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Teacher Training and Digital Competence: A Pedagogical Recommendation

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  • Rosanna Tammaro

    (Department of Human, Philosophy and Education Sciences (DISUFF), Università degli Studi di Salerno, Salerno, Italy)

  • Anna D'Alessio

    (Department of Human, Philosophy and Education Sciences (DISUFF), Università degli Studi di Salerno, Salerno, Italy)

Abstract

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

Suggested Citation

  • Rosanna Tammaro & Anna D'Alessio, 2016. "Teacher Training and Digital Competence: A Pedagogical Recommendation," International Journal of Digital Literacy and Digital Competence (IJDLDC), IGI Global, vol. 7(2), pages 1-10, April.
    • Handle: RePEc:igg:jdldc0:v:7:y:2016:i:2:p:1-10
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    Cited by:

    1. Yu Zhao & Ana María Pinto Llorente & María Cruz Sánchez Gómez & Liping Zhao, 2021. "The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University," Sustainability, MDPI, vol. 13(8), pages 1-14, April.

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