Abstract
Editorial Introduction - Digital Competence in Teacher Education across Europe
Highlights
Background and RationaleThe rationale for this special issue is based on the increasing and almost ubiquitous use of technology in teaching and learning
As the exposure to technology in the classroom increases, so too will the requirement for all teachers to be digitally competent in its use for classroom teaching and learning
The ethical dimension, which forms part of the aforementioned PEAT framework, is presented in this special issue by Milton et al They explored “the knowledge, awareness, and understanding of cyberethics held by preservice teachers” and they noted a disparity “between the perceived knowledge or competence and the declared practices of some preservice teachers”
Summary
The rationale for this special issue is based on the increasing and almost ubiquitous use of technology in teaching and learning. As the exposure to technology in the classroom increases, so too will the requirement for all teachers to be digitally competent in its use for classroom teaching and learning This special issue aims to evaluate student teachers' attitudes towards ICT, their understanding of digital competence, and how teacher training institutions prepare them to work in an ever-changing and evolving digital classroom. This publication will propose a new digital competence framework that includes Pedagogical, Ethical, Attitudinal, and Technological (PEAT) elements. It will discuss the rationale for its creation and the affordances that this framework offers. The project aimed to explore and investigate how five teacher education institutions in four European countries instill and build the necessary skills that allow student teachers to develop into professionally competent users of digital technology in the
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