What do we know from research on:
Key points <ul><li>Teachers need adequate ICT skills & digital competence to be able to inspire & support their students’ ...
Teachers’ need for ICT skills & digital competence
Basic ICT skills & special sub-skills Rather than embracing a broader understanding of digital competence, most recent lit...
Existing frameworks for teachers’ digital competence
Technological Pedagogical Content Knowledge (TPCK) Concept Pedagogically sound applications of technology require the comp...
Focus is still on conventional use of technology
Further information <ul><li>For a  reference list  and  full discussion of all academic articles and policy papers  used a...
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Dig comp teachers_q5

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Dig comp teachers_q5

  1. 1. What do we know from research on:
  2. 2. Key points <ul><li>Teachers need adequate ICT skills & digital competence to be able to inspire & support their students’ use of technology (see slide 3) </li></ul><ul><li>Most of the recent literature on teachers’ digital competence focuses on basic ICT skills or special sub-skills (see slide 4) </li></ul><ul><li>The literature review found some existing frameworks for teachers’ digital competence which listed some common skills/competences (see slide 5) </li></ul><ul><li>Teachers’ ability to apply technology in their pedagogical practices is emphasized in some of the literature (see slide 6), but mostly in a static & traditional way, not considering technology as a tool for innovative transformation (see slide 7). </li></ul>
  3. 3. Teachers’ need for ICT skills & digital competence
  4. 4. Basic ICT skills & special sub-skills Rather than embracing a broader understanding of digital competence, most recent literature on teachers’ digital competence focuses on teachers’:
  5. 5. Existing frameworks for teachers’ digital competence
  6. 6. Technological Pedagogical Content Knowledge (TPCK) Concept Pedagogically sound applications of technology require the complex integration of knowledge on content, pedagogy and technology – These three knowledge domains should not be viewed as separate, but interlocking.
  7. 7. Focus is still on conventional use of technology
  8. 8. Further information <ul><li>For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question. </li></ul><ul><li>For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question. </li></ul>

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