Introducing the PEAT model to frame professional digital competence in teacher education

Adrian Mcdonagh,Patrick Camilleri,Oliver Mcgarr,Bard Engen

doi:10.7577/njcie.4226

Abstract

This paper puts forward a case for using the PEAT model in teacher education, a framework designed to capture the different dimensions of teachers’ professional digital competence (PDC). The model arose from an Erasmus+ funded project exploring digital competence in teacher education. While existing frameworks and conceptualisations of teachers’ digital competence exist, this paper argues that the PEAT model has unique affordances and characteristics. This paper outlines the importance of digital competence before exploring how it is currently conceptualised in teacher education. Following this, some of the current frameworks encapsulating the elements of teachers’ professional digital competence are briefly presented. Finally, the paper presents the PEAT framework and discusses its unique affordances.

Highlights

The pervasiveness of digital technologies in even the most mundane aspects of life has highlighted the importance of all citizens having the capabilities to navigate this digital world
The absence of specificity, present in other digital competence frameworks, could be seen as a drawback, but we strongly argue that, while professional digital competence (PDC) frameworks that provide a high level of specificity have enormous value, a strength of the PEAT model is that it allows for autonomy and agency and for local interpretations of the four dimensions to be enacted
Returning to the aim of the paper, which was to identify a framework designed to capture the different dimensions of teachers’ professional digital competence (PDC), this paper has presented the PEAT model

Summary

Introduction

The pervasiveness of digital technologies in even the most mundane aspects of life has highlighted the importance of all citizens having the capabilities to navigate this digital world. Terms such as digital literacy and digital competence are commonly used to describe a range of skills and abilities. While some argue that there are distinct differences between the terms digital literacy and digital competence, Spante et al.’s (2018) review of the use of the terminology in the global literature indicates that they generally refer to the same concept, but that linguistic and cultural preferences influence which particular term is used at a national

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Introducing the PEAT model

Conclusion