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>
Teachers’ need for ICT skills & digital competence
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’:
Existing frameworks for teachers’ digital competence
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.
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 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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