Situated learning and teachers’ digital competence

Abstract

Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers' digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers' digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information-and Communication Technology (ICT) and achievement of digital competence.

On the issues of digital competence in educational contexts – a review of literature

“…These challenges have created considerable demands for schools with regards to developing strategies to support the digital competences needed for providing high quality teaching and learning. In recent years, a number of attempts have been made to elaborate on the digital competence needed for actors working in school and education (From 2017;Howell 2012;Kivunja 2013;Krumsvik 2008Krumsvik , 2009Krumsvik et al 2016). For instance, Howell (2012) described digital pedagogy in terms of 'how to teach using digital technologies'.…”

“…In another study, From (2017) put focus on pedagogical aspects as a specific characteristic of the broader term of digital competence. Similarly, Krumsvik (2008) suggested an inclusion of pedagogical aspects into the concept of digital competence and Krumsvik (2011) definition reads, 'the teacher/TEs' [teacher educators'] proficiency in using ICT in a professional context with good pedagogic-didactic judgement and his or her awareness of its implications for learning strategies and the digital Bildung of pupils and students ' (p. 45).…”

“…According to the analysis, the third sub-theme concerns research on the importance of school leaders both changing their attitudes towards digital technologies and that they become more involved in the everyday integration of digital technologies and professional development of digital competence (Krumsvik 2008;van Niekerk and Blignaut 2014). For example, van Niekerk and Blignaut (2014) argued that school leaders 'cannot remain bystanders that assume their teachers are skilled in ICT' (p. 249) but rather formulate and implement goals and strategies that support both the staff's and their own professional development.…”

“…One assumption in research literature of why is it that teachers and school leaders' digital competence for example denotes a more complex set of skills and competences compared to digital competences needed in other areas of society (From 2017;Instefjord and Munthe 2016;Krumsvik 2012). Moreover, teachers and school leaders' digital competence appear in complex organizational systems and act within rich educational traditions which enhances the complexity when the competence is enacted in educational contexts (Krumsvik 2008;Lund et al 2014). …”

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

“…Some of these gaps may be explained in terms of teachers' digital literacy, which is a complex concept. Examination of a possible broader view of the knowledge teachers need to acquire in the information era can be relevant for examining the "digital competence" of teachers, as well as taking it into consideration when constructing a TPD model; hence, the need to change traditional perceptions of ICT usage (Krumsvik, 2008).…”