From digital literacy to digital competence: the teacher digital competency (TDC) framework

TLDR

Over the years, numerous frameworks and literacies have been developed to guide teacher educators in building digital capabilities, yet most focus narrowly on technical and information skills, leaving a gap in preparing students for the broader competencies required in modern classrooms. This article introduces the Teacher Digital Competence (TDC) framework, expanding beyond technical literacies to a holistic, broader-based understanding of the knowledge and skills needed for ethical, safe, and productive engagement in diverse digital environments. The framework’s interdisciplinary nature requires all faculty to purposefully engage in its delivery, and the article offers practical suggestions for faculty implementation.

Abstract

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.