Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective

ABSTRACT

New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers’ work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigCompEdu; International Society for Technology in Education standards; and the Norwegian professional digital competence framework for teachers) against the context of preparing teachers to teach in digitally infused schools. Findings conclude that the frameworks align with stages of digital integration and although developed for experienced teachers, could be applied to ITE. However, where ITE is underpinned by professionalisation of teaching, a framework that prepares teachers for digitally infused schools should include three dimensions: being a member of the profession; how to teach; and what to teach.

KEYWORDS:

• Digital competence
• initial teacher education
• preservice
• professional digital competence
• ISTE
• DigCompEdu

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Louise Starkey

Dr Louise Starkey gained experience as a classroom teacher, curriculum leaders and senior manager in New Zealand secondary schools prior to following a passion to research education in the digital age. She has a particular interest in complexity theory, physical learning environments, education policy, and the use of digital technology at the micro and macro levels of education systems.

Anne Yates

Dr Anne Yates taught in high schools prior to becoming a tertiary educator and researchers. Anne has a long-standing interest and expertise in teaching and researching open, distance and online learning. Her current research focuses on digital technologies in education and the impact of initial teacher education on student teacher digital readiness for the classroom.