1. Definition
1.1. Skills for teachers
1.1.1. Use of various online resources to generate motivating (engaging) learning scenarios/platforms/environments
1.1.2. knowledge on pedagogical content
1.1.3. Digital teaching methods
1.1.4. Collaboration to reduce the workload on creating digital material or learning environments
1.2. Skills for students
1.2.1. Creating presentations
1.2.2. Collaborative Teamwork (shared documents)
1.2.3. Self-organization in digital environments
1.2.4. Self-reflection
1.2.5. ability to adapt to learning new technologies and tools
1.2.6. Evaluating the resource of online artefacts and the trusthworthyness
2. Theoretical models
2.1. TPACK
2.1.1. Content
2.1.2. Technology
2.1.3. Pedagogy
2.2. Digicompedu
2.2.1. 22 different competencies (e.g. teaching, learning, assessment)
2.3. Circular model (Saville 2012)
2.3.1. Micro- and Macrolevel of digipedagogical competencies, that affect each other
2.3.2. Context (e.g. location of a school, community, region or country) significantly impacts school development towards digipedagogical competencies
3. Trends in education
3.1. Teaching methods
3.1.1. Flipped Classroom
3.1.2. Inquiry based learning
3.1.3. Creating digital content (audio, video, presentations, mind maps)
3.1.4. VR technology
4. Arianna Didonè, Kouta Nakae, MD Kamal Hossain, Andreas Bischoff
5. Challenges today/in the future
5.1. Resources are not always available (devices, WiFi)
5.2. Implement strategies in practice (Change of teaching methods)
5.3. Professional, continuous development of teachers´ digital competencies (inservice-training)
5.3.1. typically young (male) teachers use new technology. Everybody should be able to make first positive experiences with digital teaching methods and get continuous support (professional learning communities)
5.4. Students should get necessary support by their teachers
5.5. Both students and teachers should be able to improve their self-efficacy
5.5.1. Otherwise "technostress" can limit one´s use of digital technologies