On the issues of digital competence in educational contexts – a review of literature

• Published in: Education and information technologies 2018-05, Vol.23 (3), p.1005-1021
• Main Author: Pettersson, Fanny
• Format: Article
• Language: English
• Subjects: Analysis; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; digital competence; Digital literacy; Education; Education policy; Educational Change; Educational leadership; Educational Policy; Educational Research; Educational Technology; Information Systems Applications (incl.Internet); Institutional Characteristics; Leadership; Leadership Qualities; Learning strategies; Literature Reviews; organization; Organizational structure; pedagogik; policy; Research Needs; school leader; School Organization; teacher; Teacher Competencies; Teachers; Teaching Methods; Technological Literacy; Technology Uses in Education; User Interfaces and Human Computer Interaction
• ISSN: 1360-2357; 1573-7608; 1573-7608
• DOI: 10.1007/s10639-017-9649-3

In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.