Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review

Abstract

The term ‘digital resources’ is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers’ professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers’ need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term ‘digital resources’ and support future research related to its application especially in empirical research on teachers’ professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers’ professional digital competence.

Digital Tools in Teaching the Mass Media Language

“…Digital competence includes the confident and critical handling of digital technologies in work, everyday life and communication. Taking into account that mastering the professional basics of media language is an important prerequisite for the journalist's success, the most effective use of digital tools in teaching media language in educational institutions training media specialists is a very significant prerequisite for developing not only of world journalism, but also society as a whole (Heine, Krepf & König, 2022). The theoretical part of the present research substantiates the reasons for the special relevance of using digital tools in teaching the mass media language.…”

Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review

“…The use of ICT has gained a growing reputation and become a great concern in educational settings globally (Aydın & Gürol, 2019;Heine et al, 2023;Pozas & Letzel, 2023). Studies have shown that the increasing interest in integrating ICT into teaching practices has pressed teacher education institutions to incorporate 21st-century skills in their training to help pre-service teachers integrate it into their classroom instruction in the future (Heine et al, 2023;Sutton, 2011;Teo et al, 2015). The modern educational system strives to provide pre-service teachers with more enhanced learning opportunities so they may transfer these to their students.…”

“…The restructuring process requires the development of skills to support ICT integration into the existing context to provide pre-service teachers with knowledge of specific subject areas that promotes meaningful learning and enhances professional productivity (Gülbahar, 2008). Hence, training must mainly focus on acquiring competencies and skills on how to integrate ICT into the teaching and learning process to make it easy for pre-service teachers to transfer those skills to their learners (Heine et al, 2023). Heine et al (2023 further argued that lecturers (facilitators) and pre-service teachers are also expected to develop new informal learning and entrepreneurial skills to maintain continuous learning.…”

“…Hence, training must mainly focus on acquiring competencies and skills on how to integrate ICT into the teaching and learning process to make it easy for pre-service teachers to transfer those skills to their learners (Heine et al, 2023). Heine et al (2023 further argued that lecturers (facilitators) and pre-service teachers are also expected to develop new informal learning and entrepreneurial skills to maintain continuous learning. These are the skills needed in the 21st century and which give meaning to learning business education.…”

Teachers' digital competence for ICT skills in the 21st century: an assessment of their development

“…Es por ello que, la competencia digital docente (CDD) es concebida como una compleja configuración de saberes, destrezas y actitudes fundamentales en el empleo efectivo de la tecnología (Heine et al, 2023). Esto supone asumir criterios pedagógicos y didácticos para el correcto diseño de los aspectos tecnológicos, informacionales, comunicativos colaborativos y éticos (Gómez et al, 2022;Guillén et al, 2021), que permitan mejorar la dinámica de enseñanza-aprendizaje, dejando atrás las restricciones propias de los modelos tradicionales, dando paso a estructuras que cautivan a los educandos.…”