Different authors have written about the digital competences which are consider necessary in the training of teachers in the current context. From a review of the literature search (Marqués, 2008; Andersen, 2009; Area, 2008; Bravo y Piñero, 2010; UNESCO, 2008) has been created a standars for teacher training, including instrumental as well as didactics and methodological competences.
Complementarily to these competences, a series of attitudes are valued as relevant in the teaching staff of the school of the 21st century:
- Open attitude and critical towards the Information Society and ICT.
- Predisposition towards continuous learning and permanent updating.
- Acting with prudence in the use of ICT.
Instrumental competences
- Basic knowledge of computer system and networks.
- Management of the computer equipment: management of operative system, management of storage, peripherals connection, basic maintenance.
- Office: word processor, spreadsheet, databases
- Digital Resource: scanner, camera, digital video and screen captures
- Basic knowledge of hypermedia and audiovisual languajes
- Management of technological systems applied to education: conventional audiovisuals (overhead projector, video, television …), digital blackboard, videoconference system, mobile computing, …
- Creation and management of e-learning systems
- Educative use of Web 2.0 resources
Didactical competences
- Ability to adapt to new formats of training and learning, user role as well as designer roles of learning environments.
- Integration of ICT resources (as an instrument, as a didactic resource and as content of learning) in teaching plans and training programs.
- Application on the classroom of new creative and innovative teaching strategies that take advantages of ICT resources: individualize learning, solve complex problems, practive, self-study work, guided research, project based learning, among others.
- Objective evaluation of educational resources in ICT support.
- Selection of ICT resources and design of contextualized training interventions.
- Use of ICD aid for the evaluation of students and the practice itself.
- Ability to simplify the technological and procedural aspects so that the student concentrates on the exclusively formative.
- Efficient use of technological aid for mentoring and guidance
- Skills to individually follow each student's progress.
Investigative competences
- Skill for the renewal and permanent updating of knowledge based on the pedagogical and investigative use of ICT's
- Ability to produce, communicate and disseminate the research process through tools and technological supports.
- Capacity to develop the research work from the formation of networks with other centers and peers.
Organizational competences
- Set up a calendar and use it to manage time.
- Configure and manage information (aggregators, RSS reader, …).
- Set up a meeting and / or maintain it through ICT resources.
- Encourage the construction of interactive mind manps to organiza ideas.
Communication competences and social interaction
- Use of email.
- Differentiate and know how to use the various social networks and microblogging systems
- Generate discussions questions or exchange of messages in the telematics forums.
- Develop collaborative projects at a distance among students.
- Carry out teacher-student interaction (sending task, communicating news) sent by telematics means.
- Provide an effective workshop, conference or webinar
Competence of search and information management
- Internet browsing: search and critical selection of information.
- Use markers and alerts to sort and track information.
- Search in specific enviroments or using alternative engines (for example, meta-search engines)
- Develop a personalized search engine. Perform thematic searches on specific topics.
- Distinguis and know to choose the appropriate licenses (Creative Commons, …).
- Know what use can be made of materials found on the network.
- Manage privacy and security setting (users, passwords, …).
Competencies for the development of presentations and didactic materials.
- Creation and design of customized pages: web, blog, wiki, digital portfolios, etc …
- Design of multimedia presentations adapted to the receiving audience.
- Build eye-catching presentations (slideshows, non-linar presentations, …).
- Search for high quality images, audios and videos with appropriate copyright.
- Elaborate a text, a glossary or dictionary of collaborative form through the network.
- Publish and share your own works over the internet.
- Select and organize contents and activities in a meaningful way.
- Support the development of self-learning diaries or personal learning environments (PLE) by the student.
- Cultivate a personal learning network (PLN).