This document describes the Digitally Competent European Schools (DICES) project which involves four secondary schools from Belgium, Spain, France and Czech Republic. The project aims to analyze each school's current digital situation using tools like SELFIE and TET-SAT in order to develop action plans to improve digital competencies of students and teachers. Specific goals include implementing European digital frameworks in each school, increasing European dimension through cultural exchanges, and supporting teacher professional development. The project seeks to achieve an eTwinning quality seal for participating schools by 2022.

1. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
DICES Action Plan (DAP)
Authors Montero R., Laugel C., Van den Eynde K.,
Safarik J., Zykova M.
Version V1 – 11/02/2020

2. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
Table of contents:
1 The Digitally Competent European Schools Project................................................................ 3
2 The DICES Action Plan (DAP).................................................................................................... 5
3 TET-SAT .................................................................................................................................... 6
4 TET-SAT Results........................................................................................................................ 7
5 SELFIE..................................................................................................................................... 10
6 SELFIE Results......................................................................................................................... 11
6.1 SELFIE at CODEMA:........................................................................................................ 11
6.1.1 School Leaders....................................................................................................... 11
6.1.2 Teachers................................................................................................................. 12
6.1.3 Students................................................................................................................. 13
6.2 SELFIE at GYBOT............................................................................................................. 14
6.2.1 School Leaders....................................................................................................... 14
6.2.2 Teachers................................................................................................................. 15
6.2.3 Students................................................................................................................. 16
6.3 SELFIE at SINT DONATUS ............................................................................................... 17
6.3.1 School Leaders....................................................................................................... 17
6.3.2 Teachers................................................................................................................. 18
6.3.3 Students................................................................................................................. 19
6.4 SELFIE at LYCEE MARGUERITE YOURCENAR .................................................................. 20
6.4.1 School Leaders....................................................................................................... 20
6.4.2 Teachers................................................................................................................. 21
6.4.3 Students................................................................................................................. 22

3. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
1 THE DIGITALLY COMPETENT EUROPEAN SCHOOLS PROJECT
The project DIgitally-Competent European Schools (DICES) is formed by the association of four
secondary schools from different countries (Belgium, Spain, France and Czech Republic),
referents in their respective regions in the STEM field and that understand the digital
competence as a prerequisite for students of all ages to fully benefit from the new possibilities
offered by technology for more effective, motivating and inclusive learning (Education and
Training Monitor, 2013). That is why, aligned with the strategy "Rethinking Education"
(European Commission November 2012) we have made a great effort to equip our schools with
the necessary equipment and connectivity and we want technology to be fully utilized and
effectively integrated into our schools. However, developing digital competence in the
educational system requires a correct integration of the use of ICT in the classroom and that
teachers have the necessary training in that competence and this is where we have detected
deficiencies in all schools: many teachers do not handle adequately ICT. Recent publications
such as the Common Framework of Digital Teaching Competence (MCCDD, INTEF 2017),
European Framework for Digitally-Competent Educational Organizations (DigCompOrg) provide
a common framework with which the schools want to analyze our current digital situation and
propose action plans that allow the credentialing of the teaching staff and the development of a
coherent training plan with a proposal of evaluable indicators that will reinforce one of the areas
of teacher professionalization worst attended in the initial training, thus ensuring a high quality
teaching that improves the digital competence of the students.
In each school the project is led by a coordinator, a teacher specialized in innovative pedagogies
who, aware of the need to motivate students towards the study of science and to promote
scientific vocations, has been involved in several European projects on an individual basis,
whose main objective were to validate and disseminate innovative pedagogies:
• Jakub Safarik – Czech Republic – Gymnazium Boticska (Praha) - http://www.gybot.cz/
• Celine Laugel – France - Lycee Marguerite Yourcenar (Erstein) -
http://entea.fr/public/0672677W/Pages/Accueil.aspx
• Karin Van den Eynde – Belgium – Sint Donatus (Merchtem) -
http://www.sintdonatus.be/
• Rafael Montero – Spain - Col. Corazón de María (Gijón) – http://www.codema.es/
DICES is the third project in a row where the association collaborates. After the success of the
project Teaching Innovate Practices at School (TIPS!), in which the participating schools
exchanged their knowledge of successful educational practices and generated educational
resources in European languages came the Citizen Science at School (CSS) project. In CSS the
teachers wanted to involve students in real research on curriculum topics of high interest in
order to greatly increase the motivation of students towards the study of science and opening
the association to external agents (universities, research centers, national and international
experts, etc.) to generate networks that will produce greater impact and sustainability and are
the basis for future collaborations.

4. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
The partner schools see the DICES project as an opportunity for, generating a dialogue within
our educational communities in order to define steps to improve the use of digital technology.
Sharing good practices and taking advantage of synergies, we can support each other in the
implementation of the digital reference frameworks, something that would require resources
that we do not have separately. We want to include specific training for teachers and support
for students on topics such as online security or cyberbullying, among others. In addition, we
want our students to value the European cultural heritage and the understanding of cultural
diversity, contextualizing the learning of foreign languages. That is why the project proposes
short-term mobilities where not only activities related to digital competence are carried out, but
also cultural activities, fostering immersion in the other culture and language, thus generating a
sense of European citizenship.
This project is based on the following priorities:
P1 - Open education and innovative practices in the digital era
P2 - Social and educational value of European cultural heritage
P3 - Strengthening the profiles of the teaching professions
The schools want to achieve the following objectives linked to the priorities:
O1: Implement European digital competency frameworks in each partner through the
use of tools such as SELFIE or TET-SAT, generating action plans that transform our
schools into digitally competent schools [Related to P1]
O2: Increase the European Dimension of the educational community of the partners by
improving the perception of Europe by the students through the accomplishment of the
collaborative activities of the project and the intense intercultural dialogue produced by
the short-term exchanges that show the value of the European heritage. Maintain a
network of schools that allows to develop common future KA229 projects. [Related to
P2]
O3: Reinforce the profile of the participating teaching staff, supporting their professional
development through the accreditation of their digital competence (INTEF digital
competency portfolio) and the exchange of good practices among the schools [Related
to P3]
O4: Achieve an European eTwinning quality seal by meeting the 6 criteria of the Spanish
National eTwinning Support System rubrics for the National Quality Seal, thanks to
which each partner school can be certified with the ETWINNING SCHOOL seal in 2022.
Obtaining SELFIE Open Digital Badge for each school. [Related to all priorities]

5. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
2 THE DICES ACTION PLAN (DAP)
The present document, the DICES Action Plan (DAP) is the roadmap for the two years of the
project. It collects the data from the TET-SAT and SELFIE results done in each partner
educational communities.
Each coordinator registered his school in the SELFIE tool of the European Commission. In each
partner all the students and teachers participating in the project conduct the surveys of the tool.
Participating teachers also carry out the TET-SAT surveys. Each partner processes their data and
the results are presented in the mobility to Spain where they are shared in order to create the
DICES ACTION PLAN (DAP). Through sharing its strengths and weaknesses with the rest the DAP
is the foundation for setting the theme of the DAP Workshops that each teacher attending the
mobilities to Belgium, France and Czech Republic will take part in. The theme of these
workshops are set over the spanish mobility where the DAP is presented. The DAP will be
reviewed at the end of the first year of the project (during the Intermediate Report) and at the
end of the second year (in the Final Report). These revisions will be public in the TwinSpace of
the DICES project and annexes to the DAP:
ANNEX 1 - In the Intermediate report, the Spanish coordinator will create a survey that
all coordinators respond to, asking for their satisfaction with the project (activities and
mobility carried out to date), interest in a new project after DICES (for the 2021 call) and
in case coordinator see it necessary changes are made to the DAP (if the themes for the
workshops need to change or if the development needs of any of the partner has
changed) that was developed over the Spanish mobility. This document is published on
the TwinSpace as ANNEX 1 to the DAP.
ANNEX 2 - Teachers, students and families participating in the project conduct a
satisfaction survey in order to evaluate the degree of achievement of the objectives and
the impact of the project. Teachers re-perform the TET-SAT to compare the impact of
the project on their teaching practice. In an online event, the coordinators agree on the
degree of achievement of the DAP (which is published on the TwinSpace as Annex 2).
Etwinning Quality seals are requested for the eTwinning DICES project from each
National Agency. Each partner requests the SELFIE open digital Badge from INTEF.
There are many expected benefits to the DAP. Teachers participating in the DAP are contributing
to their professional development by generating teachers' networks that enable future projects.
The implementation of the selfie results at each centre and the generation of DAP makes
progress in the accreditation of the digital competence of teachers. Sharing good practices,
educational resources and lessons learned improves teaching and increases motivation, which
impacts not only current students but the future of participating teachers. It also makes
teachers know their students better by taking them out of the school context and strengthening
the teacher-student bonds, which are basic for quality teaching.
DAP evaluation is one of the keystones for evaluating one of the objectives of the project. DAP
will be evaluated in the Final report. All the evaluation will be public in the Twinspace. At the

6. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
end of the project, the following indicators will measure the degree of achievement of the
objectives:
O1: Implementing digital competition frameworks
• NOT ACHIEVED - No partner implements SELFIE
• PARTIALLY ACHIEVED - At least one partner implements SELFIE and DAP is generated
• ACHIEVED - All partners implement SELFIE and DAP, so they can request the SELFIE
Open Badge from INTEF. The comparison between TET-SAT questionnaires shows an
increase of the digital competence of the participating teachers in DICES. Students
carry out workshops during mobility and eTwinning project activities aimed at
improving digital competence.
3 TET-SAT
Teachers taking part in the DICES project have decided to use the TET-SAT online self-assesment
tool in order to asses their digital pedagogical competence in the following dimensions: digital
pedagogy, digital content use and production, digital communication and collaboration and
digital citizenship.
http://mentep.eun.org/home
MENTEP (`Mentoring Technology-Enhanced Pedagogy') was a cross-country policy
experimentation designed to test the impact of using a self-assessment tool on teachers' digital
pedagogical competency development. Running between March 2015 and May 2018 and 7.391
teachers from 496 schools in 11 countries took part in the experiment, the largest randomised
controlled trial (RCT) to date, by numbers of participating countries, on teacher training.
MENTEP was based on a paradox. On the one hand, research shows (European Commission,
2013) that most teachers in Europe consider that using digital technology can impact positively
on student outcomes. Yet, on the other hand, their own ICT use for teaching and learning and
their confidence in their digital skills are low. Thus, there is a need for teachers to be able to
develop further their pedagogical use of ICT and thereby translate it into a positive impact on
students' learning. Additionally, there is a shortage of data on teachers' technology enhanced
teaching (TET) competency and the MENTEP policy experimentation sought to contribute new
data on this.
The project was therefore designed to support and broaden teachers' reflection on their
pedagogical practices using ICT in their teaching, their teaching skills and their own learning by
providing access to an online self-assessment tool (Technology Enhanced Teaching Self-
Assessment Tool, TET-SAT) developed in the project and assess its impact.

7. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
4 TET-SAT RESULTS
Following is one of the teachers results from the TET-SAT survey, all of them are available in:
https://twinspace.etwinning.net/93278/pages/page/690982

8. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
Those areas with room for improvement (results not in green color) are added in the following
AnswerGarden and it will help us to produce the DICES Action Plan (DAP) which will guide us on
how to increase our digital competence.

9. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
Following are the aggegated TET-SAT Results for the teachers participating in the project:
Priority TET-SAT Results Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6 Teacher 7 Teacher 8
Digital pedagogy
12 1.1. Plan and implement teaching with ICT (Learning Design) 1 1 1 3 3 2 0 1
7 1.2. Design and manage ICT-based learning environments 0 2 1 2 1 1 0 0
3 20 1.3. ICT-supported assessment 2 3 2 4 4 2 2 1
Digital content use and production
15 2.1. Selection and use of digital resources 0 2 2 3 3 2 1 2
13 2.2. Creative production 0 2 2 2 4 1 1 1
16 2.3. Copyright and licences 0 0 3 3 4 1 3 2
1 27 2.4. Programming 2 2 4 4 4 4 3 4
Digital Communication and Collaboration
13 3.1. Communicating using technologies and social media 1 2 2 2 3 2 1 0
4 18 3.2. Sharing information and resources with students 0 3 3 3 3 3 2 1
17 3.3. Online participation 1 2 2 4 3 3 1 1
5 18 3.4. Collaboration through ICT 0 4 3 2 4 3 0 2
Digital citizenship
15 4.1. Online behaviour 1 2 2 3 3 2 1 1
6 17 4.2. Digital identity management 0 0 3 4 3 2 2 3
2 22 4.3. Device protection 3 2 3 3 4 3 2 2
16 4.4. Health and the environment 2 2 2 1 3 2 2 2
Based on the TET-SAT results, priority will be given to the following items in order:
1. Programming
2. Device Protection
3. ICT-Supported Assessment
4. Sharing information and resources with students
5. Collaboration through ICT
6. Digital identity management

10. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
Bases on these results the following DAP Workshops were set over the DICES Project Meeting
that took place on February the 11th
2020 in Gijón (Spain) for the mobilities to Belgium, France
and Czech Republic:
Mobility DAP Workshop
Belgium ICT Supported Assessment
France Device protection / Collaboration through ICT
Czech Republic Programming
5 SELFIE
SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational
Technologies) is a tool designed to help schools embed digital technologies into teaching,
learning and student assessment. It can highlight what’s working well, where improvement is
needed and what the priorities should be. The tool is currently available in the 24 official
languages of the European Union with more languages to be added over time.
SELFIE gathers – anonymously – the views of students, teachers and school leaders on how
technology is used in their school. Based on this input, the tool generates a report – a snapshot
(‘SELFIE’ :-)) of a school‘s strengths and weaknesses in their use of digital technologies for
teaching and learning. The more people in the school taking part, the more accurate the SELFIE
of their school will be.

11. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6 SELFIE RESULTS
All partners have developed a report from their results in the SELFIE survey. Only the aggregated
results are show here, the full reports are available online in:
https://twinspace.etwinning.net/93278/pages/page/755214
6.1 SELFIE AT CODEMA:
The wheel below shows average responses per user group for all statements.
6.1.1 School Leaders

12. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.1.2 Teachers

13. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.1.3 Students

14. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.2 SELFIE AT GYBOT
6.2.1 School Leaders

15. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.2.2 Teachers

16. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.2.3 Students

17. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.3 SELFIE AT SINT DONATUS
6.3.1 School Leaders

18. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.3.2 Teachers

19. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.3.3 Students

20. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.4 SELFIE AT LYCEE MARGUERITE YOURCENAR
6.4.1 School Leaders

21. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.4.2 Teachers

22. Digitally Competent European Schools
DICES 2019-1-ES01-KA229-063955
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
6.4.3 Students