=Paper=
{{Paper
|id=Vol-3265/paper_8034
|storemode=property
|title=Two (complementary) ways to develop professional digital competences among pre-service teachers
|pdfUrl=https://ceur-ws.org/Vol-3265/paper_8034.pdf
|volume=Vol-3265
|authors=Łukasz Tomczyk
|dblpUrl=https://dblp.org/rec/conf/telexbe/Tomczyk22
}}
==Two (complementary) ways to develop professional digital competences among pre-service teachers==
https://ceur-ws.org/Vol-3265/paper_8034.pdf
Two (complementary) ways to develop professional digital
competences among pre-service teachers
Łukasz Tomczyk 1
1
Jagiellonian University, Stefana Batorego 12, Cracow, Poland
Abstract
This article is an attempt to discuss models of digital competence formation among future
teachers. Presently, pre-service teachers are a generation that makes intensive use of Internet
resources. However, basic ICT skills are not sufficient for effective implementation of new
media in their future professional work (didactic and educational areas). This text is a
discussion of two models of shaping professional digital competences in the course of
academic education. Both models are based on creating knowledge, changing attitudes, as
well as building skills that enable adequate, methodically correct and conscious use of ICT as
an effective tool in didactic or educational digital environment (full e-learning, blended
learning). The text is part of the discussion on the models of digitalisation of education with
particular emphasis on the training of pedagogical staff in the intensely developing
information society.
Keywords 1
Digital competences, didactics, modern teachers, pre-service teachers, ICT in education,
curricula, higher education
1. Introduction
It is indisputable that digital competence belongs to the group of key competences such as
mathematical competence, communication in the mother tongue and foreign language skills and
others [1] [2] [3]. Digital competence can be defined primarily as the ability to use information and
communication technology (ICT) efficiently, as well as attitudes towards ICT and reflection on the
impact of ICT on individual and collective behaviour. Digital competence is the basis for many
professions and for functioning in an intensely developing information society [4]. Lack of digital
competence brings many challenges in professional and private life [5]. The concern for the proper
formation of digital competences is particularly noticeable in education, both from the perspective of
learners and teachers [6]. An equally important key group for the sustainable development of the
information society are students of pedagogy [7].
Future pedagogical staff are the flywheel for changes in education. Students of pedagogical
faculties are a collective that grew up at the stage of intensive development of e-services and at the
time of dynamic informatization of the space of social life [8]. On the one hand, students of
pedagogical faculties are a group actively using the possibilities of cyberspace mainly in the area of
operating websites, entertainment portals, or communication tools (social networks, instant
messaging) [9] [10]. On the other hand, the level of digital competence in this group is an area that
requires special treatment due to the level of professional digitization, as well as the preparation of
professional staff for modern education [11] [12].
Considering the fact that digital competences constitute nowadays an equally important set of
skills as the use of analogue didactic aids, there is a particular necessity not only to diagnose the level
Proccedings of the Third Workshop on Technology Enhanced Learning Environments for Blended Education, June 10–11, 2022, Foggia,
Italy
EMAIL: lukasz.tomczyk@uj.edu.pl
ORCID: 0000-0002-5652-1433
©️ 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
of these skills, but also to try to create optimal academic courses that prepare for effective work in the
information society. The aim of this paper is to show two models of shaping digital competences
occurring in universities educating future pedagogical staff. The article describes both strengths and
weaknesses of each of the presented models. The text is the result of an international research project
"Teachers of the future in the information society—between risk and opportunity paradigm" funded
by the Polish National Agency for Academic Exchange under the Bekker programme” [13].
2. Different concepts of digital competence development among future
teachers
Digital competences of teachers is a topic that has been systematized in many typologies. These
typologies are important for several reasons. Firstly they underline the complexity of the concept of
digital competence, which is composed of both hardware and software layers, and issues of reflection
on the impact of new media. Secondly the typologies of digital competences show how dynamically
the perception of opportunities arising from the use of media in education is changing. Each typology
emphasises in a different way the teaching activities mediated by new media, while at the same time
highlighting the multifaceted nature of ICT. Thirdly, each new typology of components of digital
competence provides an opportunity to discuss the need for in-service teachers and pre-service
teachers to improve their digital competence. The analyses conducted so far indicate that many of the
typologies are embedded in the diverse cultural, organisational, administrative and financial settings
from which the authors come. Table reviews the popular and influential typologies that guide the
development of digital competences among teachers, a key professional group for society. Each of the
typologies mentioned in Table 1 brings new insights into the complexity of the concept of digital
competence. Each of the typologies of teacher digital competence is also an attempt to gain an in-
depth understanding of the fields of application of ICT in education and the conditions necessary for
the new media to be used effectively.
Table 1
Overview of typologies of teacher digital competence
Areas Importance of the framework
TPACK [14] Three main areas for integration: Demonstrate the necessity of
knowledge, technology, content integrating ICT with a methodical
approach
TDC framework [15] Linking the TPACK theoretical To extend the TPACK model to
framework to the practical and key six practical areas related to
activity areas of today's e-service environmental aspects of ICT,
users ethics, security, well-being,
development, productivity
UNESCO Framework [16] 6 areas of ICT application To show the possibilities of
different degrees of
transformation through ICT
ISTE standards [17] 7 areas of application of ICT in To demonstrate not so much
different perspectives of teachers' specific digital skills as potential
work areas of application of ICT
ICTE-MM [18] Possibility of constructing The comprehensive approach to
measures to determine digital digital competence, which
maturity requires the consideration of
wider contexts (e.g.
infrastructure, school
specificities)
Digital literacy for Creation, communication, Narrowing down the use of ICT
primary teachers [19] collaboration, digital citizenship, by teachers to a particular
digital identity, e-safety as educational stage
components of digital competence
DigiLit Leicester [20] 6 areas of application of ICT at four Emphasize the importance of
different levels of advancement improving digital competences
to achieve the highest level
DigCompEdu [21] [22] Clearly distinguished 6 areas of Possibility of easy self-evaluation
application of ICT in education (one of digital competence. Existence
of the most popular typologies) of a closed list of indicators for
self-diagnosis.
The brief overview of digital competence presented in Table 1 shows how important and complex this
issue is. The authors anchored in different countries try to organise in their own way the fields of
application, characteristics, skills, contexts of ICT use in education through their own theoretical
frameworks. Each of the presented frameworks (typologies) is valuable in the context of analysis of
existing curricula preparing for the teaching profession in the information society. Each typology also
makes it possible to modify the content of courses preparing teachers to function in the information
society. The question related to the components included in the notion of digital competence is
currently a well-saturated issue in the literature belonging to media pedagogy. A question that should
still be of interest is how to shape teacher digital competence among students of pedagogical faculties.
In other words, what are the currently verified or postulated methodical solutions that allow for quick
and effective achievement of the goals in the presented typologies? This key question from the
organizational and pedeutological perspective will be answered in the next point. Currently, there is
no single universal way to build digital competence based on the aforementioned theoretical
frameworks. Therefore, it is necessary to undertake a broader debate on the typologies present in the
literature and on the ways in which future teachers develop skills related to the implementation of ICT
in educational activities.
3. Two ways of shaping digital competence among pre-service teachers
One of the main roles of a modern university is the preparation of professional human resources.
This is a complex task, which requires taking into account many individual and systemic (macro-
social) conditions. In the context of educating future teachers in an intensely developing information
society, the question arises not only about the set of necessary skills and knowledge (described in the
previous section), but also about the way of shaping these skills. The typologies presented above (e.g.
in TPACK, DigCompEdu, DigiLit Leicester) form a set of necessary skills, knowledge and attitudes
included in digital competence. However, in order to achieve the assumed components of typologies
of teacher digital competence, it is necessary to design an appropriate organizational form for the
acquisition of these skills. Taking into account the fact that the level of digital competence among
future teaching staff varies greatly due to: 1) previous educational experiences - e.g. the quality of IT
education at levels prior to university education; 2) individual attitudes towards new media; 3) own
experiences (in the role of a learner) related to the use of new media by teachers, as well as 4) the
system of organisational conditions of institutions educating pedagogical staff, it becomes reasonable
to ask the question of how to shape digital competences of teachers in the higher education (HE)
system.
Assuming on the basis of available data that future teachers have different levels of digital
competence baseline (defined for example by ECDL standard) [23] [24]. In addition, taking into
account that there are many concepts - typologies of necessary knowledge and skills related to the use
of ICT there is a need to ask how to create optimal solutions for the formation of teachers' digital
competence?
Analysing the current preparation curricula for students of pedagogical faculties (pre-service
teachers) [25], it is possible to notice the existence of two main organisational forms (models). Both
models have the same goal, i.e. to form the ability to efficiently implement ICT in didactic and
upbringing processes. Nevertheless, each of them assumes a different organisational way that leads to
this goal. The two discussed models presented in Figure 1 may become complementary to each other
or constitute a different path in the training of future pedagogical staff. Both models were deduced
through the analysis of the available literature (based mainly on PRISMA) [25]. In addition, the
accumulated teaching experience, as well as the research activities carried out so far with experts in
the field of media pedagogy from all over the world conducted within the international project
"Teachers of the future in the information society-between risk and opportunity paradigm" became the
pillars on which the following typology of two (complementary) solutions responsible for the
formation of digital teacher competences was built.
Figure 1: Developing digital competences - two models
The first model assumes the formation of digital competences in a natural way without the need
for specialised academic courses focused on the use of ICT in education. This model involves the
formation of teachers' digital competences through the integration of new media during various
exercises and lectures conducted by the teachers. The academic lecturers try to show in a frequent
manner and as if by the way, different types of educational software that can serve operational
purposes. For this solution, ICT is a transparent didactic tool, which is used in an unforced manner
and in accordance with the assumed objectives. Of particular importance in the first model is the
inclusion of ICT as one of many didactic means by showing practical applications, especially when
discussing assumptions related to specific methodologies. This solution requires extensive digital
competence on the part of the instructors, as well as consistency in the training of pedagogical staff
for all academic courses. It is also a concept that draws heavily on the idea of BYOD [26] [27]. This
model requires consistency in the process of digitalisation of HE, agreement of the authorities of
individual institutes on the legitimacy of using a wide range of ICT-based solutions in education, as
well as motivation to experiment and improve their own digital competences by all academics.
The second model involves the formation of digital competences for teachers through academic
courses attended by students of pedagogical disciplines. Academic courses are taught by researchers -
experts in media pedagogy at different levels of advancement and application. Such courses,
depending on the specifics of a given university, may include the formation of basic digital
competences, e.g. according to the ECDL standard or similar. As part of the introductory course,
students learn how basic software works (e.g. office suite, use of e-services, operation of basic IT
equipment used in education). The second model also assumes the implementation of additional
courses focused on digitally assisted didactics, in which future teachers become familiar with selected
educational software used in education, as well as acquire knowledge in understanding the negative
mechanisms associated with cyberspace (e.g. prevention of cyberbullying, problematic use of the
Internet and other risky behaviours). Activities in the second model based on independent academic
courses require having a specialised computer laboratory, where students learn the technical operation
of hardware and software (including solutions based on AR, VR, OER, operation of e-learning
platforms, software simulating phenomena). The curriculum of the course(s) in this model is not
directly linked to the operational objectives of specific methodics (e.g. teaching mother tongue,
mathematics, biology, physics and others), but explicitly includes showing the range of ICT
applications in different educational contexts. Moreover, such courses ensure the simultaneous
generation of knowledge among future educators about the positive as well as negative aspects related
to the impact of ICT on the behaviour of children and young people [28].
Both mentioned models of shaping professional - teacher digital competence are characterized by
different assumptions concerning the form of achieving efficient use of ICT in the professional
context. Both models assume that the modern teacher should integrate ICT in teaching and learning
processes. In addition, both models require having the right personnel in the HE system who will be
responsible for creating a coherent concept of achieving a sound level of preparation of new
pedagogical staff for an increasingly digital education. Table briefly summarises both the strengths
and weaknesses of both models.
Table 2
Two educational models - strengths and weaknesses
Model I - no separate academic Model II - specialized academic
courses courses
Strengths of the + natural integration of ICT in + clear course framework (content,
model teaching activities time, effects)
+ flexibility in approach to + possibility of measuring the
methods, forms and content for increase of digital competence
digital competences + delivery by qualified staff
+ use of BYOD concepts (experts in media pedagogy)
+ stronger involvement of the + possibility of division into basic
whole HEI in the process of and advanced digital competences
digitisation of digital institutions + ease of modification of the
among students educational content
+ increased overall level of + constitution of media pedagogy
innovation in HE as an independent sub-discipline
Weaknesses in the - the need for full coherence in the - the lack of a complete link
model digitisation of HE between digital competence and
- lack of control over the level of specific methodics
growth of digital competences - the need for modern laboratories
- Lack of clear control over the - restriction of intensive digitisation
effectiveness of academic staff in of HE to selected academic courses
modelling digital learning
behaviours
- fragmented development of
digital competences in the absence
of a coherent theoretical
framework for a given HE
4. Conclusions
The two models presented have both strengths and weaknesses related to the development of
teachers' digital competence. Minimizing the weaknesses in both solutions is possible by using a
mixed mode consisting in: 1) creation of specialist courses related to introduction to information
technology (e.g., according to universal standards, such as, for example, ECDL or related), 2) design
of independent academic courses related to the methodology of ICT implementation in the teaching
process (depending on the teaching specialization), 3) creation of courses on media education
(including issues of e-risk prevention), and 4) natural integration of ICT by lecturers teaching general
academic or vocational courses. The concept of synergy of the two models appears as an attractive
pedagogical idea and is related to the special attention paid to the progressive and irreversible
digitalisation of education.
The two models also assume in advance that a given HE institution identifies itself with the
necessity of shaping this type of key competence among its own students, which is not fully
applicable to all universities, academies dealing with the education of future teachers. The described
models are a kind of proposal - an idea, which is based on the resultant concept of techno-optimism
and techno-realism [29]. These models are an attempt to show different ways that can become
complementary for a methodical and complete transfer of the assumptions of media pedagogy into HE
practice. Both models have an overarching goal which is to support learning, teaching and education
in the digital age as effectively as possible [30]. This is a task that requires ongoing reflection by HE
stakeholders on content and organisational forms that provide effective education for modern
schooling.
5. Acknowledgements
The article was written as part of the project "Teachers of the future in the information society—
between risk and opportunity paradigm" funded by the Polish National Agency for Academic
Exchange under the Bekker programme Grant number: PPN/BEK/2020/1/00176.
At the same time, I would like to thank the team from the University of Foggia, in particular Prof.
Pierpaolo Limone and dott. Piergiorgio Guarini for their help in carrying out the quantitative research
in the project on the level of digital competence diagnosis among Polish and Italian pre-service
teachers.
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