Teacher educators' digital competence

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

“…According to the analysis, the first inductive sub-theme from the analysis shows that the possibility to promote the development of digital competence in an educational context implies that it needs to be clearly formulated in policy (Instefjord and Munthe 2016;Krumsvik 2012;Wastiau et al 2013), and when so, that it is used as an argument to set the agenda for school innovation and educational changes (Søby 2016). For example, Krumsvik (2012) as well as Instefjord and Munthe (2016) pointed at the emergent need for knowledge on how digital competence to be integrated into institution-wide policies so that teachers can meet the requirements of today's digitalized schools. In the same line of reasoning, Wastiau et al (2013) suggested a solid formalization in policy of TDP activities in both schools and education.…”

“…This definition illustrates a comprehensive inclusion of numerous skills and abilities, carrying a general meaning and scope to be discussed on a macro level of the average citizen acting in various areas of society (Krumsvik 2012). This paper, though, shifts focus towards the pedagogical aspects of digital competence by zooming in on educational contexts.…”

“…What can be noted is that although much research on digital competence in educational contexts has emerged, it still seems to be a confusion and inconsistency between digital competence among average citizens and the pedagogical aspects of digital competence needed for the specific actors working in school and education. 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).…”

“…One of those areas is policy-related papers in which digital competence has occurred as a shared object of change and development (Ala-Mutka et al 2008;Balanskat and Gertsch 2010;Hatlevik and Christophersen 2013). Another area is research where digital competence has been examined and discussed (see Ilomäki et al 2016;Krumsvik 2012).…”

Students’ Redesign of Mandatory Assignments in Teacher Education

“…There is a growing concern about the importance of creating a school that gives the young generations the skills needed to manage personal life and professional expectations in an ever more complex 21st century society (Kalantzis & Cope, 2012;Krumsvik, 2012;Voogt, Erstad, Dede, & Mishra, 2013). Influenced by OECDs DeSeCoinitiative, Definition and Selection of Competencies (Knain, 2001(Knain, , 2005Rychen & Salganik, 2003), which is important in the design of PISA-tests, policy makers and politicians have defined such skills through education reforms and guidance documents in several countries across Europe, emphasising skills related to the use of new technology.…”