Microsoft Word Modelo de Competencias Profesionales del Profesorado traducido docx

 
 
I. DIGITAL COMPETENCY (ICT) 
D
igital competency is defined by the European Parliament as "the confident and critical use 
of the technologies of the information society (IST) for work, leisure and communication. It is 
underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, 
present and exchange information, and to communicate and participate in collaborative 
networks via the Internet." 
 
Data processing and digital competency require an independent, effective responsible, 
critical and reflective individual to select, process and make use of information and its 
sources, as well as sundry technological tools. It likewise requires a critical attitude when 
assessing the available information, verifying it whenever needed, and compliance with rules 
of conduct. 
 
I
nformation and communication technologies (ICT) require teachers to perform new duties. 
They demand new teaching methods and new approaches to teacher education. Ensuring 
the integration of ICT in the classroom depends on teachers’ ability to structure the learning 
environment in a non-traditional manner, to merge ICT with new teaching methods and 
encourage socially dynamic lessons, encouraging cooperative interaction, cooperative 
learning and group efforts.
 
 
I
n accordance with the European standards, this competency has been itemised into four 
aspects, namely: 
• Knowledge of technologies. 
• Didactic use thereof. 
• Professional management and development. 
• Attitudinal and socio-cultural aspects. 
 
 
B
eneath we describe the various
components 
of digital competency, which are the 
knowledge, abilities, skills, talents, attitudes and behaviour patterns that the teacher must 
possess and apply in the course of competently practicing their profession
. 

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General Directorate of Education, Vocational Training and Learning Innovation. Year 2010-2011
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