ICT and Digital Competence in Education
Domain 7 - ICT and Digital Competence in Education. This domain covers using technology to improve learning rather than to decorate a lesson: pedagogy first, tool second, plus the legal and safety side of digital work.
Core rules
- TPACK. Effective use sits at the intersection of content, pedagogy and technology knowledge; a tool that does not serve the learning objective should not be used.
- SAMR as a reflection ladder. Substitution → augmentation → modification → redefinition. Most lessons sit at the lower levels, and that is acceptable if the objective is met.
- Blended and low-connectivity design. Materials must work offline or with intermittent internet - printable backups, downloaded video, mobile-friendly tasks.
- Data protection. Pupils' personal data, photographs and marks are not posted publicly or shared in open chats without a lawful basis and consent.
- Academic integrity. With AI tools available, tasks should require visible process - drafts, oral defence, in-class writing - and teach citation.
- Accessibility. Captions, alt text, readable contrast and keyboard navigation are part of quality, not extras.
Worked example
A teacher wants pupils to explain the water cycle. Option A: a 20-minute cartoon video, then a worksheet. Option B: pupils build an annotated diagram in pairs on shared slides and comment on another pair's diagram. Reasoning: A is substitution and passive; B uses technology for collaboration and peer feedback that would be hard without it - modification. B is defensible only if the commenting criteria are taught and off-task device use is monitored.
Traps
- Equating "more technology" with "better learning".
- Posting class photographs or results in open channels.
- Setting online homework that assumes home internet access.
- Assuming digital natives are digitally competent - often they are not.