Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective. Issue 4 (8th August 2022)

• Record Type: Journal Article
• Authors: Starkey, Louise; Yates, Anne
• Is Part Of: European journal of teacher education. Volume 45:Issue 4(2022)
• Page Start: 476
• Page End: 492
• Publication Date: 2022-08-08
• Subjects: Digital competence -- initial teacher education -- preservice -- professional digital competence -- ISTE -- DigCompEdu; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2021.1975109
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers' work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigCompEdu; International Society for Technology in Education standards; and the Norwegian professional digital competence framework for teachers) against the context of preparing teachers to teach in digitally infused schools. Findings conclude that the frameworks align with stages of digital integration and although developed for experienced teachers, could be applied to ITE. However, where ITE is underpinned by professionalisation of teaching, a framework that prepares teachers for digitally infused schools should include three dimensions: being a member of the profession; how to teach; and what to teach.