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Educ Inf Technol (2008) 13:279290
DOI 10.1007/s10639-008-9069-5
Rune Johan Krumsvik
Published online: 24 September 2008# Springer Science + Business Media, LLC 2008
Abstract Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information- and Communication Technology (ICT) and achievement of digital competence.
Keywords Digital competence . Situated learning . Teachers
1 Introduction
When the latest Norwegian educational reform was implemented in 2006, Norway became the first country in the world with a national curriculum where digital competence (in the Scandinavian English sense of the term) was one of the five basic core competencies. This was a milestone in the educational system and was welcomed in many different educational areas. However, there is general agreement that Norwegian schools face a number of challenges in regard to this increased status of digital competence in the curriculum and the massive implementation of ICT in
R. J. Krumsvik (*)
Department of Education & Health Promotion, University of Bergen, Christiesgate 13, Bergen, Norwaye-mail: [email protected]
Situated learning and teachers digital competence
280 Educ Inf Technol (2008) 13:279290
schools in the last decade. One of the main reasons for this is that the digital revolution and ever increasing digitalisation of school life have altered some of the conditions under which schools operate since the previous curriculum was introduced 10 years ago. Therefore, the main problem in Norway seems to be no longer the technology density and infrastructure but teachers digital competence. The...