Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review

The term ‘digital resources’ is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers’ professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), depl...

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Bibliographic Details
Published in:Education and information technologies 2023-04, Vol.28 (4), p.3711-3738
Main Authors: Heine, Sandra, Krepf, Matthias, König, Johannes
Format: Article
Language:English
Subjects:
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Definitions
Digital Literacy
Education
Educational Policy
Educational Research
Educational Technology
Equipment and supplies
Information Systems Applications (incl.Internet)
Mediation
Pedagogical Content Knowledge
Systematic review
Teacher Competencies
Teachers
Teaching
Technological Literacy
User Interfaces and Human Computer Interaction
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Summary:The term ‘digital resources’ is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers’ professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers’ need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term ‘digital resources’ and support future research related to its application especially in empirical research on teachers’ professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers’ professional digital competence.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11321-z