A framework for the digital competencies for teaching in science education – DiKoLAN

Abstract

In order to systematically introduce (prospective) teachers to teaching in the digital world and to lay the foundations for concepts that are meaningful in terms of physics education, essential aspects of learning with and via digital media must be conveyed. In addition to cross-curricular competencies, it is essential to consider subject-specific competencies for the natural sciences since the formation of subject-specific knowledge on the use of digital media in the classroom (TPACK) is the decisive factor for acceptance behaviour and the intention for later use. The questions remain as to what core competencies must be built up by all (prospective) science teachers by the end of their studies and in which sections of university teacher training this should take place. Since no competence frameworks specific to the teaching of science were previously available, nine researchers from eight universities came together to develop a suitable orientation framework. As a result, this contribution presents the structured and graded framework “DiKoLAN – Digitale Kompetenzen für das Lehramt in den Naturwissenschaften [Digital Competencies for Teaching in Science Education]” (see https://dikolan.de).

Digital Competencies for Science Teaching: Adapting the DiKoLAN Framework to Teacher Education in Switzerland

“…The aim of this study was firstly to derive a framework of digital competencies for teachers with science subjects that can be used in teacher training at the Thurgau University of Education from the already established framework DiKoLAN-GER (Digital Competencies for Science Teaching; Becker et al, 2020;Kotzebue et al, 2021;Meier et al, 2021;Thoms et al, 2021) and to adapt it to local conditions and particularities of the Canton of Thurgau and of Switzerland as a whole. One example is the importance of secure and permanent data storage, which is a key economic factor for Switzerland.…”

“…While several proposals for general digital competencies have already been published by governmental (e.g., Deutschschweizer Erziehungsdirektoren-Konferenz [D-EDK], 2014a; Kelentrić et al, 2017;National Institute of Educational Technologies and Teacher Training, 2017) and supranational organizations ( UNESCO-IICBA, 2012;Redecker, 2017;UNESCO, 2018) as well as by non-governmental interest groups (e.g., ISTE, 2017; Battelle for Kids, 2019) and individuals (e.g., Falloon, 2020), there is so far only one internationally received orientation framework specifically for teaching in the natural science subjects: DiKoLAN -Digital Competencies for Science Teaching (Figure 1; Becker et al, 2020;Kotzebue et al, 2021;Thoms et al, 2021). DiKoLAN describes digital core competencies that should be mandatory for all prospective teachers of science subjects at the end of the university education phase.…”

Project digiSTAR – digital augmented Science Teaching and Research

“…Digital Competencies for Teaching in Science Education, see Fig. 2) [16][17][18]. DiKoLAN serves as a regulatory framework that defines seven distinct essential digital competencies that students who are going to become science teachers, and science educators or lecturers in general, should possess when completing their academic studies.…”

Implementation of Digital Competency-building Strategy in Management Education

“…Incorporating critical digital competencies into the first phase of teacher preparation necessitates several preceding concerns. Essential digital competencies must be structured in advance to integrate ICT-related parts of future-proof education into the teaching practices of all faculty involved in university teacher training (Thoms et al, 2021). A growing number of educational institutions are outfitted with an ever-improving digital infrastructure, which includes school-wide wireless network access, school cloud storage, interactive whiteboards, video projectors and devices such as computers, laptops and tablet computers.…”