Accommodating technical challenges appears only in digital capability frameworks, not teaching capability frameworks¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Accommodation of technical challenges was evident in three frameworks, all digital capability frameworks, and in none of the teaching capability frameworks. → Henry Cook 2023

Evidence¶

Henry Cook 2023¶

Henry Cook, Tiffani Apps, Karley Beckman, Sue Bennett. (2023). Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10194-4

q2 · i? · qualitative · r2

Phase 2 document analysis of ten Australian university frameworks found technical-challenge accommodation only in the three digital capability frameworks. The authors note the teaching capability frameworks did not explicitly include this competency, suggesting technical aspects are viewed as distinct from teaching.

"Accommodation of technical challenges was evident in three frameworks (DC1, DC2, DC3). All three were digital capability frameworks and included practices such as finding solutions or workarounds (DC2) and managing technical issues (DC1, DC3)."

Discussion¶

Related Claims¶

• Selecting appropriate digital technologies is the only ERT digital competence explicitly reflected in all ten Australian university frameworks — related
• Assessing the time demand and value of digital technology integration is evidenced in only three of ten university frameworks — related