Educating online student teachers to master professional digital competence: The TPACK-framework goes online

Tømte, Cathrine; Enochsson, Ann-Britt; Buskqvist, Ulf; Kårstein, Asbjørn

doi:10.1016/j.compedu.2015.01.005

Cited by 144 publications

(139 citation statements)

References 19 publications

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“…The third sub-theme is related to digital competence in teacher education (EsteveMon et al 2016;Hatlevik 2016;Instefjord 2014;Kihoza et al 2016;Kivunja 2013;Krumsvik 2009Krumsvik , 2011Krumsvik , 2012Lund et al 2014;Tondeur et al 2012;Tømte et al 2015;Røkenes and Krumsvik 2016). The analysis shows that several research studies have addressed the importance of integrating approaches to digital competence into teacher education (Hatlevik 2016;Instefjord 2014;Kivunja 2013;Krumsvik 2011Krumsvik , 2012Lund et al 2014;Tømte et al 2015).…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…The analysis shows that several research studies have addressed the importance of integrating approaches to digital competence into teacher education (Hatlevik 2016;Instefjord 2014;Kivunja 2013;Krumsvik 2011Krumsvik , 2012Lund et al 2014;Tømte et al 2015). In their case study, Røkenes and Krumsvik (2016) followed four teacher-students' development of digital competence in Norwegian teacher education.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…In addition, teacher-educators must reflect on their own use of technologies in their teaching practices. With a similar focus, Tømte et al (2015) explored to what extent teacher-educators actually encourage teacher-students to develop their digital competence by acting as role models in courses. Despite good avenues for presenting explicit examples and to stimulate student teachers' to elaborate their digital competences, the study revealed that few teachers used the opportunity.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…Despite good avenues for presenting explicit examples and to stimulate student teachers' to elaborate their digital competences, the study revealed that few teachers used the opportunity. Krumsvik (2011), Tømte et al (2015) and Tondeur et al (2012) further argued that approaches, models and activities to enhance teachers and teacher students' digital competence often appear to be poorly integrated into teacher education and that further research is needed. In meeting these challenges, Kihoza et al (2016) and Krumsvik (2009Krumsvik ( , 2012 suggested researchers' and practitioners' further theorization and operationalization of digital competence in teacher education curriculum.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…Fourthly, digital competent leadership should not be excluded to single actors but rather to be thought of as a school-level characteristic including various professions, actors and competences (see Dexter 2008;Petersen 2014). Fifthly, single actors in schools also need to take responsibility for their development of digital competence and to reflect on how they enact digital competences in their own educational practices (see Wastiau et al 2013;Tømte et al 2015). Finally, teacher education needs to recognize the requirements that teacher-students will meet in digitalized schools (see Krumsvik 2012;Lund et al 2014).…”

Section: Concluding Remarks and Suggestions For Practicementioning

confidence: 99%

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

2017

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In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

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