Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Апрель 12, 2024
The
widespread
use
of
educational
technology
in
schools
compels
teachers
to
seamlessly
integrate
while
developing
students’
digital
competence.
As
continually
evolves,
competence
becomes
a
dynamic
target.
Thus,
teacher
education
must
effectively
prepare
student
teach
with
technology.
Researchers
are
increasingly
examining
the
concept
teachers’
and
how
supports
acquisition
skills
for
future
employability.
In
Nordic
countries
like
Norway,
term
Professional
Digital
Competence
(PDC)
frames
teacher’s
essential
knowledge
using
teaching
learning.
Despite
this
focus,
there’s
limited
understanding
Norwegian
fosters
PDC.
This
scoping
review
investigates
current
research
on
PDC
its
implementation
within
education.
Findings
from
numerical
thematic
analysis
offer
insights
into
prevalent
types
research.
Thirty-four
peer-reviewed
papers
were
identified
coded
along
three
dimensions:
(1)
theoretical
perspectives,
(2)
questions
methods,
(3)
application
implementation.
reveals
predominant
focus
educator
perceptions
or
self-assessments
when
measuring
Our
findings
show
that
professional
is
diverse
multifaceted.
However,
there
gaps
state
knowledge.
To
address
this,
we
propose
definition
framework
guide
educators.
Future
should
broaden
participant
profiles
involve
more
group
Munaddhomah Jurnal Manajemen Pendidikan Islam,
Год журнала:
2023,
Номер
3(4), С. 388 - 397
Опубликована: Янв. 19, 2023
This
study
aims
to
test
the
validity
and
practicality
of
teaching
materials
E-module
Dilan
Android-based
(Didroid)
on
hot
material
for
elementary
school
students.
The
research
method
applied
is
Research
Development
(R&D)
with
Sugiyono
development
model.
uses
data
collection
techniques
in
form
observation,
interviews
questionnaire
instruments
filled
by
media
experts,
as
well
student
teacher
users.
Data
analysis
used
are
quantitative
qualitative
describe
results
assessment.
showed
that
Didroid
developed
meet
criteria
valid
practical.
validation
get
a
score
100
so
it
included
very
category.
96.7%
aspect
Self
Instruction,
100%
Contained,
80%
Alone,
93.3%
self
adaptive,
User
Friendly
enters
category
valid.
users
90%
It
can
be
concluded
valid,
practical,
feasible
use
science
learning
Grade
V
Elementary
School.
easy
understand,
use,
attractive,
reference
digital
technology.
Education and Information Technologies,
Год журнала:
2023,
Номер
29(5), С. 5721 - 5752
Опубликована: Июль 19, 2023
Abstract
The
digitalisation
of
education
has
been
emphasised
over
the
last
two
decades,
affecting
and
developing
both
theories
practices
teaching
learning.
Considering
these
developments,
need
for
addressing
teachers’
students’
digital
competence
gained
ground.
In
few
years,
concept
agency
noted
in
empirical
theoretical
research
–
broadly
focusing
on
integration
information
communication
technologies
(ICT)
education.
Nonetheless,
how
is
understood
it
relates
to
more
established
remains
unclear.
To
address
this
gap,
we
conducted
a
conceptual
systematic
review
examined
current
state
knowledge
agency.
Specifically,
conceptualisations
agency,
its
underlying
frameworks,
similar
concepts.
Database
searches
resulted
32
publications,
with
majority
published
design
journals
stemming
from
Scandinavian
countries.
Our
findings
show
that
out
studies,
only
one
aimed
at
defining
explicitly.
Nevertheless,
three
frequently
used
body
literature,
emphasising
transformation
learning
technology
towards
‘new
normal’
considering
post-pandemic
era
lessons
learned.
Reviewing
extant
strengths
weaknesses
compare
notion
competence.
Finally,
discuss
implications
policy,
research,
practice
Scandinavian Journal of Educational Research,
Год журнала:
2023,
Номер
68(6), С. 1105 - 1120
Опубликована: Апрель 24, 2023
This
paper
explores
how
digital
competence
and
technology
are
addressed
in
Norwegian
early
childhood
teacher
education
(ECTE).
The
aim
is
to
provide
a
national
overview
of
the
ECTE
institutions'
programme
relevant
course
plans
identify
preservice
teachers
being
prepared
for
their
future
professional
life
as
digitally
competent
teachers.
We
have
conducted
summative
content
analysis
regulations,
guidelines,
by
drawing
on
Goodlad
et
al.'s
curriculum
theory.
findings
demonstrate
that
clearly
emphasised
at
ideological
level
but
less
so
formal
perceived
levels.
Data
shows
there
need
define
operationalise
from
an
perspective.
Furthermore,
more
explicitly
describe
learning
outcomes
plans,
focusing
both
theoretical
practical
aspects.
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Апрель 12, 2024
The
widespread
use
of
educational
technology
in
schools
compels
teachers
to
seamlessly
integrate
while
developing
students’
digital
competence.
As
continually
evolves,
competence
becomes
a
dynamic
target.
Thus,
teacher
education
must
effectively
prepare
student
teach
with
technology.
Researchers
are
increasingly
examining
the
concept
teachers’
and
how
supports
acquisition
skills
for
future
employability.
In
Nordic
countries
like
Norway,
term
Professional
Digital
Competence
(PDC)
frames
teacher’s
essential
knowledge
using
teaching
learning.
Despite
this
focus,
there’s
limited
understanding
Norwegian
fosters
PDC.
This
scoping
review
investigates
current
research
on
PDC
its
implementation
within
education.
Findings
from
numerical
thematic
analysis
offer
insights
into
prevalent
types
research.
Thirty-four
peer-reviewed
papers
were
identified
coded
along
three
dimensions:
(1)
theoretical
perspectives,
(2)
questions
methods,
(3)
application
implementation.
reveals
predominant
focus
educator
perceptions
or
self-assessments
when
measuring
Our
findings
show
that
professional
is
diverse
multifaceted.
However,
there
gaps
state
knowledge.
To
address
this,
we
propose
definition
framework
guide
educators.
Future
should
broaden
participant
profiles
involve
more
group
