From Tools to Complexity?—A Systematic Literature Analysis of Digital Competence Among Pre-service Teachers in Norway

Abstract

In the last decades, the field of education has rapidly developed along with the development of digital technology. The recent COVID-19 pandemic has affected this development, leading to an educational revolution that involves the extensive use of online learning. This change makes it crucial to understand how teachers' digital competence has developed along with this phenomenon, as well as how teacher students are being prepared to work as future teachers. This article presents a literature review regarding how the term 'digital competence' has been understood and operationalised in the context of Norwegian teacher education in the last two decades, as well as how pre-service teachers' digital competence has been measured when researched. In the earliest findings uncovered by the review, the research is tool oriented, while a greater awareness of the professional complexity of digital competence in education emerges from 2014 to 2017. From then on, a challenge arises regarding added complexity. A somewhat complex understanding of teachers' professional digital competence (PDC) makes measuring PDC a difficult task, and it is challenging to link theoretical foundations with conducted research on the subject. This article addresses these issues and contributes to the discussion regarding the term 'professional digital competence' and how it is understood in a Norwegian educational context.

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

“…Using the potential of new media to enhance the didactic process is not a simple task, though nor is the effective implementation of analogue solutions (Thorvaldsen & Madsen, 2021; Tveiterås & Madsen, 2022). Each didactic resource or learning environment is characterized by a few considerations related to effective implementation.…”

Developing professional digital competence in Norwegian teacher education: a scoping review

“…For the past decade, several reviews have examined the topic of PDC development, technology-preparation, and ICT-use in teacher education (Tondeur et al, 2012;Røkenes and Krumsvik, 2014;Uerz et al, 2018;McGarr and McDonagh, 2019;Skantz-Åberg et al, 2022;Tveiterås and Madsen, 2022). However, previous reviews have mainly focused on exploring student teachers' perceptions on using digital technologies in teaching and learning and their levels of digital competence.…”

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

“…The TPACK [3,33] appears to represent a referential framework when Norwegian researchers are conceptualising and defining technological concepts and DT. In different ways, they aim for concepts and definitions that are broad and include the multitude of challenges and possibilities created by DT development [34]. The studies that have the most explicitly developed items for measuring student teachers' overall digital competences are Røkenes and Krumsvik [31], Instefjord and Munthe [10], Gudmundsdottir and Hatlevik [28], and Thorvaldsen and Madsen [30].…”

“…The studies that have the most explicitly developed items for measuring student teachers' overall digital competences are Røkenes and Krumsvik [31], Instefjord and Munthe [10], Gudmundsdottir and Hatlevik [28], and Thorvaldsen and Madsen [30]. Descriptions of the methods and questionnaires used point to measurement, which is mostly performed through the self-reporting of elements like skills, usage, and attitudes [34].…”