From digital literacy to digital competence: the teacher digital competency (TDC) framework

Abstract

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students' skills in using 'educational' applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology's integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today's classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

Information and Communicative Competence Development in Prospective Teachers

“…ICTs allow the development and use of new means of information interaction between the teacher and students, and communication means, enrich the learning process and make it more effective, involving most of the student's sensory components in the process of perceiving educational information. The problem of prospective teachers preparation for students education by use of digital technologies for isolated ICT courses were solved in the students' qualification program (Falloon, 2020). Use of ICTs by educational institutions considered as environment which is enabling students digital learning, help to make decisions and responsible measures for environment integrity and economy viability (González-Zamar, 2020).…”

Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

“…All of them associate this term with the effective integration of digital resources into teaching and learning processes. Falloon asserts that this situation happens due to 'evolving technological, cultural and societal landscapes' (Falloon, 2020).…”

Why Does Digital Learning Matter? Digital Competencies, Social Justice and Critical Pedagogy in Initial Teacher Education

“…A postdigital lens enables critical engagement with all the dimensions, including those lurking in the background. The development of digital competency frameworks for ITE now include consideration of legal and ethical frameworks, privacy and security, and attitudes towards technology (Falloon, 2020). While digital skillsets are an important aspect of student-teacher learning, the frameworks themselves can be critiqued, and as understanding of the role of the digital in society, evolves will continue to develop.…”