Experts argued teachers' digital literacy should be a separate dimension from professional development, and computational thinking was new to most participants¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experts and practitioners argued for treating teachers' digital literacy as a separate main dimension rather than integrating it into the other dimensions. → Jo Tondeur 2023 q2 i? During validation, computational thinking was a relatively new concept for most participants, who needed extra explanation and practical examples. → Jo Tondeur 2023 (2)

Evidence¶

Jo Tondeur 2023¶

Jo Tondeur, Sarah Howard, Manon Van Zanten, Pierre Gorissen, Irma Van der Neut, Dana Uerz, Marijke Kral. (2023). The HeDiCom framework: Higher Education teachers' digital competencies for the future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10193-5

q2 · i? · design · r2

Validation finding from expert meetings and practitioner sessions addressing whether to integrate teachers' digital literacy into professional development; the separation was adopted so digital literacy receives explicit attention in HE teachers' professional development.

"Experts and practitioners stressed the importance of teachers' digital literacy and argued to consider teachers' digital literacy as a separate dimension as opposed to integrating it into the other dimensions."

Jo Tondeur 2023 (2)¶

Jo Tondeur, Sarah Howard, Manon Van Zanten, Pierre Gorissen, Irma Van der Neut, Dana Uerz, Marijke Kral. (2023). The HeDiCom framework: Higher Education teachers' digital competencies for the future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10193-5

q2 · i? · design · r2

Observation from the validation sessions with experts and practitioners regarding the computational thinking sub-dimension; participants across the sessions also mentioned the need for concrete and practical behavioral examples to help implement the competencies in practice.

"During the validation sessions, it became evident that for most participants computational thinking was a relatively new concept which needed some extra explanation and practical examples on how this could be relevant for teaching and learning."

Discussion¶

Related Claims¶

• The HeDiCom framework was developed through a three-stage process of systematic review, framework comparison, and expert/practitioner validation — related
• Validation sessions reframed fostering students' digital literacy as empowering students for a digital society, adding ethical competences — related