The HeDiCom framework was developed through a three-stage process of systematic review, framework comparison, and expert/practitioner validation¶

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? A systematic review identified 21 articles specifically addressing digital competencies of teachers in Higher Education, which together with a comparison of six existing frameworks produced an initial draft framework. → Jo Tondeur 2023 q2 i? The initial framework was refined with 11 experts across three groups and validated through online sessions with 34 educational professionals and teachers. → 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

Systematic review conducted between December 2020 and February 2021 using Web of Science with four inclusion criteria; initially 122 empirical articles were identified, narrowed to 36 relevant articles, and full-text readings identified the 21 articles synthesized for the review stage.

"Full-text readings of these articles further identified 21 articles that were specifically addressing digital competencies of teachers in Higher Education."

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

Expert meetings comprised 11 Dutch-speaking senior academics across three groups meeting online twice over two months; the resulting first version was then validated through online sessions with 34 educational professionals and teachers, refining main- and sub-dimensions iteratively.

"The resulting first version of the framework was then validated through online sessions with 34 educational professionals and teachers."

Discussion¶

Related Claims¶

• Experts argued teachers' digital literacy should be a separate dimension from professional development, and computational thinking was new to most participants — related
• Validation sessions reframed fostering students' digital literacy as empowering students for a digital society, adding ethical competences — related
• Compared to pre-Covid frameworks, HeDiCom foregrounds online and blended learning design and discipline-specific professional digital literacy — related