Towards the Development of a Digital Competency Framework for Digital Teaching and Learning

Petros Lameras; Nektarios Moumoutzis

doi:10.1109/EDUCON46332.2021.9454027

Towards the Development of a Digital Competency Framework for Digital Teaching and Learning

Petros Lameras, Nektarios Moumoutzis

Research Centre in Postdigital Cultures

Technical University of Crete

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

8 Citations (Scopus)

552 Downloads (Pure)

Abstract

Cognizant use of technology is essential in offering a pedagogically rich, inclusive, creative and equitable digital learning experience to students. Teachers may need to develop digital skills and competencies that would propagate a constructive and cultural inclusive digital learning environment for orchestrating flexible and activity-oriented learning through synchronous and asynchronous learning tools. This study presents a digital competency framework discerned from a qualitative study on teachers’ understandings of digital competencies for digital teaching and learning. Thirty-eight (n=38) teachers completed an online questionnaire as means to elicit beliefs on what constitutes digital competency development for digital teaching and learning. The results revealed six (6) digital competencies and associated sub-competencies that may be perceived as a point of departure for teachers to build on new or extend existing competencies. A reflection on implications around digital content, data and information, pedagogy, creativity and inclusion is perpetuated for optimising and leveraging teaching and learning in a connected and networked digital learning ecosystem.

Original language	English
Title of host publication	Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021
Editors	Thomas Klinger, Christian Kollmitzer, Andreas Pester
Publisher	IEEE
Pages	1226-1232
Number of pages	7
ISBN (Electronic)	978-1-7281-8478-4
ISBN (Print)	978-1-7281-8479-1
DOIs	https://doi.org/10.1109/EDUCON46332.2021.9454027
Publication status	Published - 18 Jun 2021
Event	2021 IEEE Global Engineering Education Conference - Online, Vienna, Austria Duration: 21 Apr 2021 → 23 Apr 2021 http://www.educon-conference.org/current/

Publication series

Name	IEEE Global Engineering Education Conference, EDUCON
Volume	2021-April
ISSN (Print)	2165-9559
ISSN (Electronic)	2165-9567

Conference

Conference	2021 IEEE Global Engineering Education Conference
Abbreviated title	EDUCON
Country/Territory	Austria
City	Vienna
Period	21/04/21 → 23/04/21
Internet address	http://www.educon-conference.org/current/

Bibliographical note

© 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

Keywords

digital competencies
teachers
digital literacies
digital education
inclusive digital learning
Teachers
Digital education
Digital literacies
Inclusive digital learning
Digital competencies

ASJC Scopus subject areas

Information Systems and Management
Engineering(all)
Education

Access to Document

10.1109/EDUCON46332.2021.9454027

Post-PrintAccepted author manuscript, 667 KB

Cite this

Lameras, P., & Moumoutzis, N. (2021). Towards the Development of a Digital Competency Framework for Digital Teaching and Learning. In T. Klinger, C. Kollmitzer, & A. Pester (Eds.), Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021 (pp. 1226-1232). Article 9454027 (IEEE Global Engineering Education Conference, EDUCON; Vol. 2021-April). IEEE. https://doi.org/10.1109/EDUCON46332.2021.9454027

Towards the Development of a Digital Competency Framework for Digital Teaching and Learning. / Lameras, Petros; Moumoutzis, Nektarios.
Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021. ed. / Thomas Klinger; Christian Kollmitzer; Andreas Pester. IEEE, 2021. p. 1226-1232 9454027 (IEEE Global Engineering Education Conference, EDUCON; Vol. 2021-April).

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding › peer-review

Lameras, P & Moumoutzis, N 2021, Towards the Development of a Digital Competency Framework for Digital Teaching and Learning. in T Klinger, C Kollmitzer & A Pester (eds), Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021., 9454027, IEEE Global Engineering Education Conference, EDUCON, vol. 2021-April, IEEE, pp. 1226-1232, 2021 IEEE Global Engineering Education Conference , Vienna, Austria, 21/04/21. https://doi.org/10.1109/EDUCON46332.2021.9454027

Lameras P, Moumoutzis N. Towards the Development of a Digital Competency Framework for Digital Teaching and Learning. In Klinger T, Kollmitzer C, Pester A, editors, Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021. IEEE. 2021. p. 1226-1232. 9454027. (IEEE Global Engineering Education Conference, EDUCON). doi: 10.1109/EDUCON46332.2021.9454027

@inproceedings{e075f18f39ef4f79b07da0c795c16129,

title = "Towards the Development of a Digital Competency Framework for Digital Teaching and Learning",

abstract = "Cognizant use of technology is essential in offering a pedagogically rich, inclusive, creative and equitable digital learning experience to students. Teachers may need to develop digital skills and competencies that would propagate a constructive and cultural inclusive digital learning environment for orchestrating flexible and activity-oriented learning through synchronous and asynchronous learning tools. This study presents a digital competency framework discerned from a qualitative study on teachers{\textquoteright} understandings of digital competencies for digital teaching and learning. Thirty-eight (n=38) teachers completed an online questionnaire as means to elicit beliefs on what constitutes digital competency development for digital teaching and learning. The results revealed six (6) digital competencies and associated sub-competencies that may be perceived as a point of departure for teachers to build on new or extend existing competencies. A reflection on implications around digital content, data and information, pedagogy, creativity and inclusion is perpetuated for optimising and leveraging teaching and learning in a connected and networked digital learning ecosystem.",

keywords = "digital competencies, teachers, digital literacies, digital education, inclusive digital learning, Teachers, Digital education, Digital literacies, Inclusive digital learning, Digital competencies",

author = "Petros Lameras and Nektarios Moumoutzis",

note = "{\textcopyright} 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.; 2021 IEEE Global Engineering Education Conference , EDUCON ; Conference date: 21-04-2021 Through 23-04-2021",

year = "2021",

month = jun,

day = "18",

doi = "10.1109/EDUCON46332.2021.9454027",

language = "English",

isbn = "978-1-7281-8479-1",

series = "IEEE Global Engineering Education Conference, EDUCON",

publisher = "IEEE",

pages = "1226--1232",

editor = "Thomas Klinger and Christian Kollmitzer and Andreas Pester",

booktitle = "Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021",

address = "United States",

url = "http://www.educon-conference.org/current/",

}

TY - GEN

T1 - Towards the Development of a Digital Competency Framework for Digital Teaching and Learning

AU - Lameras, Petros

AU - Moumoutzis, Nektarios

N1 - © 2021 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

PY - 2021/6/18

Y1 - 2021/6/18

N2 - Cognizant use of technology is essential in offering a pedagogically rich, inclusive, creative and equitable digital learning experience to students. Teachers may need to develop digital skills and competencies that would propagate a constructive and cultural inclusive digital learning environment for orchestrating flexible and activity-oriented learning through synchronous and asynchronous learning tools. This study presents a digital competency framework discerned from a qualitative study on teachers’ understandings of digital competencies for digital teaching and learning. Thirty-eight (n=38) teachers completed an online questionnaire as means to elicit beliefs on what constitutes digital competency development for digital teaching and learning. The results revealed six (6) digital competencies and associated sub-competencies that may be perceived as a point of departure for teachers to build on new or extend existing competencies. A reflection on implications around digital content, data and information, pedagogy, creativity and inclusion is perpetuated for optimising and leveraging teaching and learning in a connected and networked digital learning ecosystem.

AB - Cognizant use of technology is essential in offering a pedagogically rich, inclusive, creative and equitable digital learning experience to students. Teachers may need to develop digital skills and competencies that would propagate a constructive and cultural inclusive digital learning environment for orchestrating flexible and activity-oriented learning through synchronous and asynchronous learning tools. This study presents a digital competency framework discerned from a qualitative study on teachers’ understandings of digital competencies for digital teaching and learning. Thirty-eight (n=38) teachers completed an online questionnaire as means to elicit beliefs on what constitutes digital competency development for digital teaching and learning. The results revealed six (6) digital competencies and associated sub-competencies that may be perceived as a point of departure for teachers to build on new or extend existing competencies. A reflection on implications around digital content, data and information, pedagogy, creativity and inclusion is perpetuated for optimising and leveraging teaching and learning in a connected and networked digital learning ecosystem.

KW - digital competencies

KW - teachers

KW - digital literacies

KW - digital education

KW - inclusive digital learning

KW - Teachers

KW - Digital education

KW - Digital literacies

KW - Inclusive digital learning

KW - Digital competencies

UR - http://www.scopus.com/inward/record.url?scp=85112469416&partnerID=8YFLogxK

U2 - 10.1109/EDUCON46332.2021.9454027

DO - 10.1109/EDUCON46332.2021.9454027

M3 - Conference proceeding

SN - 978-1-7281-8479-1

T3 - IEEE Global Engineering Education Conference, EDUCON

SP - 1226

EP - 1232

BT - Proceedings of the 2021 IEEE Global Engineering Education Conference, EDUCON 2021

A2 - Klinger, Thomas

A2 - Kollmitzer, Christian

A2 - Pester, Andreas

PB - IEEE

T2 - 2021 IEEE Global Engineering Education Conference

Y2 - 21 April 2021 through 23 April 2021

ER -

Towards the Development of a Digital Competency Framework for Digital Teaching and Learning

Abstract

Publication series

Conference

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

rhythm4inclusion - Promoting Social, Emotional, and Learning Skills of Students with and without Special Education Needs by Developing Teachers’ Capabilities in Music, Dance and Digital Competences

Reframing Digital Capabilities in Higher Education

Cite this

Towards the Development of a Digital Competency Framework for Digital Teaching and Learning

Abstract

Publication series

Conference

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Projects

rhythm4inclusion - Promoting Social, Emotional, and Learning Skills of Students with and without Special Education Needs by Developing Teachers’ Capabilities in Music, Dance and Digital Competences

Research output

Reframing Digital Capabilities in Higher Education

Cite this