth Unit B4 Human Capital and Employment

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1. Las competencias digitales como prioridad política europea

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5

Abril2016

Digital Agenda Score Board, 2015

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Digital Skills Index (2016) – La población europea:

• 45% insuficientes competencias digitales: 17

Estados Miembros % superior

• 21% no competencias digitales

• 26% nunca ha usado software básicos

• 35% no sabe que los cookies rastrean sus

movimientos online

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• Ciudadanos con competencias digitales más posibilidad

de tener un empleo– población inmigrante con

competencias digitales más posibilidades de tener un

trabajo, promocionar, etc (Carretero et al., 2016)

http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/IEM_Icte

gra.html

• Facilita el cambio tecnológico en los sistemas y servicios

públicos – Bajas competencias digitales entre

profesionales de la salud barrera para la incorporación

digital (Carretero et al., 2013, Carretero, 2015)

http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/carers.ht

ml

http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/IEM_Ictegra.html



http://is.jrc.ec.europa.eu/pages/EAP/eInclusion/carers.html



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Competencia digital y participación en MOOCs

0

1

2

3

4

5

6

7

Lower quintile

digital

competence

Medium low

quintile digital

competence

Medium

quintile digital

competence

Medium high

quintile digital

competence

Higher quintile

digital

competence

Enrolled Completed Completed with certificate

• High self-declared level of digital skills

• Clear relationship between digital skills and participation in MOOCS

Position in digital skills quintile and participation in MOOCs in the past

N=1910 (ALL MOOCs), Genocide MOOC only included for Enrolled.

Fuente: Castaño Muñoz, J et al. (2016): MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners. https://ec.europa.eu/jrc/sites/jrcsh/files/JRC%20brief%20MOOCs_JRC101956.pdf

La competencia digital

juega un papel clave en

la intensidad de

participación en las

MOOCs. A mejor

competencia digital del

participante, más

participación en

MOOCs.

https://ec.europa.eu/jrc/sites/jrcsh/files/JRC brief MOOCs_JRC101956.pdf




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"La transformación digital está

cambiando el mercado laboral y

la naturaleza del trabajo"

Necesita de un conjunto de

competencias transversales:

digitales, liderazgo,

emprendimiento, ingeniería.

No atendidas por sistemas

educativos y de formación

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New Skills Agenda for Europe: 3 prioridades: • Mejorar el nivel de competencias y su

relevancia para el mercado laboral en Europa

• Hacer que las competencias y las cualificaciones sea más fáciles de entender y comparar entre fronteras y sectores económicos.

• Mejorar la previsión y la comprensión de las necesidades de competencias ahora y en el futuro the future.

Foco en digital skills

Revisión del marco de competencias claves: DigComp para un entendimiento común y potenciar las competencias digitales

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New Skills Agenda for Europe

DigComp – Digital Competence Framework como marco para un entendimiento común

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1 Diciembre 2016 –

Se lanzó la "Digital Skills and Jobs Coalition"

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https://destree.eventsair.com/digital

-competence-entrepreneurship-

competence-framework/save-the-

date-digcomp-

entrecomp/Site/Register

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2. El Marco de Competencias Digitales para la Ciudadanía (DigComp)

https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

Encomendado y

financiado por la DG

Empleo de la

Comisión Europea

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Estudios (2010 - …)

¿Qué es la competencia digital?:

• Identificar y describir los componentes claves de la competencia

digital (DC) en términos de conocimiento, habilidades y actitudes.

• Completo, científico y validado por los stakeholders

¿Para qué?:

• Muchas iniciativas pero falta un entendimiento y referencia común

• Meta marco a los que iniciativas actuales puedan referirse

• Herramienta para la implementación, medición, desarrollo del

currículo, competencias del profesorado, certificación y

autoevaluación.

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Mapeo conceptual

Análisis de casos de estudio

Workshop de expertos

Consulta online

Primera propuesta

Consulta Stakeholders

Propuesta validada

69 referencias 100+ (15 in-depth) 95 expertos 17 + 9 EC

40 consultants

Metodología

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JRC IPTS study on

Digital Competence for DG EAC A3 (2010-2012)

Dimension 1 Competence areas (5)

Dimension 2 Competences (21)

1. Información

1.1 Navegación, búsqueda y filtrado de información

1.2 Evaluación de la información

1.3 Almacenamiento y recuperación de la información

2. Comunicación 2.1 Interacción mediante nuevas tecnologías

2.2 Compartir información y contenidos

2.3 Participación ciudadana

2.4 Colaboración mediante canales digitales

2.5 Netiqueta

2.6 Gestión de la identidad digital

3. Creación de contenidos

3.1 Desarrollo de contenidos

3.2 Integración y reestructuración

3.3 Derechos de autor y licencias

3.4 Programación 4.

Seguridad

4.1 Protección de dispositivos

4.2 Protección de datos personales

4.3 Protección de la salud

4.4 Protección del entorno 5.

Resolución de problemas 5.1 Resolución de problemas técnicos

5.2 Identificación de necesidades y respuestas tecnológicas

5.3 Innovar y utilizar la tecnología de forma creativa

5.4 Identificación de lagunas en la competencia digital

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Estructura del marco para la Competencia Digital

•Dimensión 1: Áreas de competencias (5)

•Dimensión 2: Competencias (21)

•Dimensión 3: Niveles de competencias (3)

•Dimensión 4: Ejemplos de conocimientos, habilidades y

actitudes

•Dimensión 5: Aplicabilidad según los distintos objetivos (ocio,

social, comprar y vender, aprendizaje, empleo, ciudadanía,

bienestar)

Modelo de

referencia

conceptual

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Actualización de DigComp: 2015-2016

¡Listo!

¡En proceso!

Publicación

Abril 2017

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Fase 1: Actualización del modelo de referencia

conceptual

https://ec.europa.eu/jrc/en/digcomp

• Las 5 areas y 21 competencias se mantienen más o menos igual:

• Actualización de vocabulario (online vs digital) • Actualizaciones conceptuales (protección de datos, derecho al olvido) •Reducción de redundancias

• Mayor cambio en 3.4 Programación

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Competence areas Competences

1. Information and data literacy

1.1 Browsing, searching and filtering data, information and digital content

1.2 Evaluating data, information and digital content

1.3 Managing data, information and digital content

2. Communication and collaboration

2.1 Interacting through digital technologies

2.2 Sharing through digital technologies

2.3 Engaging in citizenship through digital technologies

2.4 Collaborating through digital technologies

2.5 Netiquette

2.6 Managing digital identity

3. Digital content creation 3.1 Developing digital content

3.2 Integrating and re-elaborating digital content

3.3 Copyright and licences

3.4 Programming

4. Safety 4.1 Protecting devices

4.2 Protecting personal data and privacy

4.3 Protecting health and well-being

4.4 Protecting the environment

5. Problem solving 5.1 Solving technical problems

5.2 Identifying needs and technological responses

5.3 Creatively using digital technologies

5.4 Identifying digital competence gaps

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Competence areas

Dimension 1

Competences

Dimension 2


1.1 Browsing, searching and filtering data, information and digital content

To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.

1.2 Evaluating data, information and digital content

To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.

1.3 Managing data, information and digital content

To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.

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2. Communication and collaboration

2.1 Interacting through digital technologies

To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.

2.2 Sharing through digital technologies

To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.

2.3 Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.

2.4 Collaborating through digital technologies

To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.

2.5 Netiquette

To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication modes and strategies to the specific audience, to be aware of cultural and generational diversity in digital environments.

2.6 Managing digital identity

To create and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services.

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3. Digital content creation

3.1 Developing digital content

To create and edit digital content in different formats, to express oneself through digital means.

3.2 Integrating and re-elaborating digital content

To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.

3.3 Copyright and licences

To understand how copyright and licences apply to information and digital content.

3.4 Programming

To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.

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4. Safety 4.1 Protecting devices

To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.

4.2 Protecting personal data and privacy

To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” on how personal data is used.

4.3 Protecting health and well-being

To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.

4.4 Protecting the environment

To be aware of the environmental impact of digital technologies and their use.

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5. Problem solving 5.1 Solving technical problems

To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).

5.2 Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).

5.3 Creatively using digital technologies

To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.

5.4 Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.

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Actualización de DigComp: 2015-2016

¡Listo!

¡En proceso!

Publicación

Abril 2017

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Actualización: Segunda fase • 3 a 8 niveles de competencia: resultados de aprendizaje, inspirado

en el EQF – Publicación prevista Abril 2017

DigComp 1.0

Level in 2.1

Complexity of tasks

Autonomy Cognitive domain

Foundation

1 Simple tasks With guidance Remembering

2 Simple tasks Autonomy and with guidance where needed

Remembering

Intermediate

3 Well-defined and routine tasks, and straightforward problems

On my own Understanding

4 Tasks, and well-defined and non-routine problems

Independent and according to my needs

Understanding

Advanced

5 Different tasks and problems Guiding others Applying

6 Most appropriate tasks Able to adapt to others in a complex context

Evaluating

New to 2.1

Highly-specialised

7 Resolve complex problems with limited solutions

Integrate to contribute to the professional practice and to guide others

Creating

8 Resolve complex problems with many interacting factors

Propose new ideas and processes to the field

Creating

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1.1 Browsing, searching and filtering data, information and digital content To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies. Proficiency levels

Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Foundation Intermediate Advanced Highly specialised (new)

At basic level and with guidance, I

can:

At basic level and with autonomy and appropriate guidance where needed, I can:

On my own and solving

straightforward problems, I can:

Independently, according to

my own needs, and

solving well-defined and non-routine problems, I

can:

As well as guiding others,

I can:

At advanced level, according

to my own needs and those of

others, and in complex

contexts, I can:

At highly specialised level, I can:

At the most advanced and

specialised level, I can:

● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies.

● identify my information needs, ● find data, information and content through a simple search in digital environments, ● find how to access these data, information and content and navigate between them. ● identify simple personal search strategies.

● explain my information needs, ● perform well-defined and routine searches to find data, information and content in digital

environments, ● explain how to access them and navigate between

them. ● explain well-defined and routine personal search strategies.

● illustrate information

needs, ● organise the searches of data, information and content in digital environments,

● describe how to access to these data, information and content, and navigate between them. ● organise personal search strategies.

● apply information

needs, ● apply searches to obtain data, information and content in digital

environments, ● show how to access to these data, information and content and navigate between them. ● propose personal information strategies.

● assess information needs, ● adapt my searching strategy to find the most appropriate data, information and content in digital

environments, ● explain how to access to these most appropriate data, information and content and navigate among

them. ● vary personal search strategies.

● create solutions to complex problems with limited definition, that are related to browsing, searching and filtering of data, information and digital content. ● integrate my knowledge to contribute to professional practice and knowledge and guide others in browsing, searching and filtering data, information and digital content.

● create solutions to solve complex problems with many interacting factors, that are related to browsing, searching and filtering data, information and digital content. ● propose new ideas and processes to the field.

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Employment Scenario: Job seeking process

With help from an employment adviser:

I can identify, from a list, those job portals which can help me look for a job.

I can also find these job portals in my smartphone's app store, and access and navigate between them.

From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me.

With the help if necessary of an employment adviser I can identify, from a list, those job portals which can help me look for a job.

I can also find these job portals in my smartphone's app store, and access and navigate between them.

From a list of generic keywords for job seeking available in a blog on job hunting, I can also identify the keywords that are useful for me.

By myself:

I can name the job portals I routinely use to help me look for a job.

I can use well-defined keywords to find jobs portals my smartphone's app store , and explain to the employment adviser how I access and navigate between them.

I can explain to the employment adviser why I usually use certain keywords to find job portals and apps in my smartphone

I can fix problems such as accessing to the wrong portal or job app, or navigating away from portals that I routinely use.

I can give examples to the employment adviser of suitable job portals or apps that I use as for my job seeking needs.

I can organise my own search strategy such as using keywords and checking apps' evaluation, in order to find suitable apps on my smartphone that fit with my job profile.

I can describe to the employment adviser how I access and navigate between the apps I have found through this organised search strategy. I can organise my search strategy in an online spreadsheet (like Google Spreadsheet), with the list of keywords that are useful for finding job portals and apps with job offers related to my job profile on my smartphone. While I am doing these activities, I can resolve issues such as evaluate new apps that come up in my smartphone's app store as a result of my search, or add new keywords to my personal search strategy if I don't find appropriate job portals and offers.

When job seeking, I can find job portals and apps related to my job profile in any environment by using either routine or new digital resources (OS, apps, devices).

I can also show a friend how to find apps on her smartphone, using different keywords and evaluation criteria to select those that fit her job profile.

I can explain to her how to access and navigate between these apps to find appropriate job vacancies.

I can make an online presentation (like Google Slide) on job seeking containing the main keywords, job ads, blogs, wikis, apps and portals I use when job seeking, and share it with other job seekers.

I can assess the most appropriate job portals for job vacancies according to my job seeking needs and those of a friend. I can find those job apps adapted to my job seeking needs and those of a friend, and I can differentiate between appropriate and inappropriate portals and apps, pop-up information or spam while I am accessing and navigating between apps. I can explain to other job seekers how I perform these searches, and I can overcome unexpected situations that arise in the digital environment (spam, inappropriate job portals, problems with the downloading, etc.) in order to find appropriate apps on my smartphone.

I can make an online presentation (e.g. using Google Slide) on job seeking with the most appropriate keywords, job ads, blogs, wikis, apps and portals adapted to different job profiles (e.g. using hyperlinks), and allowing other job seekers to collaborate, and give examples on how to overcome complex situations when job seeking (e.g. not finding appropriate job ads, fake or old job ads, etc.)

I can create a digital collaborative platform (blog, wiki, etc.) which can be used by other job seekers to filter job portals and offers according to their job seeking needs.

I can create new apps for browsing, searching and filtering job portals and offers, according to job seekers' needs.

Examples of use

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Actualización: Segunda fase • Elaboración de una herramienta de evaluación de

competencias digitales: Disponible para 2018

Inclusion

en el

nuevo

Europass

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Diseño de un instrumento de evaluación para

DigComp v2.1

• Basado en una revisión de la bibliografia (22 instrumentos)

• Instrumento combinará ítems de autoevaluación y de

conocimiento procedimental

• Destinado a individuos con bajo nivel o ninguno de

competencia digital

• Asegurar la fiabilidad y la validez: intercambio con agentes

implicados y usuarios finales, y piloto del instrumento en una

muestra en 3 Estados Miembros.

• Finalizado para mediados de 2018

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3. Usos de DigComp

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Galeria de implementación: https://ec.europa.eu/jrc/en/digcomp/implementation

Diferentes usos de DigComp en

educación, formación y

empleo

Apoyo y formulación de políticas

- Apoyo para políticas/documentos estratégicos (ej. DESI, IKANOS)

- Mapeo con otro marco (ej. E-CF, vocabulario ESCO, ECDL)

Planificación formativa

- Revisión de curriculum/análisis de necesidades (ej. Extremadura, Region Flamenca- BE)

- Desarrollo de oferta educativa y de formación (ej. INTEF)

- Competencias para el empleo (ej. Telecentros)

Evaluación y certificación

- Autoevaluación (ej. CV Europass)

- Evaluación: de estudiantes (ej. En Estonia) y certificación de competencias (ej. IKANOS, ECCC)

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https://ec.europa.eu/jrc/en/digcomp/implementation

Report the uptake!



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TEACHER PROFESSIONAL DEVELOPMENT

E & T CONTENT /STUDENT

ASSESSMENT

ASSESMENT FOR EMPLOYABILITY

POLICY SUPPORT, FRAMEWORK

IMPLEMENTATION

SPAIN

The Min. of Education, INTEF created Common Framework for Teacher

Digital Competence based on DigComp. Use agreed between State

and Regional governments.

LITHUANIA

Translation of the DigComp framework by the Education

Development Centre. Used for Teacher PD

NAVARRA, SPAIN

Navarra Department of Education uses DigComp as a key reference for strategic

planning

EXTREMADURA, SPAIN

Extremadura implements Teachers Digital Competence Portfolio based on

DigComp

Member State implementations

Jan 2017

ESTONIA

From 2017 on, all 9th graders will be evaluated

using DigComp

BASQUE COUNTRY, SPAIN

Ikanos project developed by the Basque Government to deploy the Digital Agenda.

Free DigComp self-assessment and training

POLAND

The Min. of Digital Affairs published a catalogue of digital competence

frameworks for Digital Poland 2014-2020 referring to DigComp

POLAND

Training for certification purposes based on DigComp provided by ECCC

Foundation and ECDL in Poland.

NORWAY

The Centre for ICT in Education uses DigComp as a references to develop a DigComp framework for the teaching profession

ITALY

Italian Digital Agenda will translate and implement

DigComp as part of its strategy

PORTUGAL

The Min. of Education uses DigComp as an input for teachers' PD. Translation by CIDTFF, supported by the MoE

FLANDERS, BELGIUM

Dept. of Education use DigComp for a curricula review and development of adult

education courses

EMILIA-ROMAGNA REGION, IT

Uses DigComp to re-design courses/materials in Pane e internet,

an e-inclusion initiative

CROATIA

e-Schools project by Croatian Academic and Research Network uses

DigComp to support teachers

FRANCE

PIX platform being developed by the Min. of Education to certify digital skills based on DigComp

ANDALUCIA, SPAIN

"Andalucia digital" offers free DigComp self-assessment and training for job-

seekers

MALTA

Use of DigComp by the Ministry for Education and Employment in Maltese

"Digital Strategy "

SLOVENIA

Translated by National Education Institute. DigComp used in assessing

students in ICT

UNITED KINGDOM

Basic Digital Skills framework, created by GO UK, aligns with

DigComp

REBIUN, SPAIN

The Network of Spanish University Libraries (REBIUN) uses DigComp to upskill

students in 76 Spanish universities

GERMANY

A new strategy 'Education in the digital world' (Bildung in der digitalen Welt)

builds on DigComp (+2 other frameworks)

http://blog.educalab.es/intef/2015/10/22/common-framework-for-digital-competence-of-teachers/

http://blog.educalab.es/intef/2015/10/22/common-framework-for-digital-competence-of-teachers/

http://www.upc.smm.lt/veikla/about.php

http://www.upc.smm.lt/veikla/about.php

http://www.educarex.es/edutecnologias/porfoliotic.html

http://www.educarex.es/edutecnologias/porfoliotic.html

http://ikanos.blog.euskadi.net/?page_id=2423&lang=en



http://ikanos.encuesta.euskadi.net/index.php/566697/lang-en



https://mc.gov.pl/projekty/polska-cyfrowa-po-pc-2014-2020/ramowy-katalog-kompetencji-cyfrowych










http://www.eccc.edu.pl/

http://www.eccc.edu.pl/

http://www.ecdl.pl/

http://www.agid.gov.it/sites/default/files/documenti_indirizzo/agid_-_competenze_digitali_2016_r11.pdf

http://erte.dge.mec.pt/sites/default/files/noticias/digcomp_proposta_quadro_ref_europeu_compet_digital.pdf

https://www.ua.pt/cidtff/

http://www.paneeinternet.it/index.php

http://www.digcomp.andaluciaesdigital.es/

https://education.gov.mt/en/elearning/Documents/Green Paper Digital Literacy v6.pdf

https://doteveryone-prod.s3-eu-west-1.amazonaws.com/uploads/Basic-Digital-Skills-Framework-FINAL.pdf

https://doteveryone-prod.s3-eu-west-1.amazonaws.com/uploads/Basic-Digital-Skills-Framework-FINAL.pdf

http://www.go-on.co.uk/about/

http://www.rebiun.org/competenciadigital/Paginas/documentacion.aspx

https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2016/Bildung_digitale_Welt_Webversion.pdf

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empleo











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DG JUSTICE AND CONSUMERS

Development on-going of the Consumers' Digital

Competence Framework based on DIGCOMP

DG EDUCATION AND CULTURE

Development starting on the Teacher Digital

Competence Framework for based on DIGCOMP.

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empleo






- Desarrollo de oferta educativa y de formación (ej. INTEF, REBUIN)





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Spain, La Red de Bibliotecas Universitarias Españolas (The Network of Spanish University Libraries) REBIUN, the Network of Spanish University Libraries uses DigComp to upskill students in its network of 76 Spanish universities.




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http://mooc.educalab.es/courses

• Protégete en la red

• Medidas y actuaciones frente el ciberacoso

• Comunícate en digital

• ¿Postureo o salud?

• Navega en digital

• ¿Gestionas eficazmente tu formación? • Resume visualmente con infografías • !Qué sencillo es respetar al autor!

• Aclarar conceptos de forma creativa

• Estar al día con la competencia digital



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Portfolio de Competencia Digital Docente de Extremadura

• Determina el nivel competencia de cada

area según DigComp: Usuario

principiante (A1 y A2), medio (B1 y B2),

y Avanzado y experto (C1 y C2)

• Conocimientos, destrezas y actitudes por

incorporar

• Itinerarios formativos y de capacitación

para mejorar

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empleo











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Andalucía es digital – Junta de Andalucía

Adaptado de DIGCOMP

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https://pix.beta.gouv.fr/

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5. Conclusiones

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Competencia digital:

• Disponibilidad de un marco de referencia a nivel europeo

• Cada vez más importante para todos (jóvenes, mayores, en

búsqueda de empleo, trabajadores, profesores, etc. )

• Uso Competencia

• Hay que mantener y actualizar las competencias digitales: es un

proceso continuo y cambiante con la evolución de las TICs:

DIGCOMP v2.0

• No hay que tener el máximo nivel de competencias – Depende

del uso pero más es mejor ()

• El marco es neutral y descriptivo (no prescriptivo)

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https://ec.europa.eu/jrc/en/digcomp

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