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.
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