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Understanding social and cultural aspects of teachers' digital competencies
Comunicar, 2019, Vol.27 (61), p.9-18
[Peer Reviewed Journal]
Copyright Grupo Comunicar 2019 ;ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C61-2019-01
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Title:
Understanding social and cultural aspects of teachers' digital competencies
Author:
Engen, Bård Ketil
Subjects:
Actor-network theory
;
Classrooms
;
Constructivism (Learning)
;
Cultural Influences
;
Digital technology
;
Domestication
;
Education
;
Educational Policy
;
Educational Practices
;
Educational technology
;
Elementary School Students
;
Elementary School Teachers
;
Foreign Countries
;
Futures (of Society)
;
Handheld Devices
;
Information Technology
;
Knowledge
;
Learning
;
Mobile commerce
;
Pedagogical Content Knowledge
;
Schools
;
Social Influences
;
Society
;
Teacher Role
;
Teachers
;
Teaching
;
Teaching Methods
;
Technological Literacy
;
Technology Integration
Is Part Of:
Comunicar, 2019, Vol.27 (61), p.9-18
Description:
Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'.
Publisher:
Huelva: Grupo Comunicar
Language:
English;Spanish
Identifier:
ISSN: 1134-3478
EISSN: 1988-3293
DOI: 10.3916/C61-2019-01
Source:
AUTh Library subscriptions: ProQuest Central
ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
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