An analysis of digital competence as expressed in design patterns for technology use in teaching

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns,...

Full description

Saved in:
Bibliographic Details
Published in:British journal of educational technology Vol. 50; no. 6; pp. 3361 - 3375
Main Authors: Rolf, Elisabeth, Knutsson, Ola, Ramberg, Robert
Format: Journal Article
Language:English
Published: Coventry Wiley-Blackwell 01.11.2019
Blackwell Publishing Ltd
Subjects:
Computer and Systems Sciences
data- och systemvetenskap
Design patterns
Designs for learning
Digital competence
Guidelines
Instructional Design
Learning
Learning Activities
Pattern analysis
Qualitative analysis
Secondary School Teachers
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Technological Literacy
Technology Uses in Education
Technology utilization
ISSN:0007-1013, 1467-8535, 1467-8535
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0007-1013
1467-8535
1467-8535
DOI:10.1111/bjet.12739