Bringing digital competence to the disciplines

Abstract

ABSTRACT How can upper secondary teachers accommodate the increasing demand for integrating digital competence in their disciplines? Research on digital competence typically operates independently from specific disciplines and may be difficult to translate into teaching practices. Based on a three-year action research project, the paper presents the results of a study of teacher’s understanding of digital technologies in connection to their disciplines. The study involves two rounds of interviews with 40 teachers. From the interviews, different perspectives emerge with 1) technology-driven, 2) pedagogy-driven, and 3) discipline-specific use of digital technologies. By further exploring discipline-specific use of digital technologies, digital competence is seen as expanding the disciplines where technology directly impacts and transforms subject areas of disciplines. Further, drawing from teacher experiences from completed courses, the paper develops a framework for accommodating the interplay between digital competence and the disciplines. The framework presents boundary concepts that are meant to bridge the gap between teaching practices within the disciplines and contributions from research. The framework is intended for teachers in developing their disciplines from digital competence. Finally, the paper discusses how expanding the disciplines through the lens of digital competence may call for moving across and possibly beyond the disciplines.