TEQ21 på ICERI 2019.

Leikny Øgrim and Monica Johannesen attended the 12th annual International Conference of Education, Research and InnovationSeville (Spain). 11th – 13th of November, 2019 (ICERI) conference, presenting the first findings from work package 6 on teachers’ digital competence. Sammen med mer enn 800 forskere fra hele verden presenterte vi et paper med tittelen «Perspectives on teachers’ professional digital competence» skrevet av Monica Johannesen, Leikny Øgrim og Ove Hatlevik. Med bakgrunn i et lite sett med data fra pilotering av datainnsamlingsinstrumenter, har vi brukt tre ulike teoretiske tilnærminger for å beskrive og forstå studenters bruk av digitale verktøy i praksis. De tre ulike modellene har hver for seg sine styrker og svakheter, men likevel har de til felles at de ikke eksplisitt setter fokus på den faktiske pedagogiske praksis med digitale verktøy, herunder klasseledelse. Vi jobber videre med å identifisere relevant begrepsapparat for å kartlegge klasseromspraksis.

The PEAT model

To cite this model: Dicte (2019), Pedagogical, Ethical, Attitudinal and Technical dimensions of Digital Competence in Teacher Education. Developing ICT in Teacher Education Erasmus+ project https://dicte.oslomet.no/dicte/ Bård Ketil Engen, Tonje Hilde Giæver Ove Edvard Hatlevik and Louise Mifsud, Oslo Metropolitan University. Adrian McDonagh and Oliver McGarr University of Limerick. Patrick Camilleri and Josephine Milton University of Malta. Greta Björk Gudmundsdottir and Anubha Rohatgi, University of Oslo. Juan Carlos Colomer, Héctor Hernández Gassó and José Ramón Insa, University of Valencia. The PEAT model was developed as part of the ERASMUS+ funded project DICTE. The PEAT model is a model that conceptualises digital competence for teachers and student teachers through four key dimensions. Each dimension is equally important. The pedagogical dimension incorporates pedagogical practices that technology can offer particular to different subjects as well as broader professional practices.  The ethical dimension includes issues related to privacy, copyright, source criticism, freedom of expression as well as personal ethics related to a professional understanding and use of digital technology. The attitudinal dimension includes the ability to adopt and adapt new technologies in a professional context, to be able to creatively use digital technologies to support teaching and learning processes, creative use of digital technologies to support teaching and learning processes, the ability to adapt new technologies to a professional context, as well as forming a deep understanding of the role of digital technologies in society. The technical dimension refers both to the practical skills and competencies needed to use software and hardware in specific educational situations as well as an understanding of technological networks as well as knowledge of how digital devices operate and communicate with each other.