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Level
Discoverer (level 1) Pioneer (level 3 and higher) User (level 2)
Target audience
Administration Management IT (Technical) IT (Pedagogical) Teacher Supporter/Helper Student
Course type
Certification Course material (PDF Handbook) Group lesson physically Webinar Self-study (On Demand Video + Course)
DigCompEdu
1.1 Organisational communication (Professional Engagement) 1.2 Professional Collaboration (Professional Engagement) 1.3 Reflective Practice (Professional Engagement) 1.4 Digital technologies and infrastructure (Professional Engagement) 1.5 Responsible use of digital tools (Professional Engagement) 1.6 Solving digital problems (Professional Engagement) 2.1 Selecting (Digital Resources) 2.2 Creating and modifying (Digital Resources) 2.3 Managing, protecting and sharing (Digital Resources) 3.1 Teaching (Teaching and learning) 3.2 Guidance (Teaching and learning) 3.3 Collaborative learning (Teaching and learning) 3.4 Self-regulated learning (Teaching and learning) 4.1 Assessment strategies (Assessment) 4.2 Analysing evidence (Assessment) 4.3 Feedback and Planning (Assessment) 5.1 Accessibility and inclusion (Empowering Learners) 5.2 Differentiation and personalisation (Empowering Learners) 5.3 Actively engaging learners (Empowering Learners) 6.1 Information and media literacy (Facilitating Learners' Digital Competence) 6.2 Digital communication and collaboration (Facilitating Learners' Digital Competence) 6.3 Digital content creation (Facilitating Learners' Digital Competence) 6.4 Responsible use (Facilitating Learners' Digital Competence) 6.5 Digital problem solving (Facilitating Learners' Digital Competence)
ISTE Coaches
4.1.a. Coaches create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. (Change agent) 4.1.b. Coaches facilitate equitable use of digital learning tools and content that meet the needs of each learner. (Change agent) 4.1.c. Coaches cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. (Change agent) 4.1.d. Coaches recognize educators across the organization who use technology effectively to enable high-impact teaching and learning. (Change agent) 4.1.e. Coaches connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. (Change agent) 4.2.a. Coaches pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders. (Connected learner) 4.2.b. Coaches actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences. (Connected learner) 4.2.c. Coaches establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice. (Connected learner) 4.3.a. Coaches establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. (Collaborator) 4.3.b. Coaches partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards. (Collaborator) 4.3.c. Coaches partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption. (Collaborator) 4.3.d. Coaches personalize support for educators by planning and modeling the effective use of technology to improve student learning. (Collaborator) 4.4.a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency. (Learning designer) 4.4.b. Coaches help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning. (Learning designer) 4.4.c. Coaches collaborate with educators to design accessible and active digital learning environments that accommodate learner variability. (Learning designer) 4.4.d. Coaches model the use of instructional design principles with educators to create effective digital learning environments. (Learning designer) 4.5.a. Coaches design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs. (Professional learning facilitator) 4.5.b. Coaches build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback. (Professional learning facilitator) 4.5.c. Coaches evaluate impact of professional learning and continually make improvements in order to meet schoolwide vision for using technology for high-impact teaching and learning. (Professional learning facilitator) 4.6.a. Coaches assist educators and leaders in securely collecting and analysing student data. (Data-driven decision-maker) 4.6.b. Coaches support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning. (Data-driven decision-maker) 4.6.c. Coaches partner with educators to empower students to use learning data to set their own goals and measure their progress. (Data-driven decision-maker) 4.7.a. Coaches inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities. (Digital citizen advocate) 4.7.b. Coaches partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology. (Digital citizen advocate) 4.7.c. Coaches support educators and students to critically examine the sources of online media and identify underlying assumptions. (Digital citizen advocate) 4.7.d. Coaches empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect. (Digital citizen advocate)
ISTE EduLeads
3.1.a. Education leaders ensure all students have skilled teachers who actively use technology to meet student learning needs. (Equity and Citizenship advocate) 3.1.b. Education leaders ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities. (Equity and Citizenship advocate) 3.1.c. Education leaders model digital citizenship by critically evaluating online resources, engaging in civil discourse online and using digital tools to contribute to positive social change. (Equity and Citizenship advocate) 3.1.d. Education leaders cultivate responsible online behavior, including the safe, ethical and legal use of technology. (Equity and Citizenship advocate) 3.2.a. Education leaders engage education stakeholders in developing and adopting a shared vision for using technology to improve student success, informed by the learning sciences. (Visionary planner) 3.2.b. Education leaders build on the shared vision by collaboratively creating a strategic plan that articulates how technology will be used to enhance learning. (Visionary planner) 3.2.c. Education leaders evaluate progress on the strategic plan, make course corrections, measure impact and scale effective approaches for using technology to transform learning. (Visionary planner) 3.2.d. Education leaders communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle. (Visionary planner) 3.2.e. Education leaders share lessons learned, best practices, challenges and the impact of learning with technology with other education leaders who want to learn from this work. (Visionary planner) 3.3.a. Education leaders empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning. (Empowering leader) 3.3.b. Education leaders build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice. (Empowering leader) 3.3.c. Education leaders inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools. (Empowering leader) 3.3.d. Education leaders support educators in using technology to advance learning that meets the diverse learning, cultural, and social-emotional needs of individual students. (Empowering leader) 3.3.e. Education leaders develop learning assessments that provide a personalized, actionable view of student progress in real time. (Empowering leader) 3.4.a. Education leaders lead teams to collaboratively establish robust infrastructure and systems needed to implement the strategic plan. (System designer) 3.4.b. Education leaders ensure that resources for supporting the effective use of technology for learning are sufficient and scalable to meet future demand. (System designer) 3.4.c. Education leaders protect privacy and security by ensuring that students and staff observe effective privacy and data management policies. (System designer) 3.4.d. Education leaders establish partnerships that support the strategic vision, achieve learning priorities and improve operations. (System designer) 3.5.a. Education leaders set goals to remain current on emerging technologies for learning, innovations in pedagogy and advancements in the learning sciences. (Connected learner) 3.5.b. Education leaders participate regularly in online professional learning networks to collaboratively learn with and mentor other professionals. (Connected learner) 3.5.c. Education leaders use technology to regularly engage in reflective practices that support personal and professional growth. (Connected learner) 3.5.d. Education leaders develop the skills needed to lead and navigate change, advance systems and promote a mindset of continuous improvement for how technology can improve learning. (Connected learner)
ISTE Educators
2.1.a. Teachers set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. (Empowered professional) 2.1.b. Teachers pursue professional interests by creating and actively participating in local and global learning networks. (Empowered professional) 2.1.c. Teachers stay current with research that supports improved student learning outcomes, including findings from the learning sciences. (Empowered professional) 2.2.a. Teachers shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. (Leader) 2.2.b. Teachers advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. (Leader) 2.2.c. Teachers model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning. (Leader) 2.3.a. Teachers create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behaviour online that build relationships and community. (Citizen) 2.3.b. Teachers establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. (Citizen) 2.3.c. Teachers mentor students in the safe, ethical and legal practice with digital tools and protection of intellectual rights and property. (Citizen) 2.3.d. Teachers model and promote management of personal data and digital identity and protect student data privacy. (Citizen) 2.4.a. Teachers dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. (Collaborator) 2.4.b. Teachers collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. (Collaborator) 2.4.c. Teachers use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. (Collaborator) 2.4.d. Teachers demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning. (Collaborator) 2.5.a. Teachers use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. (Designer) 2.5.b. Teachers design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. (Designer) 2.5.c. Teachers explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. (Designer) 2.6.a. Teachers foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. (Facilitator) 2.6.b. Teachers manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. (Facilitator) 2.6.c. Teachers create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems. (Facilitator) 2.6.d. Teachers model and nurture creativity and creative expression to communicate ideas, knowledge or connections. (Facilitator) 2.7.a. Teachers provide alternative ways for students to demonstrate competency and reflect on their learning using technology. (Analyst) 2.7.b. Teachers use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. (Analyst) 2.7.c. Teachers use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction. (Analyst)
ISTE Students
1.1.a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. (Empowered Learner) 1.1.b. Students build networks and customize their learning environments in ways that support the learning process. (Empowered Learner) 1.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (Empowered Learner) 1.1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. (Empowered Learner) 1.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. (Digital Citizen) 1.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. (Digital Citizen) 1.2.c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. (Digital Citizen) 1.2.d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. (Digital Citizen) 1.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. (Knowledge contstructor) 1.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. (Knowledge contstructor) 1.3.c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. (Knowledge contstructor) 1.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. (Knowledge contstructor) 1.4.a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. (Innovative designer) 1.4.b. Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. (Innovative designer) 1.4.c. Students develop, test and refine prototypes as part of a cyclical design process. (Innovative designer) 1.4.d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. (Innovative designer) 1.5.a. Students formulate problem definitions suited for technologyassisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. (Computational thinker) 1.5.b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. (Computational thinker) 1.5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. (Computational thinker) 1.5.d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. (Computational thinker) 1.6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. (Creative communicator) 1.6.b. Students create original works or responsibly repurpose or remix digital resources into new creations. (Creative communicator) 1.6.c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. (Creative communicator) 1.6.d. Students publish or present content that customizes the message and medium for their intended audiences. (Creative communicator) 1.7.a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. (Global collaborator) 1.7.b. Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. (Global collaborator) 1.7.c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (Global collaborator) 1.7.d. Students explore local and global issues and use collaborative technologies to work with others to investigate solutions. (Global collaborator)
GRIP(A)
Basis 1 - O1. Informeer je over de begrippen ‘informatieveiligheid’ en ‘privacy’ en begrijp ze. Basis 1 - O2. Stel een DPO en andere persona’s aan met betrekking tot informatieveiligheid en privacy. Basis 1 - O3. Onderschrijf de beleidsverklaring en ontwikkel een beleidsplan voor informatieveiligheid en privacy (I&P). Basis 1 - O4. Voorzie een actieplan om je beleid te implementeren en te evalueren. Basis 1 - O5. Maak een inventaris van alle apparaten. Basis 1 - O6. Maak een inventaris van alle applicaties. Basis 1 - O7. Stel een authenticatiebeleid op. Basis 1 - O8. Stel een privacyverklaring op en implementeer beleid om verzoeken van betrokkenen te behandelen. Basis 1 - O9.1. Veranker het beleid. Basis 1 - O10.1. Geef opleiding, training en voorlichting. Basis 2 - T1. Voorzie een eigen domeinnaam. Basis 2 - O11. Gebruik domeingebonden e-mailadressen. Basis 2 - O12. Stel een autorisatiebeleid op en pas dit toe volgens het principe van minimale behoeften (= least privilege). Basis 2 - T2. Beveilig de fysieke toegang tot belangrijke apparaten en informatie. Basis 2 - O13. Stel een procedure op voor medewerkers en leerlingen die in- en uitstromen. Basis 2 - T3. Beveilig de toegang tot het draadloos netwerk. Basis 2 - T4. Antivirus, -spyware en andere -malware programma's zijn geïnstalleerd en bijgewerkt. Basis 2 - T5. Voer beveiligingsupdates uit voor alle applicaties en apparaten. Basis 2 - O14. Meld datalek(ken) volgens een vastgelegde procedures. Basis 2 - O9.2. Veranker het beleid. Basis 2 - O10.2. Geef opleiding, training en voorlichting. Basis 3 - O15. Beoordeel gegevensverwerkingen, defineer de rol van de onderwijsinstelling en zorg voor overeenkomsten met derden. Basis 3 - O16. Prioriteer je activa op basis van classificatie, kriticiteit en bedrijfswaarde. Basis 3 - T6. Stel een back-up procedure op voor data, applicaties en apparaten. Basis 3 - T7. Zorg voor een beveiligde toegang tot je netwerk op afstand. Basis 3 - T8. Installeer firewalls op maat van jouw school. Basis 3 - T9. Installeer web- en emailfilters. Basis 3 - O17. Identificeer de processen waarin persoonsgegevens of vertouwelijke informatie worden verwerkt en voorzie een proceseigenaar. Basis 3 - O18. Onderzoek bedreigingen en kwetsbaarheden van je apparaten, applicaties en procedures. Basis 3 - O9.3. Veranker het beleid. Basis 3 - O10.3. Geef opleiding, training en voorlichting. Basis 4 - O19. Stel een verwerkingsregister op en houdt dit actueel. Basis 4 - O20. Toets ieder voornemen om persoonsgegevens aan een derde partij te verstrekken aan de relevante wet- en regelgeving Basis 4 - O21. Stel een bewaar- en vernietigingsbeleid op voor gegevens en apparaten. Basis 4 - T10. Deel je netwerk op om gebruikersgroepen, data en apparaten van elkaar te scheiden. Basis 4 - O22. Waarborg een passend beschermingsniveau bij de doorgifte van persoonsgegevens buiten de Europese Economische Ruimte (EER). Basis 4 - O9.4. Veranker het beleid Basis 4 - O10.4. Geef opleiding, training en voorlichting. Basis 5 - O23. Voer risicobeoordelingen uit. Basis 5 - O24. Stel eisen voor het privacydesign van diensten, apparaten en applicaties en neem ze in gebruik vanuit privacy by default. Basis 5 - T11. Logs van de firewall, antivirus, … worden bewaard en geanalyseerd in functie van de opvolgfrequentie van de onderwijsinstelling. Basis 5 - T12. Beveilig gevoelige gegevens en apparaten met encryptie. Basis 5 - T13. Maak gebruik van testomgevingen bij de ontwikkeling van nieuwe software en bij aanpassingen. Basis 5 - O25. Voer een DPIA uit op vewerkingen met een hoog risico. Basis 5 - O26. Voorzie procedures voor het bekendmaken en aanvechten van geautomatiseerde besluitvorming. Basis 5 - O9.5. Veranker het beleid. Basis 5 - O10.5. Geef opleiding, training en voorlichting. Basis 6 - O27. Voorzie een crisismanagementplan. Basis 6 - O28. Analyseer het incident en de gevolgde procedures en stuur bij waar nodig. Basis 6 - O29. Communiceer na een incident met je medewerkers en leerlingen om te leren uit het incident. Basis 6 - O9.6. Veranker het beleid. Basis 6 - O10.6. Geef opleiding, training en voorlichting.

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