1 Introduction
This definition illustrates a comprehensive inclusion of numerous skills and abilities, carrying a general meaning and scope to be discussed on a macro level of the average citizen acting in various areas of society (Krumsvik 2012). This paper, though, shifts focus towards the pedagogical aspects of digital competence by zooming in on educational contexts. What can be noted is that although much research on digital competence in educational contexts has emerged, it still seems to be a confusion and inconsistency between digital competence among average citizens and the pedagogical aspects of digital competence needed for the specific actors working in school and education. One assumption in research literature of why is it that teachers and school leaders’ digital competence for example denotes a more complex set of skills and competences compared to digital competences needed in other areas of society (From 2017; Instefjord and Munthe 2016; Krumsvik 2012). Moreover, teachers and school leaders’ digital competence appear in complex organizational systems and act within rich educational traditions which enhances the complexity when the competence is enacted in educational contexts (Krumsvik 2008; Lund et al. 2014).‘the set of knowledge, skills, attitudes, abilities, strategies and awareness that are required when using ICT [information and communication technologies] and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning and socialising’ (p. 30).
1.1 Towards pedagogical aspects of digital competence
2 Methodological considerations
2.1 Search procedure
2.2 Inclusion of articles
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Research should concern educational contexts (e.g., teachers, leadership, organization, policy).
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Research should concern pedagogical aspects of digital competence needed for actors working in educational contexts.
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Research should concern competence or literacy with connection to digital technology.
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Research should include pedagogical aspects of digital competence.
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Research should not focus on professional development or learning with digital technologies in general.
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Research should not focus on students, pupils or children’s digital competence.
Themes | |||
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1 Policy and steering documents | 2 Organizational infrastructures | 3 Strategic leadership | 4 Teachers and their teaching practices |
Sipilä (2014), Hatlevik (2016), Erstad and Quale (2009), Krumsvik (2009), Wanjala (2016), Wei et al. (2016), Tondeur et al. (2012), Kivunja (2013), Lund et al. (2014), Instefjord (2014), Tømte et al. (2015), Krumsvik (2011), Røkenes and Krumsvik (2016), Esteve-Mon et al. (2016), Kihoza et al. (2016), Kabakci (2009), * Krumsvik (2012), * Wastiau et al. (2013), * Petersen (2014), * Dexter (2008), * Krumsvik et al. (2016) |