1. E-COMPETENCES - CONCEPTS AND MODELS - FOR TEACHERS' PROFESSIONAL DEVELOPMENT
Diana CSORBA - Lector Dr., Universitatea din Bucuresti, Facultatea de Psihologie şi Ştiinţele Educaţiei, Departamentul pentru Pedagogia Învăţământului Primar şi Preşcolar

2. EU Strategy and policy development concerning ICT in education
The Lisbon Council: Education and training as key systems for the knowledge society
Education & Training 2010: an agenda for change: 21C teachers must have the competences to use ICT and digital learning resources in education
Mid-term Review of the Lisbon Strategy ICT as innovation
ICT communication: innovation for a learning society

3. Lifelong learning
Skills, competences backing continuous studying process should be the focus of education:
Intelligent learning
Digital literacy
Problem solving skills
Communication skills
Social and career building competencies

4. Knowledge-based society
Paradigm change
Industrial society
Knowledge-based society
Facts, data, rules
Skills and Competences
Transfer of closed, final, textbook-knowledge in one occasion
Lifelong learning knowledge-networks
Fixed, homogeneous team- studying method
Flexible, heterogeneous team- studying method (individual-centred education)
Frontal pedagogy
„Constructivist” education

5. eLearning has the potential
to help the Union respond to the challenges of the knowledge society,
to improve the quality of learning,
to facilitate access to learning resources,
to address special needs, and
to bring about more effective and efficient learning and training at the workplace.

6. WHAT IS COMPETENCE?
With a focus on performance, competence is defined as “the ability to act within a given context in a responsible and adequate way, while integrating complex knowledge, skills and attitudes” (Van der Blij, 2002)

7. WHAT IS ECOMPETENCE?
WORK DEFINITION OF eCOMPETENCE THE ABILITY TO USE ICT IN TEACHING AND LEARNING IN A MEANINGFUL WAY
The definition of e-Competence distincts between INDIVIDUAL and
ORGANISATIONAL eCompetence. Both, however, describe the ability to successfully use e-Learning technologies in routine educational practice.

8. ECOMPETENCE PROFILES Marjo Stalmeier
1. (Instructional) Design
Didactic design of electronic educational materials
Developing competence based instruction
Applying instructional models
Designing educational websites
Formulating and applying educational technological requirements
Designing digital portfolios
Designing competence based assessments
Making digital study materials
Building electronic learning environments
Designing electronic tests/assessment
Judging the didactic merits of evaluation methods

9. 2.Perform the instructional process
ECOMPETENCE PROFILES
2.Perform the instructional process
Electronic tutoring of groups of students
Electronic tutoring of individual students
Tutoring of the individual learning process
Tutoring students in building up portfolios
Assessing portfolios
Electronic testing
Electronic assessment
Tutoring students in using digital educational materials

10. Creating discussion groups
ECOMPETENCE PROFILES
3. Communication
ing
Chatting
Creating discussion groups
Setting up and performing video and desktop conferencing
Communication with staff members

11. Basic ICT-skills (Internet, Word, PowerPoint)
ECOMPETENCE PROFILES
4. (Design) tools
Basic ICT-skills (Internet, Word, PowerPoint)
Using standard applications (HTML, Java, Authorware, Frontpag,e etc.)
Using programming languages
Using Photoshop, video software, etc.
Making graphic designs

12. 5. Other functionalities
ECOMPETENCE PROFILES
5. Other functionalities
Using groupware
Using multi and telemedia
Using simulations, intelligent agents, intelligent tutoring systemsUsing expert systems
Using statistical programmes
Using programmes for planning and managing projects

13. Making and using electronic databases Using library search systems
ECOMPETENCE PROFILES
6. Acquire information
Searching for and referring to information on the world wide web (Internet, online resources)
Making and using electronic databases
Using library search systems

14. 7.Administration and organisation
ECOMPETENCE PROFILES
7.Administration and organisation
Using student and course administration systems
Using student tracking systems
Setting up and performing electronic evaluation

15. 8 .Other topics ECOMPETENCE PROFILES
Indicating advantages and disadvantages of different tools
Indicating the compatibility between products
Formulating technological requirements
Having insight into the relation between ICT and the learning process
Having insight into various (im)possibilities of ICT in education on the level of organisation,
curriculum, course and lesson
Working according to plan
Giving oral presentations
Reporting in writing
Project management
Giving advice on implementation

16. Main areas and competencies
ECOMPETENCE PROFILES

17. Main areas and competencies, 1
Basic ICT skills
Use the computer as a personal tool, for individual work, for preparation and learning
Use different networks, e.g. local area network, e-conferences, intranet or the like

18. Main areas and competencies, 2
Research and collaboration competencies with ICT
Collect, evaluate, summarize, put into perspective and present information with ICT
Work systematically and process-oriented in electronic learning environments
Master different methods of work with ICT

19. Main areas and competencies, 3
Pedagogical and didactic ICT competencies
Plan, complete and evaluate ICT-integrated training
Reflect on learning processes with ICT
Relate to the development of a school with regard to application of ICT

20. MODELS - FOR TEACHERS' PROFESSIONAL DEVELOPMENT
CONSTRUCTIVISM as a Paradigm for Teaching and Learning
EXPERENTIAL LEARNING: Experience as the source of learning and development

21. Questions and Conversations
Universitatea din Bucuresti
Departamentul pentru Pedagogia Invatamantului Primar si Prescolar