This insightful book expands understanding of teachers' professional digital competence by exploring the wider social, psychological, educational, legal and ethical dimensions of digital technology use in schools.
Discussing the impact of digital technologies in education and wider society, expert contributing authors call for a broader professional knowledge base for teachers. They explore the impact of social media use on students psychological well being, their increasing exposure to misinformation and disinformation, as well as the continuing expansion of technology corporations in education. Authors advocate for a comprehensive view that transcends a narrow focus on technological innovations and takes into account the new, complex regulatory environments that exist as a result of digital technology. This book underscores the importance of teachers making informed decisions and ethical judgments in the digital age, to enhance their professional status and identity as educators in the twenty-first century.
Reimagining Teacher Digital Competence is a vital tool for education scholars, particularly those researching teacher education and technology-enhanced learning. It will also benefit policy makers and practitioners looking to gain insight into the evolving nature of technologies' impact on education.
Arvustused
Reimagining Teacher Digital Competence offers a timely and thought-provoking exploration of what it means to be a digitally competent educator in todays rapidly evolving educational landscape. Drawing on insights from a diverse group of established and emerging scholars, this volume invites readers to move beyond narrow definitions of competence established solely in technical proficiency. -- Rhonda Christensen, Professor Emerita, University of North Texas, USA It has been over thirty years since computers were introduced into schools. However, we still have not reached a point where a critical mass of teachers are effectively integrating technology into contemporary teaching and learning. This book, on a topic deeply connected to my heart, practice, and research, is a much-needed resource. There is a global need to understand teacher digital competency from various perspectives, and this book, with its impressive international authorship, comprehensively addresses that need. -- Petrea Redmond, University of Southern Queensland, Australia
Contents
Preface xi
1 The trajectory of digital competence within education: from
literacy to competence 1
Oliver McGarr, Alison Egan and Keith Johnston
2 Key models and frameworks: understanding the theory and
practice of professional digital competence 10
Keith Johnston
3 Digital competence and teacher education: teacher identity,
tensions and agency 27
Ottavia Trevisan
4 Teachers professional digital competence: ensuring legal
compliance and protection 46
Alison Egan
5 Teachers professional digital competence: exploring issues of
social justice and fairness 60
Ann Marcus-Quinn
6 Teachers professional digital competence: the importance of
understanding the wider commercial context 77
Enda Donlon
7 Teachers professional digital competence and sustainability:
understanding the human and environmental costs of digital
technology consumption 92
Oliver McGarr
8 Teachers Professional Digital Competence: the case for
psychological digital competence 107
Emma Jones and Christopher Lomas
9 Teachers professional digital competence: the implications
for academic integrity in the age of artificial intelligence 127
Ann Rogerson
10 The digitally competent teacher: agentic professional in the
digital age or digitally compliant learning technician? 141
Oliver McGarr, Keith Johnston and Alison Egan
Edited by Alison Egan, PhD, Director IT & eLearning, Marino Institute of Education, Keith Johnston, PhD, Associate Professor, School of Education, Trinity College Dublin and Oliver McGarr, PhD, Professor, School of Education, University of Limerick, Ireland
