Marcos DigCompEdu y CASEL

DigCompEdu &CASEL

Two frameworks to begin with

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Content developed by the Detecese Research Group at the Complutense University of Madrid.

Starting Point: The DigComp 3.0 Framework

What is DigComp?The European Digital Competence Framework for Citizens (DigComp) is the European Union’s standard framework for understanding, assessing, and developing digital skills. Its purpose is to help every EU citizen understand what is needed to be digitally competent in work, education, and everyday life.

• It provides a common European framework for digital competence.
• It helps citizens identify and develop the digital skills needed for daily life, learning, and work.

Starting Point: The DigComp 3.0 Framework

What does it consist of? Requirements for every EU citizen

1. Information and data literacy
2. Communication and collaboration
3. Digital content creation
4. Safety and well-being
5. Problem solving

these competences are directly related to:

DigCompEdu

CASEL

DigCompEdu

How is it structured?

Areas, competences, levels and practical applications

What is it?

//digcompedu - WHAT IS IT?

• DigCompEdu is a scientifically grounded framework developed by the European Commission’s JRC
• Focuses on using digital technologies to improve and innovate education
• Promotes a shift from teacher-centered to student-centered learning - teachers act as mentors and guides

• Provides a non-prescriptive progression model
• Defines each area in levels from Newcomer (A1) to Pioneer (C2)
• Spain, Italy, and Norway, practices are heterogeneous, as each teacher starts from a different teaching model.

How is it structured? //non-prescriptive progression model inspired by Bloom’s taxonomy

Info

Based on: Bloom et al. (1956), Seaman (2011), Adams (2015), Larsen et al. (2022), Adeli (2016)

//How is it structured?

The DigCompEdu framework structures educators’ progression in each competence into six levels (A1–C2), which are inspired by the cognitive processes of the revised Bloom’s taxonomy.

• A1 (Newcomer) and A2 (Explorer): Assimilation of information and basic digital practices. These correspond to the lower levels of Bloom’s taxonomy: Remember and Understand.

• B1 (Integrator) and B2 (Expert): Application, expansion, and reflection on digital practices. These correspond to: Apply and Analyze.

• C1 (Leader) and C2 (Pioneer): Knowledge sharing, critical judgment, and the development of new practices. These correspond to the higher levels: Evaluate and Create.

//Bloom’s Taxonomy for the Digital Era

Infographic based on previous @andreaoviedov work

High-order cognitive processes

Low-order cognitive processes

6. CREATE

5. EVALUATE

2. UNDERSTAND

1. REMEMBER

4. ANALYSE

3. APPLY

Construct meaning from messages, including oral, written, and graphic communication.

Use acquired knowledge and skills to create something new.

Remember terms, concepts, data, and facts, without needing to understand them.

Solve problems by applying knowledge in new contexts.

Break down information into parts and determine how they relate to each other.

Justify, present, and defend opinions by making judgments about information.

Verbs (keywords):

Verbs (keywords):

Verbs (keywords):

Verbs (keywords):

Verbs (keywords):

Verbs (keywords):

Design Construct Produce Invent Edit videos Create interactives, Animations, Informational materials Podcasts

Paraphrase Classify Summarize Label Contrast Outline Explain Ask Interpret Illustrate Exemplify

List, Define Describe Memorize Recognize Select Repeat Search Relate Cite Locate Name

Examine Contrast Infer Deduce Categorize Report Simplify Prioritize Group Order Highlight Graph

Calculate Simulate Develop Edit Demonstrate Solve Organize Plan Employ Connect Practice Play

Measure Judge Decide Defend Justify Criticize Value / Appraise Reward Debate Persuade Argue Recommend

See some examples

See some examples

See some examples

See some examples

See some examples

See some examples

Click on each button to access some teaching ideas using digital tools

//Areas, competences, levels and practical applications

Area 1: Professsional Engagement - Competences

Professional Engagement

Organisational communication

Professional collaboration

Reflextive practice

Digital CPD

Area

EDUCATORS'professional competences

REfERENCES

Area 1: Professsional Engagement - Competences

in PRACTICE

1. Use digital technologies to share resources and informationUpload materials, links and notices on platforms like Google Classroom so students and parents can easily access them.2. Use digital technologies to communicate organisational proceduresUse the electronic register to share deadlines, rules and remind students of upcoming lessons, tests or meetings.3. Use digital technologies to provide individual communicationSend personalised messages or feedback to inform families about students’ progress or possible difficulties.4. Use digital technologies to communicate with colleaguesUse shared platforms (e.g. Teams or Drive) to exchange materials, coordinate lessons and collaborate.5. Use digital technologies to communicate with external partnersContact experts or organisations via email or video calls to organise educational activities.6. Use official digital communication channelsPublish important information through the school website or official platforms.7. Contribute digital content to school platformsUpload lesson materials, announcements or useful resources for the school community.8. Collaborate to improve communication strategiesWork with colleagues to organise communication better (e.g. shared calendars or common tools).

Competence 1.1

An exAMPLE

2. Use digital technologies to communicate organisational procedures

• Centralize Procedures: Upload rules to Google Classroom or Canvas as your primary "source of truth." This ensures students have 24/7 access to official organizational guidelines in one place.

• Automate Deadlines: Sync tests and assignments with Google Calendar or Outlook for automatic alerts. Enable push notifications to proactively nudge students about upcoming tasks and due dates.

• Broadcast Reminders: Use Remind or Microsoft Teams to send instant updates for lessons and meetings. Keep the daily flow synchronized with fast, direct communication for any schedule changes.

LEVELS

Area 1: Professsional Engagement - Competences

in PRACTICE

Competence 1.2

1. Collaborate with other educators, on a dedicated project or task.Use a shared Kanban board (like Trello or Padlet) to coordinate roles and deadlines with a partner school for a joint STEM fair project.2. Use digital technologies to share and exchange knowledge, resources and experiences with colleagues and peers.Create a shared cloud folder (Google Drive or similar) where staff can upload successful lesson plans and provide feedback via comment features.3. Use digital technologies to collaboratively develop educational resources.Use a collaborative design tool like Canva or Google Slides to co-create an interactive digital textbook for the upcoming term.4. Use professional collaborative networks to explore and reflect on new pedagogic practices and methods.Participate in a monthly LinkedIn group to discuss and critique recent research on gamified learning.5. Use professional collaborative networks as a source for one’s own professional development.Join an online Community of Practice (CoP) to attend webinars and complete peer-reviewed micro-credentials in digital literacy.

An exAMPLE

3. Use digital technologies to collaboratively develop educational resources

• Work with colleagues on a shared Google Slides to co-create lesson materials
• Divide tasks (e.g. one designs slides, another adds activities or resources)
• Reuse and adapt the material together for different classes

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LEVELS

Area 1: Professsional Engagement - Competences

in PRACTICE

Competence 1.3

1. Critically reflect on one’s own digital and pedagogic practice. Maintain a monthly digital teaching journal to record which technologies improved student engagement and which fell short. 2. Identify competence gaps and areas for improvement. Complete a self-assessment rubric (Corubrics, Moodle, or similar) based on the DigCompEdu framework to pinpoint specific technical skills that need upgrading. 3. Seek the help of others in improving one’s digital and pedagogical practice. Request a peer observation from a tech-savvy colleague to receive constructive feedback on the use of interactive whiteboards (Classroom screen, Trello)4. Seek targeted training and use opportunities for continuous professional development. Enroll in a certified online course specifically focused on advanced data privacy and cybersecurity for classroom management. 5. Seek to continuously expand and enhance one’s repertoire of digital pedagogical practices. Experiment with one new digital tool per term, such as AI-driven formative assessment, and evaluate its impact on learning outcomes. 6. Help others in developing their digital pedagogical competence. Lead a short "Lunch and Learn" session to demonstrate to fellow teachers how to effectively use breakout rooms in virtual lessons. 7. At the organisational level, reflect on and provide critical feedback on digital policies and practices. Participate in a school-wide survey to highlight bottlenecks in the current hardware infrastructure and suggest more agile software solutions. 8. Actively contribute to further developing organisational practices, policies and visions on the use of digital technologies. Join the school’s Digital Strategy Committee to help draft a three-year roadmap for integrating mobile devices into the daily curriculum.

An exAMPLE

1. Critically reflect on one’s own digital and pedagogic practice

• Use a digital journal (e.g. OneNote or a shared document) to record reflections after each lesson
• Note which digital tools or activities were effective and which were not
• Review these notes over time to improve future teaching strategies

LEVELS

Area 1: Professsional Engagement - Competences

in PRACTICE

1. Use the internet to identify suitable training and professional development opportunities. Subscribe to education newsletters and use search filters on platforms like Coursera or FutureLearn to find relevant teaching certifications. 2. Use the internet to update one’s subject-specific competences. Follow academic journals and verified experts on ResearchGate to stay current with the latest developments in your specific field. 3. Use the internet to learn about new pedagogical methods and strategies. Research innovative trends like "Flipped Classroom" or "Project-Based Learning" through educational blogs and dedicated YouTube channels. 4. Use the internet to search for and identify digital resources which support professional development. Browse Open Educational Resources (OER) repositories to find toolkits and templates that enhance your digital instructional design skills. 5. Use the exchange in digital professional communities as a source of professional development. Engage in discussions within specialized Facebook or Reddit educator groups to swap advice on managing digital classroom behavior. 6. Use online training opportunities, e.g. video tutorials, MOOCs, webinars etc. Complete a self-paced MOOC on advanced spreadsheet techniques to better manage and analyze student performance data. 7. Use digital technologies and environments to provide training opportunities for colleagues and peers. Record a series of short screen-cast tutorials and share them on the school’s intranet to help peers master a new grading software.

Competence 1.4

An exAMPLE

6. Use online training opportunities (e.g. MOOCs, webinars, tutorials)

• Enrol in an online course (e.g. Coursera) to learn a new teaching method
• Watch short tutorial videos to improve the use of digital tools
• Apply what you learned in class and reflect on its effectiveness

LEVELS

Area 2: Digital Resources - Competences

Digital Resources

Selecting

Creating & Modifying

Managing, protecting, sharing

Area

references

EDUCATORS'pedagogic competences

Area 2: Digital Resources - Competences

in PRACTICE

1. Formulate appropriate search strategies to identify digital resources for teaching and learning.Apply advanced search operators (like "filetype:pdf" or "site:.edu") and Boolean logic to filter high-quality academic materials for a history lesson. 2. Select suitable digital resources for teaching and learning, considering the specific learning context and learning objective. Choose an interactive 3D simulation specifically designed to help visual learners grasp the mechanics of cell division in a secondary biology class. 3. Critically evaluate the credibility and reliability of digital sources and resources. Use the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose) to cross-verify the information found on a trending news blog before sharing it with students. 4. Consider possible restrictions to the use or re-use of digital resources (e.g. copyright, file type, technical requirements, legal provisions, accessibility). Filter image searches by Creative Commons licenses to ensure all media used in a classroom presentation is legally compliant and ethically sourced. 5. Assess the usefulness of digital resources in addressing the learning objective, the competence levels of the concrete learner group as well as the pedagogic approach chosen. Audit a mobile app to ensure its interface matches the fine motor skills of primary students and effectively supports a discovery-based learning activity.

An exAMPLE

Competence 2.1

4. Consider possible restrictions to the use or re-use of digital resources (e.g. copyright, file type, technical requirements, legal provisions, accessibility).

• Filter image searches by Creative Commons licenses to ensure all media used in a classroom presentation is legally compliant and ethically sourced.
• Visit https://creativecommons.org/ to learn more about the licenses

LEVELS

Area 2: Digital Resources - Competences

in PRACTICE

1. Modify and edit existing digital resources, where this is permitted. Download a Creative Commons licensed slide deck and simplify the vocabulary to make it accessible for students with lower reading levels. 2. Combine and mix existing digital resources or parts thereof, where this is permitted. Integrate snippets from an open-source documentary into an interactive H5P video quiz to reinforce specific key concepts. 3. Create new digital educational resources. Design an original branching scenario game using Google Forms, Canva, Genially, LiveWorkSheets to help students practice decision-making in a virtual lab environment. 4. Jointly create with others digital educational resources. Collaboratively build a comprehensive database of exam practice questions with the department using a shared Microsoft OneNote notebook. 5. Consider the specific learning objective, context, pedagogical approach, and learner group, when adapting or creating digital learning resources. Adjust the font size and color contrast of a digital worksheet to ensure it meets the accessibility needs of students with visual impairments. 6. Understand different licences attributed to digital resources and the implications for their re-use. Create a checklist to distinguish between "Non-Commercial" and "No-Derivatives" licenses before publishing a compiled resource on the school website.

An exAMPLE

Competence 2.2

3. Create new digital educational resources.

• Outline a branching script where each student decision leads to a different scientific consequence or outcome.
• Use the interactive features of the selected tool to connect the laboratory scenes and choices.
• Insert feedback windows at each branch to explain the accuracy of the decision made by the student.

LEVELS

Area 2: Digital Resources - Competences

in PRACTICE

1. Share resources using links or as attachments, e.g. to e-mails. Send a direct link to a Google Drive document with "view only" permissions to ensure students always access the most recent version of the syllabus. 2. Share resources on online platforms or personal or organisational websites/blogs. Embed a Padlet board on the school’s WordPress blog to showcase a curated collection of student-made digital posters for parents to see. 3. Share one’s own repositories of resources with others, managing their access and rights as appropriate. Set up a Google Classroom or Microsoft Teams channel for your department, using "folder-level permissions" to grant editing rights only to specific lead teachers. 4. Respect possible copyright restrictions to using, re-using and modifying digital resources. Use the Pixabay or Unsplash integrated plugins in your presentations to ensure all images used are high-quality and royalty-free. 5. Attribute (open) licenses to self-created resources. Use the Creative Commons License Chooser tool to generate a "CC BY-NC" badge and paste it onto the footer of your original Genially materials. 6. Share administrative and student-related data with colleagues, students and parents, as appropriate. Use a secure Google Classroom or Moodle gradebook to provide private, individual feedback to students while keeping their scores hidden from peers.

An exAMPLE

Competence 2.3

3. Share one’s own repositories of resources with others, managing their access and rights as appropriate.

• Create a dedicated "Department Resources" team in Microsoft Teams or a shared drive in Google Workspace.
• Upload your teaching materials and use the "Manage Access" settings to set folders as "Restricted" or "View Only" for the general staff.
• Assign "Editor" or "Owner" roles specifically to lead teachers to allow them to update and organize the repository.

LEVELS

Area 3: Teaching and Learning - Competences

Teaching and Learning

Teaching

Guidance

Collaborative learning

Self-regulated learning

Area

references

EDUCATORS' pedagogic competences

Area 3: Teaching and Learning - Competences

in PRACTICE

Competence 3.2

1. Use digital communication tools to support learnersSend reminders, instructions and quick clarifications through tools like Google Classroom or Microsoft Teams to keep students on track.2. Design learning activities with guidance in mind Create step-by-step tasks with clear instructions, checklists or short tutorial videos so students know exactly what to do. 3. Interact with learners in collaborative digital Use shared tools like Padlet, Google Docs or discussion forums to ask questions, give feedback and encourage peer interaction. 4. Monitor student behaviour and engagement Track participation and activity using platform insights or classroom tools to identify students who need support. 5. Monitor learning progress remotely Use quizzes, assignments or digital portfolios to check understanding and give timely feedback, even at a distance. 6. Experiment with new forms of guidance and support Try new methods such as video feedback, voice comments or guided learning pathways to better support students.

An exAMPLE

6. Experiment with new forms of guidance and support

• Record short video feedback using tools like Loom or Flip
• Use voice notes or comments in Google Classroom / Teams
• Create step-by-step guided activities with hints and checkpoints
• Provide interactive or personalised feedback to improve engagement

LEVELS

Area 3: Teaching and Learning - Competences

in PRACTICE

1. Use digital technologies in the classroom Integrate the use of digital tools in a meaningful way to support learning (e.g. Kahoot, Mentimeter or interactive presentations) during lessons. 2. Structure the lesson through different digital activities Use digital tools to plan and structure lessons in advance (e.g. Excel, Google Sheets or Canva) to organise activities, timing and learning materials. 3. Organize online sessions and interactions Use Zoom or Microsoft Teams with breakout rooms, chat and polls to manage live lessons and encourage participation. 4. Manage content and collaboration Share materials and organise group work using Google Classroom, shared Google Docs or Padlet for collaboration. 5. Choose the appropriate type of intervention (face-to-face or digital) Decide when to use tools like videos, quizzes or discussions depending on students’ needs and the learning objective. 6. Reflect on and improve teaching practice Collect feedback using Google Forms or Mentimeter to understand what worked and improve future lessons. 7. Experiment with new teaching methods Try approaches like flipped classroom (video with Edpuzzle at home) or gamification (Genially, Classcraft).

Competence 3.1

An exAMPLE

4. Manage content and collaboration

• Share lesson materials in Google Classroom and organise them by topic or week
• Create a collaborative Google Doc or Padlet where students work together on a task
• Give feedback directly in the document using comments and suggestions

LEVELS

Area 3: Teaching and Learning - Competences

in PRACTICE

1. Implement collaborative learning activities with digital tools Design collaborative tasks such as a digital escape room using Genially, group quizzes or problem-solving challenges where students work together to complete a mission. 2. Use digital environments for collaboration Set up shared spaces (e.g. Teams channels or Classroom groups) where students can communicate, share files and collaborate. 3. Support knowledge exchange among learners Encourage students to share ideas, results and feedback using digital tools and collaborative platforms. 4. Monitor and guide collaborative work Track group activity, give feedback and intervene when needed to support effective teamwork. 5. Support digital presentation of collaborative work Have students present their work using slides, videos or digital posters to share outcomes with the class. 6. Use digital tools for peer-assessment and peer-learning Use tools like forms, comments or rubrics to allow students to evaluate and learn from each other. 7. Experiment with new collaborative formats Try new approaches such as online debates, co-creation tasks or collaborative projects using digital tools.

Competence 3.3

An exAMPLE

1. Implement collaborative learning activities

• Create a digital escape room in Genially where each group solves tasks to unlock the next step
• Assign roles (e.g. reader, writer, problem-solver) so all students actively contribute
• Ask groups to present how they solved the challenges and reflect on their collaboration

LEVELS

Area 3: Teaching and Learning - Competences

in PRACTICE

Competence 3.4

1. Supporting learners in planning their own learning Help students define clear learning goals using tools like Notion or Trello to plan tasks and track progress. 2. Support the collection of evidence and progress documentation Help students organise tasks, deadlines and study activities using tools (e.g. Todoist, Google Keep). 3. Support learners in recording and showcasing their work Encourage students to track their progress using digital portfolios or tools (e.g. Seesaw). 4. Support reflection and self-assessment Use digital journals or tools (e.g. OneNote, Blogger) to help students reflect on their learning.

An exAMPLE

2. Support the collection of evidence and progress documentation

• Create a Trello board with columns “To do / Doing / Done” to organise tasks
• Add deadlines and checklists to guide students step by step
• Ask students to update their progress weekly and reflect on completed tasks

LEVELS

Area 4: Assessment - Competences

Assessment

Assessment strategies

Analysing evidence

Feedback & Planning

Area

references

EDUCATORS' pedagogic competences

Area 4: Assessment - Competences

LEVELS

in PRACTICE

Competence 4.1

An exAMPLE

1. Use digital tools to monitor learning Design activities that generate useful data, such as interactive videos with Edpuzzle or live brainstorming with Slido to track student engagement. 2. Enhance formative assessment through digital Use creative tasks such as digital storytelling (e.g. Canva) or short video explanations to assess different skills. 3. Enhance summative assessment through digital technologies Track students’ progress through platforms like Google Classroom or shared folders where their work is collected over time. 4. Support assessment through digital scaffolding Give quick feedback using comments, voice notes or tools like Mote directly on students’ work. 5. Use a variety of assessment formats Observe patterns in students’ work to identify common difficulties and adjust the next lesson. 6. Reflect on and adapt assessment strategies Encourage reflection using simple checklists or peer feedback activities supported by tools like Google Forms.

3. Enhance summative assessment through digital technologies

• Ask students to complete a real-world task (e.g. create a short video, infographic or presentation to explain a concept)
• Assess the work using a clear rubric shared in advance
• Use the final product to evaluate both knowledge and communication skills

Area 4: Assessment - Competences

LEVELS

in PRACTICE

Competence 4.2

An exAMPLE

1. Design learning activities that generate data on learner activity and performance Design activities that leave a trace of learning, such as collaborative boards in Miro or interactive timelines where students contribute content. 2. Use digital technologies to record, compare, and synthesise data on learner progress Use tools like ClassDojo or simple tracking tables to monitor participation, behaviour and progress over time. 3. Recognise the value of data generated in digital learning environment Recognise useful data such as frequency of contributions, quality of answers or interaction patterns during activities. 4. Analyze and interpret evidence on learner activity and progress Interpret students’ outputs to understand how they are learning and where they need support. 5. Combine and evaluate different sources of evidence on learner progress and performance Use a mix of observations, digital artefacts and group work to get a more complete understanding of student performance. 6. Critically reflect on evidence to inform teaching and learning Adjust teaching strategies, pacing or grouping based on the evidence collected.

3. Recognise the value of data generated in digital learning environments

• Create a collaborative Miro board where students add ideas or solutions during the lesson
• Observe who contributes, how often and the quality of their responses

• Use this information to identify active students and those who need more support

Area 4: Assessment - Competences

LEVELS

in PRACTICE

Competence 4.3

An exAMPLE

1. Use digital technologies to provide feedback on assignments Use platforms like Google Classroom or Turnitin to comment directly on students’ work and provide structured feedback. 2. Use assessment management systems to support feedback Use systems like Moodle or Teams assignments to organise feedback, track submissions and monitor student progress. 3. Monitor learner progress and providing support Track student progress over time and offer support through check-ins, comments or short follow-up tasks. 4. Adapt teaching and assessment based on data Adjust lesson pace, content or activities based on students’ results and feedback patterns. 5. Provide personalised feedback and differentiated support Provide targeted feedback using tools like Loom for short video explanations or individual suggestions. 6. Support learners in understanding and interpreting feedback Guide students in using feedback by discussing it in class or providing examples of improvements. 7. Support learners in identifying areas for improvement and planning learning Help students set next steps using simple action plans or reflection prompts. 8. Enable communication of progress to learners and families Use the electronic register to communicate students’ progress, share feedback and keep families informed about learning outcomes.

1. Use digital technologies to provide feedback on assignments

• Review students’ work in Google Classroom and add specific comments on strengths and improvements
• Record a short Loom video to explain common mistakes
• Ask students to revise their work based on the feedback received

Area 5: Assessment - Competences

Empowering learners

Diferentiation & personalisation

Accesibility & inclusion

Actively engaging learners

Area

references

EDUCATORS' pedagogic competences

Area 5: Assessment - Competences

1.Provide equitable access to digital technologies and resourcesEnsure all students can access digital activities and materials, for example by sharing resources in different formats and checking device availability. 2. Adapt teaching to learners’ digital context Adapt tasks according to students’ digital skills, available devices and home learning conditions. 3. Use assistive technologies and inclusive strategies Use assistive tools such as text-to-speech, subtitles or speech-to-text to support learners with different needs. 4. Address accessibility in digital resources Choose or create digital materials that are easy to read, navigate and use for all learners. 5. Apply design principles for accessibility Use clear fonts, readable colour contrast and simple layouts when designing presentations or activities. 6. Monitor and improve accessibility strategies Collect feedback from students and review whether digital activities are truly accessible and inclusive.

in PRACTICE

An exAMPLE

Competence 5.1

2. Adapt teaching to learners’ digital context

• Check whether students have the same access to devices, internet connection and digital tools
• Provide alternative versions of the activity, such as a simpler task or downloadable material
• Adapt instructions and tools according to students’ confidence and familiarity with technology

LEVELS

Area 5: Assessment - Competences

in PRACTICE

1. Addressing individual learners’ needs through digital technolgiesProvide different types of input (e.g. video explanations, visual supports, short texts) to meet diverse learning needs. 2. Allowing different learning pathways, levels, and speeds Design tasks with different levels of difficulty so students can work at an appropriate level and gradually improve. 3. Supporting individual learning plans through digital technologies Create flexible learning paths where students can choose activities or move forward at their own pace.

Competence 5.2

An exAMPLE

1. Addressing individual learners’ needs through digital technologies

• use of digital tools that support different learning needs (e.g. tools for reading support, visual aids);
• adaptation of resources to respond to specific difficulties or strengths;
• selection of technologies that allow more inclusive participation.

LEVELS

Area 5: Assessment - Competences

in PRACTICE

1. Use digital technologies to present and explain concepts in an engaging wayPresent concepts using short interactive explanations, combining visuals and quick questions to maintain attention. 2. Use digital environments and activities that foster engagement Design activities where students interact, respond and contribute. 3. Place learners’ active use of technologies at the centre Encourage students to create their own content using tools like Book Creator, combining text, audio and images. 4. Support active engagement with subject content Propose tasks where students apply concepts through activities, discussions or problem-solving. 5.Select appropriate technologies for active learning Choose tools that require student interaction and participation, not just content consumption. 6. Reflect on and adapting strategies for engagement Observe students’ involvement and adapt activities to maintain attention and participation.

Competence 5.3

An exAMPLE

3. Place learners’ active use of technologies at the centre

• Ask students to create a short digital product (e.g. a page in Book Creator with text, audio and images) to narrate their story
• Let students share their work and interact with each other’s contributions
• Design tasks where students actively produce content instead of just watching

LEVELS

Area 6: Assessment - Competences

Facilitating Learners's Digital Competence

Responsible use

Communication

Area

Information & Media literacy

Problem solving

references

LEARNERS' competences

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

1. Articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them.Organize a "Digital Scavenger Hunt" using Google Search where students must find three primary sources from different historical archives to answer a specific mystery. 2. Create and update personal search strategies. Conduct a workshop on using Google, DuckDuckGo or Bing to teach students how to build a "Search Log" that tracks which keywords yielded the most relevant academic results. 3. Adapt search strategies based on the quality of information found. Challenge students to use Google Scholar to find a peer-reviewed article that contradicts a sensationalist headline found on a standard web search. 4. Analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. Use a Mentimeter live poll for students to vote on the "trustworthiness" of different websites based on a checklist of bias and authorship. 5. Organise, store and retrieve data, information and content in digital environments. Teach students to use Diigo or Pocket to tag and categorize digital bookmarks into thematic folders for their term research project. 7. Organise and process information in a structured environment. Have students use Notion or Evernote to create a structured database where they link their notes, citations, and raw data in a centralized digital workspace.

An exAMPLE

Competence 6.1

1. Articulate information needs, to search from data, information and content in digital environments to access them and navigate between them

• Present a fun mystery (like "What did chocolate taste like 500 years ago?") and provide a list of three "safe search" sites like Britannica Kids or Kiddle.
• Teach students to type simple keywords into the search bar, such as "history of chocolate" or "Aztec cocoa," to find visual clues.
• Have them post one image from each source onto a Padlet wall, briefly explaining what each clue tells them about the mystery.

LEVELS

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

1. Interact through a variety of digital technologies.Use Flip (formerly Flipgrid) for students to post short video responses to a prompt and reply to two classmates using the video comment feature. 2. Understand appropriate digital communication means for a given context. Conduct a role-play activity where students draft a formal email to a "Principal" via Gmail or Outlook and a casual instant message to a "Friend" on Slack. 3. Share data, information and digital content with others through appropriate digital technologies. Create a shared Google Slides presentation where each student contributes one slide featuring an infographic they designed on Canva. 4. Know about referencing and attribution practices. Use Scribbr or EasyBib to help students generate a proper citation list for the images and quotes used in their digital science reports. 5. Participate in society through the use of public and private digital services. Guide students to use a local Government E-portal or a mock-up digital town hall to simulate voting on a neighborhood improvement project. 6. Seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies. Help students launch a digital awareness campaign on Instagram or TikTok to promote environmental sustainability within their local community.

An exAMPLE

Competence 6.2

3. Share data, information and digital content with others through appropiate digital technologies.

• Create a master presentation in Google Slides and share it with the class using "Editor" permissions so everyone can access the same file.
• Have each student design an original infographic in Canva and export it as a high-quality image file (PNG or JPG).
• Instruct students to claim a specific slide and use the "Insert Image" tool to upload and center their infographic for the final group gallery.

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LEVELS

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

7. Use digital technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge. Build a collaborative classroom "Knowledge Map" using Miro where students link ideas and research findings in real-time. 8. Be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. Create a "Digital Netiquette" contract using a Google / Microsoft Forms quiz that tests students on how to respond politely to online disagreements. 9. Adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments. Use Google Meet, Zoom or Microsoft Teams to connect with a classroom in another country, requiring students to adapt their language and visuals for a global audience. 10. Create and manage one or multiple digital identities. Develop a professional student portfolio using Google Sites, LinkedIn or Wix that highlights their academic achievements while keeping personal social media private. 11. Protect one’s own reputation. Use a "Digital Footprint" simulator or Google Search yourself activity to analyze how online posts can impact future university or job applications. 12. Deal with the data that one produces through several digital technologies, environments and services. Practice managing privacy settings and data export tools in Facebook or Google Account settings to understand what personal info is being tracked.

An exAMPLE

Competence 6.2

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9. Adapt communication strategies to the specific audience an to be aware of cultural and generational diversity in digital environments

• Schedule a video call via Zoom or Microsoft Teams with a partner school in a different country to host a "Cultural Exchange" session.
• Task students with creating a presentation using Google Slides that uses universal icons and simple English to ensure clarity for non-native speakers.
• Moderate a live Q&A session where students must practice active listening and adjust their speaking pace to account for potential language barriers or time delays.

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

1. Create and edit digital content in different formats.Assign students to record a podcast episode using Audacity and then design a matching promotional flyer on Canva. 2. Express themselves through digital means. Have students create a "Digital Storytelling" project using Book Creator to share a personal narrative using text, images, and audio. 3. Modify, refine, improve and integrate information and content into an existing body of knowledge. Challenge students to improve a stub article on a school Wiki by adding new verified facts and citing external digital sources. 4. Create new, original and relevant content and knowledge. Task students with developing an original interactive tutorial using Genially to explain a complex scientific concept to their younger peers. 5. Understand how copyright and licenses apply to data, information and digital content. Use a digital "Card Sort" activity in Nearpod where students categorize media assets into "Public Domain," "Fair Use," or "Copyrighted." 6. Plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task. Build a simple "Catch the Fruit" game in Scratch, requiring students to write logical block-code sequences for movement and score-keeping.

An exAMPLE

Competence 6.3

6. Plan and develop a sequence of understable instructions for a computing system to solve given problem or perform a specific task

• Use Scratch to select a "catcher" sprite and a "fruit" sprite, setting up the stage with a clear background.
• Snap together "If/Then" blocks and "Key Pressed" events to make the catcher move left and right across the screen.
• Create a "Score" variable and write a script that increases the points every time the fruit sprite touches the catcher sprite.

LEVELS

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

1. Protect devices and digital content, and to understand risks and threats in digital environments.Conduct a "Security Audit" where students use Norton or Google Security Checkup to identify weak passwords and outdated software on their personal accounts. 2. Understand safety and security measures. Use Kahoot! to host a competitive quiz on identifying phishing emails and the importance of two-factor authentication (2FA). 3. Protect personal data and privacy in digital environments. Have students use Privacy.com or Ghostery to see how many trackers are following them on their favorite websites and adjust browser settings accordingly. 4. Understand how to use and share personal information while being able to protect oneself and others from damages. Role-play a "Digital Oversharing" scenario using a private Google Classroom or Microsoft Teams chat to discuss which photos or locations are safe to post online. 5. Understand that digital services use a "Privacy policy" on how personal data is used. Use Terms of Service; Didn't Read (tosdr.org) to compare the privacy policies of popular apps like TikTok and Instagram in a simplified format. 6. Avoid health risks and threats to physical and psychological well-being while using digital technologies. Create an ergonomic checklist in Canva and have students use their laptop cameras to record a "Posture Check" video for their peers.

An exAMPLE

Competence 6.4

2. Understand safety and security measures:

• Create a Kahoot! quiz featuring real-life screenshots of both legitimate emails and phishing attempts to challenge students to spot the red flags.
• Launch the live game and, after each question about Two-Factor Authentication (2FA), pause to explain how this extra code acts as a "digital bodyguard" for their passwords.
• Review the final platform report to identify which security concepts caused the most confusion and provide immediate clarification before the session ends.

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LEVELS

Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

An exAMPLE

7. Protect oneself and others from possible dangers in digital environments (e.g. cyberbullying). Use Common Sense Education interactive lessons to help students practice "Upstander" responses to hypothetical cyberbullying comments on social media. 8. Be aware of digital technologies for social wellbeing and social inclusion. Explore accessibility tools like Be My Eyes or Microsoft Seeing AI to understand how technology can assist people with visual impairments in daily life. 9. Be aware of the environmental impact of digital technologies and their use. Use an Online Carbon Calculator to estimate the environmental cost of streaming video versus downloading files, then present findings on Padlet. 10. Monitor student behaviour in digital environments in order to safeguard their wellbeing. Set up GoGuardian or Hapara to provide real-time guidance and supportive intervention while students are working on independent digital research. 11. React immediately and effectively when learners' wellbeing is threatened in digital environments (e.g. cyberbullying). Establish a "Panic Button" or anonymous reporting form using Google Forms that students can use to alert staff to harmful online interactions instantly.

Competence 6.4

9. Be aware of the environmental impact of digital technologies and their use

• Use a tool like Website Carbon or a specialized Digital CO2 Calculator to compare the energy consumption of streaming a 1080p video versus a one-time file download.
• Create a collaborative wall on Padlet where students post their calculated data, including the grams of CO2 produced by each digital action.
• Use the "Connect" feature in Padlet to group findings, allowing students to visualize which digital habits have the highest environmental footprint and brainstorm "greener" alternatives.

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Area 6: Fasilitating Learners' Digital Competence

in PRACTICE

1. Identify technical problems when operating devices and using digital environments, and to solve them.Conduct a "Tech Troubleshooting" workshop where you intentionally simulate common errors in a Google Classroom assignment (like a broken link or a locked document) and have students find the solution. 2. Adjust and customise digital environments to personal needs. Have students explore the Accessibility Settings in Windows or macOS to enable "High Contrast" modes or "Screen Readers," tailoring their workstation to their specific visual or auditory preferences. 3. Identify, evaluate, select and use digital technologies and possible technological responses to solve a given task or problem. Provide a complex data set and ask students to choose the best tool to present it—deciding between an automated chart in Microsoft Excel or an interactive infographic in Infogram. 4. Use digital technologies in innovative ways to create knowledge. Task students with using Augmented Reality (AR) apps like Merge Cube or Adobe Aero to visualize and explain a 3D biological cell structure in a way that 2D textbooks cannot. 5. Understand where their digital competence needs to be improved or updated. Use a self-assessment tool like the Europass Digital Skills Test to help students identify their strengths and create a personal "Learning Roadmap" for the semester. 6. Support others in their digital competence development. Appoint "Digital Mentors" in the classroom who use Loom to create short video tutorials helping their peers master a specific feature in a shared Minecraft Education world.

An exAMPLE

4. Use digital technologies in innovative ways to create knowledge

• Use Adobe Aero or a similar AR platform to import or select 3D models of cell organelles (like mitochondria or the nucleus) and place them in a real-world physical space.
• Program interactive "triggers" or digital labels within the AR environment so that when a user taps an organelle, a pop-up explanation of its biological function appears.
• Record a "virtual tour" of the 3D cell using the screen-recording feature, allowing students to narrate their findings and share the immersive knowledge with the rest of the class.

Competence 6.5

LEVELS

CASEL Framework

HOW IS IT STRUCTURED?

contributions for change in school and classroom

WHAT IS IT?

WHAT IS THE CASEL FRAMEWORK?

Lifelong process of developing skills that help us succeed in school and in all areas of our lives:

• Communicating effectively.
• Building relationships.
• Overcoming challenges.

The aim: How we help students to learn and practice the SEL skills in supportive environments. Focused on children and young people, but oriented to lifelong learning and adult development.

CASEL STRUCTURE

5 SOFT SKILLS

4 KEY CONTEXTS

Socio Emocional Learning Competences

Socio Emocional Learning Competences

SELF-AWARENESS

The hability to:

• Recognize one´s own emotions, thoughts, and valued and their impact in our behavior and beliefs.
• Understand our culture.

• Accurate self-perception, recognizing one´s strength and limitations with a well-grounded sense of confidence, optimism and "growth mindset"

Self-efficacy & Self-confidence

A strong sense of identity helps buffer negative life experiences and supports stronger academic, social, and emotional outcomes. Oriented to reflect on their own experiences, emotions, and how they are coping with them. With strong self-awareness, people can process intense emotions and experiences and communicate effectively.

Socio Emocional Learning Competences

SELF-MANAGEMENT

The hability to:

• Regulate emotions and behaviour in different situations.
• Set and work toward personal and academic goals, through organizational skills.

Impulse control & Stress management. Self-motivation & Self-discipline

Give young people space to apply their experiences, work on things that matter to them, and see the impact they can have. They experiment difficult moments, but they navigate challenges skillfully: manage impulses, think things through, and act intentionally. They believe they can make a positive difference in the world around them through their actions and feel motivated to do their best.

Socio Emocional Learning Competences

SOCIAL AWARENESS

Understand others and how they feel, and to truly put ourselves in someone else’s shoes and appreciate their perspective. Recognize how others feel and show compassion. They learn from people who are different from them to better understand others’ experiences. Environments within greater acceptance, respect, and inclusion. People are more likely to feel a sense of belonging despite their differences. A sense of belonging is essential for well-being, satisfaction in school and work, and motivation and academic achievement.

The hability to:

• Empathise with others, and different cultures, perspetives and beliefs.
• Respect and appreciate diversity.
• Show compassion in the face of inequality.

Perspective-taking & Inclusive skills.

Socio Emocional Learning Competences

RELATIONSHIP SKILLS

The hability to:

• Effective and constructive communication.
• Social engagement.
• Team work in diverse groups.
• Cooperation and help others.

Negotiation & Reaching agreements.

How we communicate and listen, how we build on others’ ideas, as well as how we disagree, cooperate, and lead—and how we help others and rely on others when we need support. To develop and grow with classmates, friends, teammates, siblings, teachers, and families. Needed for their future carrer. People work together to learn, share understanding, and solve problems. They speak up when something is wrong and are willing to find solutions.

Socio Emocional Learning Competences

RESPONSIBLE DECISION-MAKING

How we explore a question or problem in depth and consider the possible consequences of different choices, also the impact on others. A decision-making process with curiosity and an open mind. The choice is truly theirs, and they should take the time to gather all the information they need. When people practice responsible decision-making, they are more attentive and engaged, become stronger critical thinkers, and seek new perspectives and knowledge more quickly.

The hability to:

• Identify problems and analize situantions.
• Solving problems.
• Evaluation & reflection.

Critical thinking & ethical responsibility.

Socio Emocional Learning Competences

CLASSROOMS

SCHOOLS

Key Contexts

FAMILIES & CAREGIVERS

COMMUNITIES

Key Contexts

CLASSROOMS

• Teach social and emotional skills creating opportunities for students to practice and apply these skills in academic subjects.
• Classroom environments: caring, trusting, relationship-rich, and student-centered strengthen.

More information

Key Contexts

SCHOOLS

• Students: Applying SEL skills in other school spaces and agents (playground, canteen...).
• Adults:
• Listen students´voices and improve their participation.
• Being reflective about how they collecte and use information and planning academic and behavioral supports.

More information

Key Contexts

FAMILIES & CAREGIVERS

• Bring deep knowledge about culture and children´s development and needs.
• Perspective about students´ needs to support effectivelly their children´s social and emotional development.

More information

Key Contexts

COMMUNITIES

• Participate in community programms to develope and apply SEL skills.
• Promote these skills in communitarian activities (sports, arts, clubs, work experiences, services... ).

More information

Practices and benefits based on evidence and research

• Builds more positive and trusting relationships (Jennings & Greenberg, 2009; Schonert-Reichl, Hanson-Peterson, & Hymel, 2015)

• Leads to better academic outcomes (Durlak et al., 2011; Taylor et al., 2017)

• Increases the ability to manage stress, anxiety, and depression (Durlak et al., 2011; Taylor et al., 2011; Clarke et al., 2021; Jagers, Rivas-Drake, & Williams, 2019)

• Improves attitudes toward oneself, others, and school (Durlak et al., 2011; Taylor et al., 2017)

CASEL AND EQUITY

• Equity is not a separate focus area; it is woven throughout the CASEL framework.
• The success of the model depends on treating families and communities as authentic partners, ensuring that socio-emotional development is something students "own" rather than something imposed upon them.
• Key Idea: Seeks to have the school adapt to the student's identity, rather than requiring the student to sacrifice their identity to fit into the school.

(Jager, et al., 2019; Jagers et al. 2021)

CASEL AND EQUITY KEY CONCEPTS

For Justice and Equity

Affirmation of Identity and Culture

Systemic Improvement

Empowerment and student voices

Adult responsability and reflection

CASEL theory in action

Info

IN SUMMARY

These are the ten key aspects of the CASEL Framework model:

Some classroom examples

CÓMO SE VE EN EL AULA

activities with sense

CHANGE culture

contents /KNOWLEDGE

Multidisciplinarity. Based in day-life experiencie and issues. Ethical dimension.

Cooperative learning. Methodological variety (socially critical approaches). Change the roles & open your classroom. Socially critical approaches.

Open-ended tasks. Centered in students´interests and questions.

CÓMO SE VE EN EL AULA

Resource selection

redesign of school spaces and times

EVALUATION

- Students, other agents and the success of the project. - Complex and formative: The development of the processes (skills, knowledge, actittudes...)

- According to the objectives and principles that inspire the practice. - Not as a trend.

- Open to the school and the community (museums, associations, etc.) - Time flexibility

APPLICATIONS OF AUDIOVISUAL NARRATIVES IN MULTICULTURAL SCHOOLS: GATHERING THE STUDENTS´ VOICEs

R&D+i Project: Audiovisual media and intercultural relations in education. Funded by the Directorate General for Research of the Ministry of Science and Innovation, reference EDU2008-03218.

process

objectives

• Use audiovisual resources to know and understand how are the relationships between students and the reason for affinities and rejections.
• Access to relevant meanings which show us who are the kids and help us to understand the relationships between them.
• Understand how the audiovisual resources bring benefits to improve the intercultural education and the knowledge of “others”.
• Promote the multimodal competencies throught their experiences and opinions.

How do we work towards these goals??

Classroom

School

Family and caregivers

Community

Student

ACTIVITIES THAT INTEGRATE social, emotional and technological skills simultaneously

APPLICATIONS OF AUDIOVISUAL NARRATIVES IN MULTICULTURAL SCHOOLS: IMPROVING THE PARTICIPATION OF DIVERSE FAMILIES

R&D+i Project: Audiovisual mediations in the relationships between schools and immigrant families. Funded by the Directorate General for Scientific and Technical Research of the Ministry of Economy and Competitiveness, reference EDU2011-23380.

process

objectives

• Strengthen the bond between families and the school, creating a space for the free expression of their identity and social and cultural backgrounds.
• Promote interaction among families from diverse backgrounds and sociocultural contexts to foster mutual understanding and the appreciation of human differences.

How do we work towards these goals??

Examples

APPLICATIONS OF AUDIOVISUAL NARRATIVES IN MULTICULTURAL SCHOOLS: promoting teachers´ professional development

R&D+i Project: Visual narratives based on experiential images in teacher training. Funded by the Directorate General for Scientific and Technical Research of the Ministry of Economy and Competitiveness, reference EDU2014-57103-R. Project: Emergence of contradictions and change in teaching visions through teachers' photographic narration. Funded by the UCM 2023 research project funding call, reference PR12/24-31578.

process

objectives

• Promote reflection on teaching practice based on images representing critical moments of their daily lives in the classroom and the school.
• Identify, through action-research processes, areas for improvement in the classroom and the school, promoting a shift toward more innovative and inclusive practices

Difference and Belonging in Educational Inclusion: visual narratives to empower students

process

objectives

Aim: Explore the school experiences of primary education students within the school context.

• To know the experiences of belonging and difference that students have within the school context.

• To identify the changes that occur during the process of students empowerment in the school environment.

How do we work towards these goals??

Empowering students requires looking at:

Classroom practices

CÓMO SE VE EN EL AULA

CLASSROOM practices

the value of Project-Based Learning (PBL) work using digital resources and emotional management for pupils, teachers and shcool

relation with the two frameworks

CASEL

DigCompEDU

• Address the different developmental contexts of the students to empower them.
• Who are them in the class, school, their families and their communities?
• Involvement and responsability and reflection of adults (teachers, researchers, families...)
• Change the academic and traditional approaches, giving voice to the students.
• Consider their visions in adults´ decisions.
• Promote experiences to develop the 5 CASEL skills.
• Open the educational actions and the development of children´s skills to the community (ej. university, exhitions...).

• Areas 5 (empowering learners) and 6 (facilitating learners´digital competence):
• Using photography, phographic narratives, comics and digital l magazines.
• Realising interviews.
• Journalistic reports on life at the playground.
• Improve the teacher development in different areas (specially first area of DigCompEdu).
• Facilitating refective processes.
• Developing multimodal literacy.

references

Bautista García-Vera, A., Rayon-Rumayor, L., & de-las-Heras-Cuenca, A. (2012). Value of audiovisual records in intercultural education.Comunicar, 39, 169-176. https://doi.org/10.3916/C39-2012-03-07Bautista, A., Rayón, L., & de la Heras, A. M. (2020). Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ Visions,Journal of New Approaches in Educational Research, 9(1), 137-152. https://doi.org/10.7821/naer.2020.1.499de las Heras, A. M., & Rayón, L. (2023). Photography as a System for Representing the Teacher’s Theories and Beliefs. In A. Bautista (Coord.). Photographic Elicitation and Narration in Teachers Education and Development (p. 27-46). Springer. https://doi.org/10.1007/978-3-031-20164-6 Rayón, L. y de las Heras, A. M. (2011). Etnografía, conocimiento y relaciones interculturales; pp. 68-97. En A. Bautista y H. Velasco (Coords.), Antropología audiovisual: medios e investigación en educación. Editorial Trotta. Rayón, L., & de las Heras, A. M. (2023). Multimodal Photo-Narration in Initial Teacher Training. In A. Bautista (Coord.). Photographic Elicitation and Narration in Teachers Education and Development (p. 149-164). Springer. https://doi.org/10.1007/978-3-031-20164-6Rayón, L., de las Heras, A.M. y Bañares, E. (2023). Social inequality as exclusion in a rural school, Ethnography and Education, 18(1), 57–74. https://doi.org/10.1080/17457823.2022.2103838

Thank you!

Grazie!

Taak!

Ačiū!

¡Gracias!

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Content developed by the Detecese Research Group at the Complutense University of Madrid.

Digital activities that support the ANALISE section

miro

Key Focus for the "Analyze" Stage At the Analysis level, we move beyond just "doing" and start asking "why" and "how" things are structured.

• Deconstruction: These activities help students break a whole topic into smaller pieces to understand how they fit together.
• Visual Thinking: Using tools like Miro or Canva allows children to physically move elements around on a screen, which makes the abstract process of "analyzing" much more concrete and manageable.

GRADE REPETITION

“Sometimes I feel a bit anxious at school because of the pressure to perform well in studies and exams. I also feel a bit lonely sometimes, because even though I’ve been with my classmates for a year now, I still feel like I haven’t fully fit in. Also, I miss my old friends and still carry the pain of the bullying I experienced after repeating a grade.” Impact on relationships and self-image. Structural form of symbolic and relational exclusion

NEURODIVERGENCE

Moments of misunderstanding, isolation, and excessive normative demands.

Key questions

Self-awareness

• How do I feel in a situation?
• Why do I feel that way?
• How do I understand myself accurately?
• How do I fit within my family and in the world?

When children and young people understand their strengths and weaknesses, they see ways they can improve and reflect.

• How does self-confidence show up in your life?
• How do you support it or use it to support children or youth?

Gender differences

Hegemonic forms of masculinity in school

Social expectations of ‘good students’ in girls discourses and attitudes

Resistance experiences about football

“I think there are too many football fields, or they use too many… for example, this one is a basketball court, but they use it for football too; and the one below also has goals” (S., Photo-elicitation session, January 10, 2025).

Key questions

Relationship skills

• How can you communicate your ideas clearly and respectfully?
• What do you do when you disagree with someone?
• How can you resolve a conflict constructively?
• How can you support a classmate or friend?
• How do you know if you are listening actively?

Sociocultural capital

The way children are treated is closely linked to their parents' circumstances — such as job insecurity and lower cultural capital — yet the school fails to recognize and address these social imbalances (Castells, 2024).

Exhibition in Alcalá de Henares University

Practice Continuous Improvement (Focus Area 4)

This is not a final step, but an ongoing process integrated throughout the entire implementation.

• Data Collection and Analysis: Use implementation rubrics, observation protocols, and climate surveys to monitor progress toward goals.
• Informed Decision-Making: Use the collected data to reflect on implementation, address challenges, and adjust the annual action plan to ensure equitable outcomes for all students.

Key questions

Social awareness

• How do you think this person feels in this situation?
• What experiences might influence how someone thinks or acts?
• How can you show empathy toward someone who is different from you?
• What can you do to help others feel included and valued?
• How do culture and context influence people?

Key questions

Responsible decision-making

• What options do you have in this situation?
• What might be the consequences of each option?
• How will your decision affect others?
• What information do you need before making a decision?
• What would you do differently next time?

Digital activities that support the UNDERSTAND section

Mar: Why did you choose this photograph? Anás: Because it shows my family having tea in the afternoon. We drink it to remember our country; it is a custom from there. Even though we are happy in Madrid, we don't want our children to forget Morocco… I also brought this photograph because it reminds me of the teacher's visit. Raudi: I don't see any paintings or decorations on the walls. Is it not a custom in Morocco to put them up? Anás: We do have paintings; part of one can be seen in the photo. It is the one that has my family's names in Arabic. It is there so that my children don't forget that Spanish is important for living in Spain, but they must not forget Arabic because it is where we were born.

Don´t forget our origin

Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital technologies into learning and teaching, we must consider how digital technologies can enhance existing assessment strategies. At the same time, we must also consider how they can be used to create or to facilitate innovative assessment approaches. Digitally-competent educators should be able to use digital technologies within assessment with those two objectives in mind. Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative or other purposes, results in a wide range of data being available on each individual learner’s learning behaviour. Analysing and interpreting this data and using it to help make decisions is becoming more and more important – complemented by the analysis of conventional evidence on learner behaviour. At the same time, digital technologies can contribute to directly monitoring learner progress, to facilitating feedback and to allowing educators to assess and adapt their teaching strategies.

About Bloom's Taxonomy

• Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153. https://pmc.ncbi.nlm.nih.gov/articles/PMC4511057/
• Larsen, T. M., Schroeder, L., & Gribble, K. D. (2022). Probing internal assumptions of the revised Bloom’s taxonomy. CBE—Life Sciences Education, 21(4), 1–3. https://doi.org/10.1187/cbe.20-08-0170
• Seaman, M. (2011). Bloom’s taxonomy: Its evolution, revision, and use in the field of education. Curriculum and Teaching Dialogue, 13(1–2), 29–31.
• Adeli, M. R. (2016). A critical appraisal of Bloom’s taxonomy. [Revista por verificar].
• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.

References

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). SEL and Preservice Teacher Education. En J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 406-421). New York: Guilford Press. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. Clarke, A. M., Sorgenfrei, M., Hubberstey, S., & McDaid, D. (2021). The cost-effectiveness of school-based social and emotional learning interventions. Review of Education, 9(3), e3285. Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54(3), 162–184.

Working together with a curricular purpose

More about journalist and news workshops

Educators are currently confronted with a wealth of digital (educational) resources they can use for teaching. One of the key competences any educator needs to develop is to come to terms with this variety, to effectively identify resources that best fit their learning objectives, learner group and teaching style, to structure the wealth of materials, establish connections and to modify, add on to and develop themselves digital resources to support their teaching. At the same time they need to be aware of how to responsibly use and manage digital content. They must respect copyright rules when using, modifying and sharing resources, and protect sensitive content and data, such as digital exams or students’ grades.

Digital activities that support the CREATE section

STOP MOTION STUDIO

Key Focus for the "Create" Stage

• At the Creation level, students are the "producers" of knowledge rather than just consumers.
• Synthesis: These activities require students to take everything they have learned in the previous levels and combine it into something original.
• Ownership: Using tools like Tinkercad or Stop Motion Studio gives students a high sense of achievement, as they have a tangible digital product to share with their parents and peers.

Meaningful learning

"And as they are taking their own notes, we are moving forward with the topic; you are doing a job with them of... of internalizing concepts right in that moment. In other words, they are listening, but they are already learning. It’s not like the other way where you give a master class, where you tell them, you explain it to them, and then—go on, study at home. No, no, by the time they go home, they already know it." (PI. Photo-elicitation session, April 26, 2017)

What did the students say about the project?

This project has given us a great deal of CONFIDENCE in ourselves, and as a result we have managed to OVERCOME many DIFFICULT CHALLENGES, yet we never GAVE UP. Teamwork has been fundamental to this project, and good organisation is essential to carrying it out; this has been quite straightforward as each of us had a different task, and so we have managed to make the time we spend on the project each day more effective. This project has turned out well, but it has required a great deal of effort and patience. The HIGHLIGHT of our project was the STOPMOTION, as it was well organised and well presented; and also the METACOGNITION, which was quite original and entertaining. We wouldn’t change much because, for a first attempt, it turned out quite well. We would do this project again; it was FUN and ENTERTAINING.

Build Foundational Support and Plan (Focus Area 1)

The goal is to create awareness, commitment, and a sense of ownership throughout the school community.

• Build an SEL Team: Designate a leader and form a representative team that includes students, families, and community groups in decision-making.
• Foundational Learning: Provide SEL learning opportunities so that all staff, families, and community partners understand its importance and impact.
• Shared Vision and Planning: Develop a common vision, assess current strengths and needs, and set SMARTIE goals (Strategic, Measurable, Attainable, Relevant, Time-bound, Inclusive, and Equitable).

Gender culture and school spaces

(M) I think there are too many football fields, or that they get used too much. Because, for example, this one here is for basketball, but they use it for football too. And then down here there's another one, like… kind of like goals.

(R): Look, I actually think M. kind of has a point — there are too many football fields. And even when there aren’t, people take them over. I think they should add spaces for more sports too. (Female students, photo-elicitation group interview: What do you like least about school?)

An advice

The CASEL framework is conceived from a holistic perspective on the development of competencies in children and young people. It is designed to be implemented in a contextualized manner, taking into account the reality, priorities, and specific needs of each educational institution and each student, which implies placing greater emphasis on certain competencies. However, it is essential to highlight its comprehensive approach, in which competencies are understood as interdependent throughout the development and learning process of children and young people. This interdependence is also reflected in their interaction across different environments, which must be considered at all stages: planning, implementation, evaluation, and reflection. All of this contributes to the holistic development of each individual and to the strengthening of educational institutions.

A day in the University

Students as co-researchers

• Students put their social, emotional and academic skills to use in other contexts.
• Reflect about their academic expectatives.

combining oral and digital skills

Emotional and cognitive learning through peer assessment

Currently being assessed in the US

Digital Literacy

Digital Literacy

Said: Walking with Suraya (Said's daughter) this summer through the neighborhood where my brother lives, I smelled a strong perfume; it made me stand still... Slowly, Suraya and I smelled the leaves of the trees with our eyes closed... and, uff! ... I took a photo of the flowers with my phone... Jim: And didn't you take a small branch to keep the scent with you? Said: No, because when I smelled and looked at the small flowers slowly through my phone, I smelled the flowers of Bangladesh in Bashonto again; I was walking with my mother... by the hand.... Rocío: Do you know what flowers they were? Said: A lady said the tree was a "dama de noche."

Suraya and the "dama de noche"

Cooperative learning

In this first photo is the girl I mentioned, who is my greatest professional challenge and has Autism Spectrum Disorder. After working together all year, the other day she asked me if she could help her classmates because she finished her task early. She said that since others had helped her, now she wanted to help them. You can't imagine how emotional I still feel! (...) And this second photograph is from a field trip we took, which was prepared by the students themselves. Some prepared the route, others studied the local flora to present it to their classmates... It was a very beautiful day because of everything that happened. They prepared the outing so well, they behaved wonderfully, and I can see that I’ve managed to turn them into a real group. And it has been tough, given the difficulties we’ve faced due to pandemic restrictions.

Key questions

Self-management

• What do I do with that information?
• How do I manage my feelings?
• How do I turn my self-awareness and emotions into actions that improve things for myself and others?
• How do I create a plan and work toward a goal I want to achieve?

Self-management is not just understanding who I am and how I feel.Focused to actions to improve your life, your context and the world.

Memorize: Study Cards (Flashcards): Students create decks of cards with technical concepts and definitions to practice active recall.List:Brainstorming Wall: Create a collaborative list of system components or steps of a historical process discussed in class. Define Collaborative Glossary: Each student contributes the definition of a key term to build a group dictionary. RecognizeMultiple Choice Quiz: Identify correct elements from a series of distractors after a required reading. NameInteractive Image: The student clicks on "hotspots" in an image to reveal or type the names of its components.Repeat / RecallLive Knowledge Game: A fast-paced gamified competition to reinforce specific facts and key dates.Locate: Interactive Map: Locate geographic points, company headquarters, or historical landmarks on a digital map.

Some references

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

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Key questions to guide the practice

For students

For teachers

• How do I communicate with my family about what I feel or need?
• How can I show respect and support at home?
• What do I do when there is conflict in my family?
• How can I listen better to others at home?
• What can I thank someone in my family for today?

• How do I communicate with families about social and emotional development?
• Am I listening to and valuing their cultural perspectives?
• How can I involve families in SEL?
• What strategies do I share with them?

Key questions to guide the practice

For teachers and other adults involved

For students

• How can I contribute positively to my community?
• How do I show respect to people who are different from me?
• What problems do I see around me and what could I do?
• How can I help others outside of school?
• What have I learned in school that I can apply in real life?

• What opportunities does the community offer to develop SEL?
• How do we connect learning with real-life experiences?
• Do we collaborate with local organizations?
• How do we encourage students’ active participation?

Key questions to guide the practice

For teachers and other adults involved

For students

• How do I treat others outside the classroom?
• Do I include others when I play or join activities?
• What do I do when I see someone alone or left out?
• How do I handle conflicts during recess or activities?
• Am I being responsible in these spaces?

• How is SEL experienced in hallways, playground, or extracurricular activities? • Is there consistency among staff in supporting SEL? • How are students welcomed and treated in different school spaces? • What messages do we communicate as a school?

Strengthen Adult SEL (Focus Area 2)

This area recognizes that schools are most effective at teaching SEL when they also cultivate the competencies of the adults.

• Staff Capacity: Develop the social, emotional, and cultural competence of staff through ongoing professional learning.
• Collaboration and Modeling: Create work environments where staff feel supported, have shared agreements (norms) for collaboration, and actively model SEL competencies in their daily interactions.

Exhibition

With families and community

• Exhibition conceived and co-created by the students, with their own photographs and quotes.
• Act of collective visibility and political affirmation of students’ right to be heard.
• Audience and ethical constraints
• Attended by families, teachers, school leaders, and research team.
• External visitors excluded due to ethical regulations and consent restrictions, creating a contrast between students’ desire to share and formal legal/ethical limits.

Who am I? and who are my peers?

1- Personal presentation with their own images. 2- Other students talk about their peers.

What I like about myself is that I´m clever

Digital activities that support the APPLY section

Key Focus for the "Apply" Stage

• In Primary Education, Applying is all about moving from "knowing" to "doing."
• Contextualization: These activities give students a "mission" or a real-world scenario.
• Active Learning: Tools like Minecraft Education Edition or PhET are excellent because they provide a safe space for trial and error, allowing students to see the immediate results of applying their knowledge.

Systemic improvement

Not just an "intervention"

SEL does not solve deep-seated historical inequities on its own, but it helps schools:

• Examine biases and reflect on the impact of racism.
• Close opportunity gaps.
• Create environments where all students are valued regardless of race, gender, or socioeconomic status.

We are journalists

• The students narrate the daily life in playground and other school areas.
• Creation of visual narratives about school and how students experience their time in it.
• Other strategies and workshops developed.

Digital competence is one of the transversal competences educators need to instil in learners. Whereas fostering other transversal competences is only part of educators’ digital competence in as far as digital technologies are used to do so, the ability to facilitate learners’ digital competence is an integral part of educators’ digital competence. Because of this, this ability merits a dedicated area in the DigCompEdu framework Learners’ digital competence is captured by the European Digital Competence Framework for Citizens (DigComp). Thus, the DigCompEdu area follows the same logic and details five competences aligned in content and description with DigComp. The headlines, however, have been adapted to emphasize the pedagogical dimension and focus within this framework.

Key questions to guide the practice

For teachers

For students

•How do I help make my classroom a safe and respectful place? • What do I do when I don’t understand something or need help? • How do I participate in group work? • How do I react when someone has a different opinion than me? • What can I do today to help a classmate?

• How do I model social and emotional competencies in my classroom? • What opportunities do I provide for students to practice these skills? • How do I respond to conflict or strong emotions? • Does my classroom promote a sense of belonging?

Digital activities that support the EVALUATE section

Key Focus for the "Evaluate" Stage At the Evaluation level, students are no longer just looking at facts; they are forming opinions based on criteria.

• Critical Thinking: These activities encourage students to look at multiple sides of an issue.
• Communication Skills: Using video and audio tools like Flip helps primary students express complex judgments that might be too difficult for them to write down in detail yet.

Promote SEL for Students (Focus Area 3)

This focuses on consistent strategies to promote social and emotional development in all settings the student experiences throughout the day.

• In the Classroom: Provide explicit SEL instruction, integrate SEL goals into academic teaching, and create school and classroom climates that are welcoming and culturally sensitive.
• Youth Voice and Engagement: Elevate student perspectives by allowing them to act as leaders and decision-makers in their school.
• Family and Community Partnerships: Build authentic, two-way relationships to align SEL goals between home, school, and community organizations.
• School Systems and Policies: Align student support structures and discipline policies so they are restorative and equitable rather than purely punitive.

It is my family

Many students such us Walid (a moroccan boy) show their identity and own culture to empower other discurses and points of view. And also: - Show their affection - Hegemonic cultural referents - Economic status and familiar conditions

Walid: I took this photo to my clock because it shows us the prayer times.

Criticism to textbooks and traditional instruction

"And this is a burden for issues such as: we are proposed to work on a values project, or anything else. For example, working with an external association or through the City Council. Well, many responses from teachers are: 'We can't because we can't afford to waste time.' And for them, that is wasting time. All of these things worry me." (SI. Photo-elicitation session, November 9, 2016)