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

Abstract

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.

Students’ voices about information and communication technology in upper secondary schools

“…Here, Harper and Milman (2016) suggest that two factors in this increased interest are related to ongoing digital developments and investments in new ICT tools for teaching and learning. Further, and as pointed out by, for example, Pettersson (2017), the digitalisation of schools and the 1:1 movement have nurtured research on the question of students' possibilities to develop their digital competence in use of various ICT tools for activities inside and outside school.…”

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

“…These themes display challenges related to (a) defining digital competence in educational policy and practice (cf. Ilomäki et al 2016;Pagani et al 2016;Pettersson 2017), (b) teachers' current level of digital competence and the time and contexts for CPD (cf. Bulfin et al 2016;Lantz-Andersson et al 2017;Krumsvik 2008Krumsvik , 2014Sipilä 2014;Willermark 2018) and (c) the degree of readiness at an organisational level for the digitalised school (cf.…”

“…Fransson et al 2019;Pettersson et al 2019). Pettersson's (2017) conclusion finds resonance in From's (2017) work and his argumentation for "pedagogical digital competence" (PDC) in educational contexts and activities. According to From (2017), PDC comprises three interrelated levelsa micro-level (interaction level, pedagogical interaction with students), a meso-level (course level, design and implementation of courses as well as the infra-structure of education) and a macro-level (organisational level, educational management and the development of the organisation).…”

“…This is interesting, especially considering the vague description of adequate digital competence reported on in this article (see Fransson, Lindberg, and Olofsson 2018). In another literature review, Pettersson (2017) describes that teachers' digital competence is not only something for the individual teacher to take responsibility for, but should be seen as part of a school's digitalisation process (cf. Fransson et al 2019;Pettersson et al 2019).…”

A Digital Ecosystem for Digital Competences: The CRISS Project Demo

“…Unfortunately, in many schools and classrooms, 21st century ICT tools and skills are still used and taught as add-ons to business-as-usual type of teaching. We fail to initiate innovative and effective teaching and assessment of those important skills that are at the same time transforming the way we work, learn and interact [2]. This demonstration contribution presents the underlying theoretical framework, pedagogy and the cloud-based CRISS platform designed to support and assess digital competencies.…”