From digital literacy to digital competence: the teacher digital competency (TDC) framework
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From digital literacy to digital competence: the teacher digital competency (TDC) framework Garry Falloon1
© The Author(s) 2020
Abstract Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented. Keywords Digital competence · Digital literacy · Technology · Integration · Teacher education · TPACK · SAMR
* Garry Falloon [email protected] 1
The Macquarie School of Education, The Faculty of Arts, Macquarie University, Sydney, Australia
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G. Falloon
Introduction The problem of better-preparing teacher education students to use digital technologies effectively and productively in schools is an enduring issue (Guzman and Nussbaum 2009; Otero et al. 2005; Sutton 2011). Traditionally, teacher education providers have opted for isolated ICT courses or units, often positioned early in the students’ qualification programme. These are delivered on the assumption that ‘front loading’ students with what are perceived as essential knowledge and skills, will support them to complete course assessment requirements—such as developing ‘technology integrated’ units of learning, for practicum work in schools, and by implication, helping them use digital technology effectively in their later teaching career (Kleiner et al. 2007; Polly et al. 2010). These courses generally focus on building st
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