The HeDiCom framework: Higher Education teachers’ digital competencies for the future

Tondeur, Jo; Howard, Sarah; Zanten, Manon Van; Gorissen, Pierre; Neut, Irma Van der; Uerz, Dana; Kral, Marijke

doi:10.1007/s11423-023-10193-5

Cited by 12 publications

(4 citation statements)

References 44 publications

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“…Under these circumstances, current studies make evident that higher education teachers' digital competence cannot longer be considered only as a tool, but also as an essential pedagogical element [11], and a key point in new learning scenarios [12]. It is noteworthy that there is a positive relation between the development of teachers' digital competence with students' digital competence quality [13].…”

Section: Introductionmentioning

confidence: 94%

Assessing Massive Open Online Courses for Developing Digital Competences among Higher Education Teachers

Bitakou,

Ntaliani,

Demestichas

et al. 2023

Education Sciences

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The outstanding growth in digital technologies has raised higher education teachers’ attention towards developing digital competences for effectively fulfilling students’ learning requirements and keeping up with the rapidly evolving global education system. Nowadays, higher education teachers can find a plethora of online courses provided by educational organizations, universities, and businesses for reskilling and upskilling. The objective of this paper is to provide results from the assessment of existing massive open online courses regarding their potential to cover a large range of digital competences that higher education teachers should possess. A total of one hundred and sixty-two (162) online courses from three prominent international digital platforms, offering massive open online courses, were subjected to evaluation using a model incorporating six categories of attributes aligned with pertinent digital competences. The results indicate that the majority of the existing online courses lack sufficient coverage of key digital competences required by higher education teachers. Notably, these inadequately addressed competences regard evaluating students’ performance in the digital environment and ensuring positive online student experiences through collaborative engagement and self-reflection. The findings of this study offer valuable insights not only to higher education teachers, but also to online course developers and education policy-makers. The identified gaps in digital competences underscore the pressing need for substantial improvements in existing online courses or the development of new courses to effectively bridge these competence gaps. By addressing these shortcomings, higher education institutions can better equip their teachers to navigate the digital realm and elevate the overall quality of education in the digital era.

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Section: Introductionmentioning

confidence: 94%

Assessing Massive Open Online Courses for Developing Digital Competences among Higher Education Teachers

Bitakou,

Ntaliani,

Demestichas

et al. 2023

Education Sciences

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“…A key motive was to develop teachers who could integrate ICT in teaching at schools along the human capital competence development value chain (Becuwe et al, 2017;Nilsson & Lund, 2023). The ICT competence frameworks for teachers provide guidelines on how to teach with ICT (Mishra & Koehler, 2006;Redecker & Punie, 2017;Tondeur et al, 2023;UNESCO, 2018). Teacher educators are expected to synthesize subject content pedagogy with ICT knowledge domains while addressing the learning needs of the subject matter (Koehler, Punya, & Cain, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…The ICT Competence Framework for Teachers (ICT-CFT) (UNESCO, 2018) focuses on ICT in education competences, also known as ICT integration in teaching or teaching with ICT. Like TPACK, the ICT-CFT considers quality and relevance learning as a crucial outcome expected of an ICT integration competent teacher educator (Redecker & Punie, 2017;Tondeur et al, 2023;UNESCO, 2018).…”

Section: Introductionmentioning

confidence: 99%

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Lubuva,

Ndibalema,

Mbwambo

2024

AGJSR

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PurposeThe study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.Design/methodology/approachSurvey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.FindingsThere was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.Research limitations/implicationsThe intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.Practical implicationsThe results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.Originality/valueCreating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

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“…This approach eliminates time constraints in the classroom and allows teachers to effectively use technology, fostering their digital capabilities and innovation. Jo Tondeur et al (2023) developed the Higher Education Digital Competency Framework (HeDiCom). This framework identified teachers' digital competencies, which encompass coaching, empowering students for the digital society, digital literacy, and teacher professional development.…”

Section: Introductionmentioning

confidence: 99%

Synthesizing Digital Teacher Competencies for Teaching Profession Students in Higher Education

Bojukrapan,

Laoha,

Jantakoon

2023

HES

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The synthesis of digital teacher competencies for students in the higher education teaching profession aims to: 1) synthesize digital teacher competencies for teacher students in higher education 2) assess how suitable these digital teacher competencies are for students in the teaching profession within higher education. This study employed document analysis and exploratory research. The researcher conducted an in-depth analysis of research papers and articles published from 2014 to 2023 related to digital teacher competencies in higher education students. These papers had been published in research database and were selected based on their titles and keywords. In total, 22 research papers were initially considered. After a rigorous review, 12 studies in both Thai and English were shortlisted for further analysis. The researcher synthesized a theoretical framework and a design framework. Then, a questionnaire was administered to 5 experts in the field, and their responses were analyzed using statistical measures, including averages and standard deviations. The results of the research showed that 1) digital teacher competencies for higher education teacher students consist of 9 competencies, namely: Competency 1. Knowledge, skills, abilities about digital technology, Competency 2. Adaptation and change of technology. Competency 3. Solving problems and using digital technology and organizing virtual environments 4. Ethics, morality and technological safety 5. Communication and team work 6. Teaching strategies and ICT application 7. Innovative education creators and evaluators 8.expected characteristics and learned lesson, and 9. Connecting knowledge and fostering collaboration; 2) the results of the assessment of the suitability of digital teachers for higher education students by experts are at the most appropriate level, with a mean (x ) score of 4.51, a standard deviation (S.D.) of 0.21.

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The HeDiCom framework: Higher Education teachers’ digital competencies for the future

Cited by 12 publications

References 44 publications

Assessing Massive Open Online Courses for Developing Digital Competences among Higher Education Teachers

Assessing Massive Open Online Courses for Developing Digital Competences among Higher Education Teachers

Designing ICT integrated lesson activities: an intervention to bolster tutors’ pedagogical use of ICT competences in Tanzania teacher education

Synthesizing Digital Teacher Competencies for Teaching Profession Students in Higher Education

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