DICTE

Special issue: Digital Competence for Teachers. Perspectives and foresights for a new school

bkengen on 25. september 2019

Vol. XXVII, n. 61, 4th quarter, October 1 2019

https://www.revistacomunicar.com/index.php?contenido=revista&numero=61

Thematic Editors
Dr. Juan Carlos Colomer Rubio – Universidad de Valencia – España
Dr. Héctor Hernández Gassó – Universidad de Valencia – España
Dr. Bård Ketil Engen – Universidad Metropolitana de Oslo – Noruega

This special issue is presented as a contribution to the analysis and discussion of both the theoretical and practical aspects related to TDC, its impact on teacher training and the future challenges and difficulties that it presents. To this end, this monographic reflects on the need for technology in future teachers’ initial and ongoing training from different perspectives. Such reflection will surely allows the different models for handling TDC that have been developed in recent years to be considered in more depth and, in addition, it propose specific experiences that could be applied in different educational contexts.

Understanding social and cultural aspects of teachers’ digital competencies

bkengen on 10. september 2019

Bård Ketil Engen

ABSTRACT

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’.

Third Learning, Teaching and Training Activity

bkengen on 22. august 2019

Third Learning, Teaching and Training Activity took place i Valencia June 18th, 19th and 20th 2019.

Group — From left: *Juan Carlos Colomer – University of Valencia*. *Patrick Camilleri – University of Malta*. *Adrian McDonagh – University of Limerick. José Ramón Insa – University of Valencia*. *Josephine Milton – University of Malta. Bård Ketil Engen – Oslo Metropolitan University.* *Ove Edvard Hatlevik – Oslo Metropolitan University. Louise Mifsud – Oslo Metropolitan University*. *Tonje Hilde Giæver – Oslo Metropolitan University. Gréta Björk Gudmundsdottir – University of Oslo.* *Oliver McGarr -University of Limerick.* *Anubha Rohatgi – University of Oslo.* (Not present Héctor Hernández Gassó *– University of Valencia.* Juan Carlos Colomer Rubio – *University of Valencia*)

Literature review – Output 1

bkengen on 4. mars 2019

Our Output 1 – Literature review about the concept of Digital competence has been finalised by the Irish partner from Limerick.

The literature review deals with three key areas, namely:

The first part of the review aims to problematise the concept of Digital competence and unpack the many assumptions underpinning the term. Through this analysis the review aims to arrive at a robust working definition that encompasses the complex set of knowledge, skills and competencies encompassed by the term.
The second part of the review aims to examine what is recognised as digital competence in teacher education internationally. Specifically it aims to explore how other jurisdictions define the concept and what skills, knowledge and attitudes encompass digital competence for teachers in other countries, cognisant of their national socio-historical and cultural contexts.
The third section will explore research that has studied intervention programmes within teacher education that have evaluated the impact of different approaches to equipping pre-service teachers with digital competence. This section aims to explore the types of programmes offered, the mode(s) of delivery and how levels of digital competence was ultimately assessed and determined.

Second Learning, Teaching and Training Activity

bkengen on 25. oktober 2018

Second Learning, Teaching and Training Activity in Limerick, Ireland October 23rd, 24th. and 25th.

From left: Juan Carlos Colomer – University of Valencia. Oliver McGarr -University of Limerick. Tonje Hilde Giæver – Oslo Metropolitan University. Hector Hernandez – University of Valencia. Anubha Rohatgi – University of Oslo. Adrian McDonagh – University of Limerick. Patrick Camilleri – University of Malta. Louise Mifsud – Oslo Metropolitan University. Gréta Björk Gudmundsdottir – University of Oslo. Josephine Milton – University of Malta. Bård Ketil Engen – Oslo Metropolitan University. (Not present Ove Edvard Hatlevik – Oslo Metropolitan University. José Ramón Insa – University of Valencia).

ECER 2018 – Bolzano, Italy

bkengen on 7. september 2018

From the left: Greta Björk Gudmundsdottir (UiO), Tonje Hilde Gæver, Louise Mifsud, Bård Ketil Engen (OsloMet), Oliver McGarr (UoL), Ole Edvard Hatlevik (OsloMet), Adrian McDonagh (UoL).

The collaboration between the five institutions has so far resulted in a pilot survey in the autumn 2017 where 1463 first-year student teachers were asked to answer the same questions, in their local language, on self-reported digital competence, attitudes towards the use of ICT in teaching and learning and fincluding questions on cyber ethics.

In the symposium at ECER we gave a short introduction to the DICTE project, our objectives and methods.

Developing Student Teachers’ Digital Competence (DiCTE) An Introduction to the Project

This was followed by three paper presentations that each explored targeted areas of developing ICT in teacher education. These are all areas of general relevance for developing ICT in teacher education throughout Europe.

The first paper was based on the first output, a literature review of the concept of digital competence, highlighting some of the current debates within the field as well as the historical roots of the concept digital competence. The review will serve as a foundation for the survey tool that is being developed.

Digital Competence in Teacher Education: Historical roots and current manifestations.

The second and third papers were based on a pilot survey from autumn 2017 in the participating countries Ireland, Norway and Spain. The second paper examined student teachers’ attitude towards ICT in learning, focusing on discussing the validity of the questions on attitude toward ICT to ensure that variation in results across countries are not due to the existence of measurement bias. The last paper explored cyber ethics through a cross-country analysis.

Student teachers’ attitude towards ICT: An analysis of perceived usefulness

Student across teachers , ICT and cyber four European ethics countries

First Learning, Teaching and Training Activity

bkengen on 1. mars 2018

From left: Anubha Rohatgi – University of Oslo. Ove Edvard Hatlevik – Oslo Metropolitan University. Gréta Björk Gudmundsdottir – University of Oslo. Bård Ketil Engen – Oslo Metropolitan University. Tonje Hilde Giæver – Oslo Metropolitan University. Louise Mifsud – Oslo Metropolitan University. Adrian McDonagh – University of Limerick. Oliver McGarr -University of Limerick. Juan Carlos Colomer – University of Valencia. José Ramón Insa – University of Valencia. Hector Hernandez – University of Valencia. (Not present Josephine Milton – University of Malta. Patrick Camilleri – University of Malta ).

First Transnational project meeting

bkengen on 26. november 2017

First Transnational project meeting held in Oslo November 22. and 23.

From left: Juan Carlos Colomer – University of Valencia. Tonje Hilde Giæver – Oslo Metropolitan University. Ove Edvard Hatlevik – Oslo Metropolitan University. Anubha Rohatgi – University of Oslo. Gréta Björk Gudmundsdottir – University of Oslo. Hector Hernandez – University of Valencia. Bård Ketil Engen – Oslo Metropolitan University. Louise Mifsud – Oslo Metropolitan University. Josephine Milton – University of Malta. José Ramón Insa – University of Valencia. Adrian McDonagh – University of Limerick. Oliver McGarr -University of.Limerick (Not present Patrick Camilleri – University of Malta and Inger Throndsen – University of Oslo).

The DiCTE project addresses the need in EU policies for newly graduated student teachers to be able to teach using ICT, and for data on students’ digital competence. It focuses on the need to enhance ICT in teaching and learning in teacher training programs and to promote consistency between different European nations, and thereby develop and strengthen the student teachers’ digital competence.

You can read more about the about the project on our about page