Introducing the PEAT model to frame professional digital competence in teacher education

Abstract

This paper puts forward a case for using the PEAT model in teacher education, a framework designed to capture the different dimensions of teachers’ professional digital competence (PDC). The model arose from an Erasmus+ funded project exploring digital competence in teacher education. While existing frameworks and conceptualisations of teachers’ digital competence exist, this paper argues that the PEAT model has unique affordances and characteristics. This paper outlines the importance of digital competence before exploring how it is currently conceptualised in teacher education. Following this, some of the current frameworks encapsulating the elements of teachers’ professional digital competence are briefly presented. Finally, the paper presents the PEAT framework and discusses its unique affordances.

Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19

“…Teachers' attitudes towards the pedagogical use of technology may change when they see utility through their ERT, which might be essential in changing attitudes towards technology use. This is in line with the study of McDonagh et al [ 16 ], who emphasised the attitudinal dimension as imperative in defining teachers' digital competence.…”

“…According to Smestad and Gillespie [ 7 ], a typical feature of the papers describing teachers' digital competence is the use of models to define, describe, categorise and measure such competence. Examples of such models are TPACK [ 2 ], DigCompEdu [ 3 ] and PEAT [ 16 ].…”

Teachers’ online preparedness in times of crises: trends from Norway and US

“…The strength of the PEAT model as an analytical framework is that it provides a straightforward and applicable framework when viewing the interconnectedness of the four dimensions of teachers’ digital competence. Whereas other competency models are rather specific and detailed, the PEAT in its simplicity presents the absence of specificity and instead “allows for autonomy and agency and for local interpretations of the four dimensions to be enacted” (McDonagh et al, 2021 , p.14). Also, the emphasis on the ethical and the attitudinal dimensions in developing teachers digital competence in addition to the more traditional focus on technical skills and the pedagogical use of digital technology is one of the strengths of the PEAT model.…”

“…The PDC framework for teachers is first and foremost a policy document describing political will and emphasis on digital competence rather than a research based framework building on empirical evidence. Several researchers have also pointed at the need for more emphasis on ethical and attitudinal aspects (Gudmundsdottir & Hathaway, 2020b;McDonagh et al, 2021) as well as the importance of transformative agency or transformative digital competence (Brevik et al, 2019;Lund et al, 2019).…”

Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives

“…In addition, skill and competence are defined as the ability to (correctly) choose and use digital tool(s) and methods, with the assumption that an appropriate selection and application, will predict positive (learning) outcomes. Other frameworks, such as the PEAT model (McDonagh et al, 2021), encapsulate the necessary technical competencies and pedagogical competencies but also included an ethical and attitudinal dimension. Equally, Krumsvik's (2014) framework proposes different phases of self-awareness and practical proficiency (adoption, adaptation, appropriation and innovation), and establishes an aligned focus on different dimensions (basic digital skills, didactic -ICT competence and learning strategies).…”