Dig comp teachers_q5

What do we know from research on:

Key points• Teachers need adequate ICT skills & digital competence to

be able to inspire & support their students’ use of technology (see slide 3)

• Most of the recent literature on teachers’ digital competence focuses on basic ICT skills or special sub-skills (see slide 4)

• The literature review found some existing frameworks for teachers’ digital competence which listed some common skills/competences (see slide 5)

• Teachers’ ability to apply technology in their pedagogical practices is emphasized in some of the literature (see slide 6), but mostly in a static & traditional way, not considering technology as a tool for innovative transformation (see slide 7).

Teachers’ need for ICT skills & digital competence

Basic ICT skills & special sub-skills

Rather than embracing a broader understanding of digital competence, most recent literature on teachers’ digital competence focuses on teachers’:

Existing frameworks for teachers’ digital competence

Technological Pedagogical Content Knowledge (TPCK) Concept

Pedagogically sound applications of technology require the complex integration of knowledge on content, pedagogy and technology –

These three knowledge domains should not be viewed as separate, but interlocking.

Focus is still on conventional use of technology

Further information

For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question.

For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question.