A Comparative Analysis of International Frameworks for Teachers' Digital Competences

Autor/inn/en	Benali, Mourad; Mak, Janice
Titel	A Comparative Analysis of International Frameworks for Teachers' Digital Competences
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 18 (2022) 3, S.122-138 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cross Cultural Studies; Digital Literacy; Pedagogical Content Knowledge; Comparative Education; Kindergarten; Elementary Secondary Education; Standards; Guidelines; Classification; Systems Approach; Foreign Countries; Teaching Methods; Student Evaluation; Evaluation Methods; Inclusion; Learner Engagement; Teacher Student Relationship; Teacher Competencies; Europe + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Pädagogische Kompetenz; Vergleichende Erziehungswissenschaft; Standard; Richtlinien; Classification system; Klassifikation; Klassifikationssystem; Systemischer Ansatz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrkunst; Europa
Abstract	With the ubiquity of digital technology in K-12 education, digital competency frameworks for teachers have been published over the past several years that range from local initiatives to international standards. This study aims to understand how teachers' digital competence is envisioned and implemented in an ecosystem of existing frameworks, drawn from the initiatives of governments and organizations. A comprehensive search for information about teacher's digital competence frameworks was conducted, resulting in 20 documents that were analyzed in detail. The frameworks were compared on their (1) underlying rationales, (2) goals and (3) definition of digital competence for educators. The analysis started with the European Framework for the Digital Competence of Educators (DigCompEdu) as a focal point of the analysis and went in search of these frameworks to make a comparison. The findings indicate a large degree of alignment among the frameworks. The study shows that even if the competence areas differ in some way, the standards in the frameworks are closely related. This article aims to make a theoretical contribution to the categorization of teachers' digital competency. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01