Support teachers' digital competence development through operationalisations connecting technical and pedagogical knowledge while protecting educator well-being¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 2 studies (1 review, 1 associational), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The preface reports that institutions can support teachers' digital competence development through "practical operationalisations that connect technical and pedagogical knowledge, make digital possibilities across modes of delivery more explicit, and should also protect the well-being of educators." This responds to evidence that institutions commonly address technical issues while pedagogical support is often missing from training. The recommendation comes from a review of emergency remote teaching studies applied to Australian universities.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment to support that goes beyond technical provisioning to include pedagogical, social, and well-being competencies.

Constraints¶

Target Learners¶

• higher education teachers

Target Learning Goals¶

• digital competence development for blended and online teaching

Claims¶

• Higher education teachers' digital competence positively and significantly correlates with their work engagement and effort expectancy [+W]
• Higher education teachers require digital competencies that align with disciplinary culture and available technologies [+W]
• Faculty dispositions and use of technological affordances for online teaching changed over time during the pandemic [+W]
• Openness and need for relatedness are associated with teachers' AI use indirectly through pedagogical AI competence, with relatedness negatively associated with competence [+W]

Related Strategies¶

• Organize faculty digital competence development at the institutional level beyond a help desk model
• Design AI-related teacher professional development as practice-oriented, case-based and connected to teachers' real pedagogical decisions
• Integrate structured opportunities for critical engagement with AI into teacher education programs
• Faculty professional development treating AI literacy as core professionalism with critical, ethical, and pedagogical emphasis
• Revise university digital competence operationalisations to connect technical and pedagogical knowledge, make digital possibilities explicit, and protect educator wellbeing

Examples¶

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Key Sources¶

• Sarah K. Howard, Jo Tondeur. (2023). Higher education teachers' digital competencies for a blended future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10211-6