- Title
- From digital literacy to digital competence: the teacher digital competency (TDC) framework
- Creator
- Falloon, Garry
- Date
- 2020
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/199325
- Identifier
- vital:19176
- Identifier
-
https://doi.org/10.1007/s11423-020-09767-4
- Identifier
- ISSN:1042-1629 2331-4052 1556-6501 0885-727X 0148-5806 2331-3986
- 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.
- Publisher
- Springer US
- Relation
- Educational Technology Research and Development Vol. 68, no. 5 (2020), p. 2449-2472
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Open Access
- Rights
- http://creativecommons.org/licenses/by/4.0/
- Subject
- Education; Educational technology; Technological literacy; Pedagogical content knowledge; School facilities; Information literacy; Equipment and supplies; Literacy; Education parks; Teaching; Core competencies; Computer literacy; Engineering ethics; Sociology; Social sciences; Environmental sciences; 3904 Specialist studies in Education
- Full Text
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