What Does Professional Digital Competence Mean in Teacher Education

The focus of this position paper is on the conceptualization of professional digital competence (PDC) in the teaching profession and its consequences for teacher education. The aim is to establish a concept that captures, challenges, and possibilities related to teaching and learning in technology-rich settings. By using three school subjects as cases, we argue the necessity of viewing PDC as comprising a deep understanding of technology, knowledge of students’ learning processes, and an understanding of the specific disciplinary practices and features characterizing individual school subjects.

[1]  Thomas Hammond,et al.  Developing Web 2.0 Tools for Support of Historical Inquiry in Social Studies , 2008 .

[2]  Randy L. Bell,et al.  Computer Simulations to Support Science Instruction and Learning: A critical review of the literature , 2012 .

[3]  J. Gee.  New People in New Worlds: Networks, the New Capitalism and Schools , 2005 .

[4]  W. R. Howard.  Acting with Technology: Activity Theory and Interaction Design , 2007 .

[5]  Tove Stjern Frønes,et al.  Elever på nett - Digital lesing i PISA 2009 , 2011 .

[6]  R. Kozma.  The material features of multiple representations and their cognitive and social affordances for science understanding , 2003 .

[7]  Ton de Jong,et al.  Technological Advances in Inquiry Learning , 2006 .

[8]  Ingo Kollar.  Turning the classroom of the future into the classroom of the present , 2010 .

[9]  K. Squire,et al.  Replaying History: Engaging Urban Underserved Students in Learning World History Through Computer Simulation Games , 2004, ICLS.

[10]  A. diSessa.  Metarepresentation: Native Competence and Targets for Instruction , 2004 .

[11]  Serhat Kurt,et al.  Issues to Consider in Designing WebQuests: A Literature Review , 2012 .

[12]  Pedro F. Hernández-Ramos,et al.  Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience , 2009 .

[13]  M. Castells.  The rise of the network society , 1996 .

[14]  Katherine A. Clinton,et al.  Toolforthoughts: Reexamining Thinking in the Digital Age , 2006 .

[15]  M. Blikstad-Balas,et al.  Redefining School Literacy. Prominent literacy practices across subjects in upper secondary school , 2014 .

[16]  Klaudia Frankfurter.  Cscl Theory And Practice Of An Emerging Paradigm , 2016 .

[17]  Diana Laurillard,et al.  Teaching as a Design Science , 2012 .

[18]  Cher Ping Lim,et al.  Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms , 2008, Comput. Educ..

[19]  Roger Säljö,et al.  Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning , 2010, J. Comput. Assist. Learn..

[20]  Z. C. Zacharia,et al.  Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits , 2007, J. Comput. Assist. Learn..

[21]  L. S. Vygotksy.  Mind in society: the development of higher psychological processes , 1978 .

[22]  N.-S. Chen,et al.  A student-generated web-based oral history project , 2002, J. Comput. Assist. Learn..

[23]  Cathrine Tømte,et al.  IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? , 2013 .

[24]  Bruce A. VanSledright,et al.  What Does It Mean to Think Historically ... and How Do You Teach It , 2004 .

[25]  Joseph Krajcik,et al.  A Scaffolding Design Framework for Software to Support Science Inquiry , 2004, The Journal of the Learning Sciences.

[26]  Konstantinos B. Baltzis,et al.  Using Laboratory Experiments and Circuit Simulation IT Tools in an Undergraduate Course in Analog Electronics , 2009 .

[27]  Colin Lankshear,et al.  Information, knowledge and learning: Some issues facing epistemology and education in a digital age , 2000 .

[28]  Andreas Lund,et al.  The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation , 2008, Int. J. Comput. Support. Collab. Learn..

[29]  Ton de Jong,et al.  Issues in computer supported inquiry learning in science , 2007, J. Comput. Assist. Learn..

[30]  J. Wertsch.  Mind as action , 1998 .

[31]  V. Komis,et al.  Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme , 2007 .

[32]  Sten R. Ludvigsen,et al.  Student sensemaking with science diagrams in a computer-based setting , 2013, Int. J. Comput. Support. Collab. Learn..

[33]  Staffan Selander.  Didaktisk design - den dubbla utmaningen , 2007 .

[34]  Frank Fischer,et al.  Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes , 2011 .

[35]  Meskerem Lechissa Debele,et al.  Conditions for Successful Use of Technology in Social Studies Classrooms , 2012 .

[36]  Jörgen Sandberg,et al.  Professional Competence as Ways of Being: An Existential Ontological Perspective , 2009 .

[37]  D. Schoen.  Educating the reflective practitioner , 1987 .

[38]  Jan T. van der Veen,et al.  The learning effects of computer simulations in science education , 2012, Comput. Educ..

[39]  R. Ploetzner,et al.  Collaborative Inquiry Learning: Models, tools, and challenges , 2010 .

[40]  David Hartley,et al.  Rethinking Teacher Education: Collaborative Responses to Uncertainty , 2002 .

[41]  Y. Engeström,et al.  Learning by expanding: An activity-theoretical approach to developmental research , 2014 .

[42]  Allan Luke,et al.  What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum , 2008 .

[43]  S. Ainsworth.  DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. , 2006 .

[44]  C. Crook.  The social character of knowing and learning: implications of cultural psychology for educational technology , 2001 .

[45]  David Crystal,et al.  Language and the Internet , 2001 .

[46]  Andreas Lund,et al.  Designs for Teaching and Learning in Technology-Rich Learning Environments , 2011 .

[47]  Mary Barnes.  Studies in Historical Method , 2008 .

[48]  Helge I. Strømsø,et al.  Lesing av Web-tekster , 2006 .

[49]  Andreas Lund,et al.  Mind the Gap: Divergent Objects of Assessment in Technology-rich Learning Environments , 2013 .

[50]  Sten R. Ludvigsen,et al.  Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends , 2010 .

[51]  Niki Davis,et al.  Field Experience in Virtual Schools—To Be There Virtually , 2009 .

[52]  John Lee,et al.  Leveraging the Affordances of Educational Blogs to Teach Low-Achieving Students United States History , 2011, Social Studies Research and Practice.

[53]  L. Vygotsky,et al.  Thought and Language , 1963 .

[54]  Mark Priestley,et al.  Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education , 2005, J. Comput. Assist. Learn..

[55]  Peter N. Stearns,et al.  Knowing, teaching, and learning history : national and international perspectives , 2000 .

[56]  Michael Henry Heim,et al.  Electric Language: A Philosophical Study of Word Processing , 1987 .

[57]  Beverly Milner Lee Bisland.  Another Way of Knowing: Visualizing the Ancient Silk Routes , 2010 .

[58]  David Crystal,et al.  Internet Linguistics: A Student Guide , 2011 .

[59]  Anniken Furberg.  Socio-cultural aspects of prompting student reflection in Web-based inquiry learning environments , 2009, J. Comput. Assist. Learn..