Abstract:

In addition to content knowledge, educational and management staff of educational institutions require a variety of other types of knowledge, among which we highlight didactical knowledge and knowledge of the use of didactical technologies to plan and implement the educational process efficiently. These types of knowledge represent the foundation of digital didactics. It is essential that teachers as individuals critically assess their knowledge, but it is equally important that all school teams assess the level of their digital competence and the digital competence of learners. This is the only way individuals and teams can plan the path of their digital transformation. Several self-assessment tools are available to assess the level of digital competence of individuals and teams, while various suitable training programmes are available for acquiring new knowledge.

In the article, we will summarise the path to the systematic development of digital didactics practised by school teams and individual staff members, as foreseen in the Raising Digital Competence project: self-assessment of educational institutions and individual staff members, carefully structured planning of digital strategies for educational institutions as well as seminars and other forms of training to raise digital competences. An essential aspect of professional team development that has received particular attention in the project is mutual learning within teams, where staff members support each other in professional development, learn from each other, and exchange experiences and examples of good practice. Here, ICT coordinators play a unique role, supporting colleagues within the team in acquiring new knowledge in digital didactics.

In the Raising Digital Competence project, we developed recommendations for guiding and supporting learners in acquiring digital competencies. We collected concrete examples of planning and performing the activities to support learners in acquiring them:
- Recommendations for achieving children's Digital Competence Proficiency levels in preschool education
- Recommendations for achieving pupils' digital competence proficiency levels in the first, second and third educational period of primary school and
- Recommendations for achieving digital competence proficiency levels of pupils in secondary school.

The paper will present the process of empowering the educator as it occurred in the Raising Digital Competence project.

Keywords:

Digital Didactics, Digital Competence, Self-Assessment, Professional Development, Digital transformation.