Revise university digital competence operationalisations to connect technical and pedagogical knowledge, make digital possibilities explicit, and protect educator wellbeing¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

The article recommends that universities update teaching and digital capability frameworks using lessons from ERT. The authors "suggest universities can better support the development of teachers' digital competence through practical operationalisations that connect technical and pedagogical knowledge, make digital possibilities across modes of delivery explicit, and acknowledge the need to protect wellbeing of educators." This means embedding technical challenge accommodation, explicit digital transfer competencies, and time-demand/wellbeing considerations within broader teaching capability frameworks.

Design Implications¶

Context¶

Requirements¶

• Frameworks should make explicit digital competencies within the broader contexts of teaching and learning

Constraints¶

• The authors note the study's framework sample captures only publicly available documents; intranet resources may provide a fuller picture

Target Learners¶

• University teachers

Target Learning Goals¶

• Digital competence for online, blended, and emergency remote teaching

Affordances¶

• Ert Digital Competence Conceptual Frame

Claims¶

• ERT teachers recognised the impact of emotion, increased workload, and stretched goodwill on digital learning design and delivery [+W]
• During ERT, teachers selected technologies based on familiarity, availability, functionality, and technical competence [+W]
• Selecting appropriate digital technologies is the only ERT digital competence explicitly reflected in all ten Australian university frameworks [+W]
• Accommodating technical challenges appears only in digital capability frameworks, not teaching capability frameworks [+W]
• Only one of ten university frameworks explicitly refers to transferring and adapting digital practice as a competence [+W]
• Assessing the time demand and value of digital technology integration is evidenced in only three of ten university frameworks [+W]

Related Strategies¶

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

Examples¶

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Key Sources¶

• 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