AI - STEM Criteria
Indicative Rubric 1
| Competency | Skill | Description | Source |
|---|---|---|---|
| Efficiently practicing digital technologies | Preparation for the use of digital technologies (including artificial intelligence technologies) in the classroom | With this competency, teachers will assess how they will effectively utilise digital technologies to inspire innovation, creativity, problem-solving, etc. in the classroom. | N/A |
| Proficient digital literacy | Use and mastery of digital technology | Teachers will assess how competent they are in using digital technology through the SELFIE tool. It will measure their preparedness to use digital technologies / AI to support teaching and learning. | N/A |
| Balanced digital-student interaction | Interaction between teachers, learner, and digital technologies | It is vital that teachers create a balanced use of digital technologies within the classroom to facilitate computational thinking and further the digital skills of students. However, these tools should be used to encourage learning environments rather than redefine them. | N/A |
| Utilising technology to encourage student-engagement | Engaging learners through the assimilation of digitally inspired classrooms | Teachers will measure their ability to and pedagogic practices to engage learners to actively participate within learning environments. | N/A |
| Safe practice of digital technologies | Facilitating best practice and safe use of digital technologies in personal, social, and professional life. | It is important that teachers are digitally literate enough to demonstrate safe practice of digital technologies. This will prepare students to safely navigate the internet, machines, AI algorithms, etc. | N/A |
Indicative Rubric 2
| Competency | Skill | Description | Source |
|---|---|---|---|
| Using appropriate AI resources in the classroom | Selecting, modifying and creating AI resources | The teacher must be able to identify, select and modify when necessary, AI resources in order to create appropriate resources than are sufficient for the learning objectives, pedagogical approach and learner group. | DigCompEdu |
| Inclusive and engaging teaching | Implement digital and AI devices to enhance the effectiveness of teaching interventions in an inclusive and engaging matter | The teacher is able to use the AI and digital devices to increase the engagement of students and ensure that the learning activities are accessible for all leaners. | DigiCompedu and SELFIE tool |
| Support from institution | Teachers receive the necessary support from their institute to engage with digital technologies | The digital infrastructure (e.g. devices, internet, digital support) of the institute enables the teacher to implement digital technologies in their teaching. | DigiCompEdu and SELFIE tool |
| Continuous Professional Development | Teachers have opportunities to participate in professional development trainings regarding AI and digital tools | Teachers have opportunities to participate in professional development trainings to foster their abilities to use digital and AI technologies in their teaching | SELFIE tool |
Indicative Rubric 3
| Competency | Skill | Description | Source |
|---|---|---|---|
| Digital Continuous Professional Development (CPD) | To use the internet to update one’s subject-specific competence; to use the internet to learn about new pedagogical methods and strategies; to use the internet to search for and identify digital resources which support professional development; to use digital technologies and environments to provide training opportunities for colleagues and peers. | To use digital sources and resources for continuous professional development. | DigCompEdu Framework |
| Teaching | To use classroom technologies to support instruction; to structure the lesson so that different digital activities jointly re-inforce the learning objective; to set up learning sessions, activities and interactions in a digital environment; to structure and manage content, collaboration and interaction in a digital environment; to consider how educator-led digital interventions can best support the learning objective; to reflect on the effectiveness and appropriateness of the digital pedagogical strategies chosen and flexibly adjust methods and strategies; to experiment with and develop new formats and pedagogical methods for instruction. | To plan and implement digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop formats and pedagogical methods for instruction. | DigCompEdu Framework |
| Guidance | To use digital communication tools to respond promptly to learner’s questions and doubts; to set up learning activities in digital environments, having foreseen learner’s needs for guidance and catering for them; to interact with learners in collaborative digital environments; to digitally monitor student behaviour in class and offer guidance when need; to use digital technologies to remotely monitor student progress and intervene when needed, while allowing for self-regulation; to experiment with and develop new forms and formats for offering guidance and support, using digital technologies. | To use digital technologies and services enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance. To experiment with and develop new forms and formats for offering guidance and support. | DigCompEdu Framework |
| Self-regulated learning | To use digital technologies to allow learners to plan their own learning; to use digital technologies to allow learners to collect evidence and record progress; to use digital technologies to allow learners to record and showcase their work; to use digital technologies to enable learners to reflect on and self-assess their learning. | To use digital technologies to support self-regulated learning processes, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions. | DigCompEdu Framework |
| Digital problem solving | To incorporate learning activities, assignments and assessments which encourage and require learners to identify different topics. | To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations. | DigCompEdu Framework |
Indicative Rubric 4
| Competency | Skill | Description | Source |
|---|---|---|---|
| Information and data literacy | Browsing, searching, and filtering data, information, and digital content. Evaluating data, information, and digital content. Managing data, information, and digital content. | To locate and retrieve digital data, information, and content. To cross check the relevance of the source and its content. To store, manage, and organize digital data, information, and content. | Digital Competence Framework 2.0 and 2.1 |
| Communication and collaboration | Interacting through digital technologies. Sharing through digital technologies. Engaging in citizenship through digital technologies. Collaborating through digital technologies. Netiquette. Managing digital identity. | To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation. | Digital Competence Framework 2.0 and 2.1 |
| Digital content creation | Developing digital content. Integrating and re-elaborating digital content. Copyright and licences. Programming | To create and edit digital content. To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licenses are to be applied. To know how to give understandable instructions for a computer system. | Digital Competence Framework 2.0 and 2.1 |
| Safety | Protecting devices. Protecting personal data and privacy. Protecting health and well-being Protecting the environment. | To protect devices, content, personal data, and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use. | Digital Competence Framework 2.0 and 2.1 |
| Problem Solving | Solving technical problems. Identifying needs and technological responses. Creatively using digital technologies. Identifying digital competence gaps. | To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up to date with the digital evolution. | Digital Competence Framework 2.0 and 2.1 |
