On the issues of digital competence in educational contexts – a review of literature
By Fanny Pettersson. Education and Information Technologies : Official Journal of the IFIP technical committee on Education, 2018
383 citations recorded by the source corpus.
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.
Subfields: Information Systems
View Paper: https://www.semanticscholar.org/paper/fe00c05e3b45a2f6852ab780112a8a3e0cfbdc7c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Tamar Shamir-Inbal
- Orit Avdiel
- J. Fernández-Batanero
- Marta Montenegro-Rueda
- José Fernández-Cerero
- Inmaculada García-Martínez
- Ina Blau
Citations in the corpus
- How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, background): “It is important to remember that DL might not bene fi t from being regarded an isolated phenomenon at the level of single actors and needs embedment in social norms (Blau et al., 2019) and in the organizational level of education institutions (Pettersson, 2018).”
- Digital competences for teacher professional development. Systematic review (2020, background): “(Pettersson 2017; Spante et al. 2018), there are still some unsolved questions.”