This document is structured as follows. First, we define what digital literacy and digital competence means. Then, we present the results of a systematic literature review conducted in order to explore, first how digital literacy and digital competence are defined, and then, to discover which known digital literacy assessment frameworks and tools exist that could facilitate the assessment of teachers’ digital skills with a special focus on language teachers’ digital skills evaluation. Next, we present the “DC4LT Assessment Framework” that was developed in the context of this intellectual output II and can help us outline the digital skills that language teachers should acquire, providing us also with specific criteria to evaluate them. This assessment framework promotes a new set of ‘skills pyramid’, of six levels, that describes from the most basic to the most advanced, all skill that language teachers need to possess. This framework can be also used as a reference to guide language teachers who wish to develop, not only their digital competence, but also to support their students in developing broader digital literacy skills. In the second part of this report, we present the DC4LT Self-Assessment Tool specifically addressed to language teachers, and we finally conclude the report with the main conclusions and future steps.
The digital competence assessment framework for language teachers was designed in the frame of the project: Digital Competences for Language Teachers (DC4LT https://www.dc4lt.eu/). This project has received funding from the European Union’s Erasmus Plus programme, grant agreement 2018-1-NO01-KA203-038837.