Digital competence in teacher education. We qualitatively examined data for evidence of extent of preparedness and alignment to the pedagogical, ethical, attitudinal, and technical dimensions of digital competence. Part of Springer Nature. Sking om opptak til hyere utdanning ved universiteter og hgskoler [Applications for Higher Education to Universities and Colleges]. A big part of (2020) visited 10 websites in Indonesia to explore students learning experiences during the COVID-19 pandemic. Other examples related to teachers digital competence relative to online teaching were highlighted through these PEAT dimensions. Computers & Education, 81, 345-353. https://doi.org/10.1016/j.compedu.2014.10.019. Gudmundsdottir, G. B., & Hathaway, D. (2020b). To better understand teachers preparedness to teach online at the onset of the pandemic, it is important to acknowledge the barriers to effective digital technology use identified in the decades prior to the pandemic. The data we have are therefore not showing the development in their digital competence during the pandemic and the home-schooling periods. University teacher education that is focused on digital competence frameworks and guided by digital competence standards was shown to greatly influence teachers sense of preparedness to teach online. Ertmer, P. A. Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. WebWays to Remotely Prepare Educators for E-Learning. In Montana, the Office of Public Instruction (OPI) is The success and the positive attitude of teachers toward the BL mode of teachinglearning has been most successful where institutional support at design, planning, and implementation is given (Dringus & Seagull, 2015; Moskal et al., 2013; Picciano, 2009; Tynan et al., 2015). Computers in Human Behavior, 118, 116. Online learning does not just include knowing the tools; rather it means attending to the ethical dimension, in ways that includes knowledge about privacy protections, online responsibilities, and digital health and wellbeing ness; it means attending to the attitudinal dimension, adapting to changes and technological developments, and being confident and resilient when trying out try new things. Findings from a preliminary study highlighted that despite Norwegian and US teachers inexperience and unpreparedness for conducting their teaching practice solely online, they were prepared to use various digital tools and willing to make online learning work for them and their students (Gudmundsdottir & Hathaway, 2020b). Since lockdowns either massive or localised - may be needed again in the future to respond to new waves of the infection It was distributed through the authors social media sites (e.g., Facebook) and listservs (e.g., professional organizations) and opened from March 31, 2020 to April 28, 2020. (2016). For this reason, we have intentionally omitted research published during the pandemic as emergency remote teaching may have impacted specific constructs that interfere with notions of preparedness at the onset of the pandemic (Tawfik et al., 2021). Here is an extensive list of 75 digital tools, apps, and platforms that can help you and your students use formative assessment to elicit evidence of learning. The State Board of Education today approved 18 proposals through a competitive grant-program under the states Digital Learning Initiative. Hathaway, D.M., Gudmundsdottir, G.B. Kivunja, C. (2013). Similarly, the use of digital technology in Norway is well established in schools through 1:1 initiatives, necessitating attention to digital skills and knowledge. Third, we quantitized the total number of codes within each Preparedness subtheme and calculated percentages to highlight similarities and differences between the Norwegian and US data sets with regard to teachers reported sense of preparedness to teach online. This framework has been important for teachers in Norway when considering which aspects and what emphasis to do when implementing digital technology in their teaching. For example, the collaborations with colleagues played a role in one Norwegian teacher readiness in that after some courses and colleague-guidance I feel quite ready to conduct online teaching. We qualitatively examined data for You are also ready with the way of thinking and the professional work is much the same before and after [the shutdown]: you prepare a theme, make a lesson plan and present it for your pupils. (prepared Norway). https://doi.org/10.1080/13562517.2021.1943654, Ferrari, A. Universal Access in the Information Society, 17, 349360. Educational Technology Research and Development, 65, 555575. In 2016 the framework was revised and a DigComp 2.0 version was available with further development of the conceptual reference framework, now including eight proficiency areas (Vuorikari et al., 2016) and the DigCompEdu framework (Redecker,2017). What does professional digital competence mean in teacher education? Online teaching knowledge and skills include both pedagogical and technical conceptualizations that impact all aspects of the online learning environment such as content, activities, organization, interactions, communications, assessment, and group work (Gloria & Uttal, 2020; Lee & Hirumi, 2004). Tsekeris, T. (2019). (2004). Park, S. E., & Ertmer, P. A. However the ability to apply teachers existing digital competence to teaching online may not have been strong enough as teachers in both Norway and the US place more value on in-person learning as best represented by a prepared US teacher, who had completed a Masters degree in e-Learning, I definitely dont want to be a virtual instructor.. Watch how Microsoft Teams helps schools facilitate remote learning. The focus of these studies include quantitative studies in higher education (e.g., Scherer et al., 2020), quantitative studies in secondary education (e.g., Howard, et al., 2021), qualitative studies in select secondary education disciplines (e.g., Sengl Akar, & Kurtoglu Erden, 2021), and several studies that were country/state- specific (e.g., Eadens et al., 2022, Fatimawati & Badiozaman, 2021; Li, 2022). Trust, T. (2017). We then compared the categories to which we had assigned statements. Correspondence to As AI tools like ChatGPT become more sophisticated, online and in-home tutoring can become much more personalized for individual students, says Frank Milner, president of Tutor Doctor, which offers one-to-one private tutoring. Staff can also facilitate live professional development sessions using Teams and record them usingMicrosoft Streamfor future access. We present 72 resources, which include several repositories of resources. Olofsson, A. D., Fransson, G., & Lindberg, J. O. Educators are Teachers expressed that the move to online education has been painful but exciting (prepared US). With regard to data analysis, we tried to account for the potential terminology differences between the countries through conversations about terminology differences during the coding process as well as using a framework that we have used together in prior collaborations and research. iNACOL blended learning teacher competency framework. Kearney, M., Schuck, S., Aubusson, P., & Burke, P. F. (2018). These italicized descriptors reflect instances where findings and/or representative quotations are aligned with teachers reported level of preparedness. Four closed-ended questions addressed consent, frequency of online teaching, country, and teaching level. The European Commissions DigComp framework was initiated for developing and understanding digital competence in Europe (Ferrari, 2013) and has been widely used as a reference for policy makers in Europe. We accounted for this by combining and presenting literature that informs work in each country and applying the terms as presented in the literature. Already in 2006, the Knowledge Promotion Reform laid the foundation for five basic skills, namely reading, writing, numeracy, oral (dissemination) skills and digital skills (Directorate of Education and Training, 2012). https://khrono.no/vekst-for-nettbaserte-utdanninger-nedgang-for-desentrale-tilbud/686368. 1, pp. 6081). Teacher Development, 22(4), 481496. They also felt a loss of professionalism as education leaders made decisions that did not respect their experience as content experts, classroom teachers, and in some cases online learners, all prerequisites reported in the literature that support a transition to teaching online (Archambault & Crippen, 2009; Author, 2012) . WebThe U.S. Department of Education Office of Educational Technologys new policy report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations , addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. ISTE Standards for students. Teachers need to be prepared to teach online (Cooper et al., 2020). Nordic Journal of Comparative and International Education (NJCIE), 5(4), 517. 144 Citations 63 Altmetric Metrics Abstract Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. WebThe U.S. Department of Education Office of Educational Technologys new policy report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations , addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. While online teaching applies some of the similar knowledge and skills as in-person teaching (Lee & Hirumi, 2004), extensive literature points to the need for additional and special online teaching knowledge and skills (e.g., Baran et al., 2011; Darabi et al., 2006; Goodyear et al., 2001; Rehn et al., 2018). The PDC framework for teachers is first and foremost a policy document describing political will and emphasis on digital competence rather than a research based framework building on empirical evidence. Kelentri, M., Helland, K., & Arstorp, A. https://doi.org/10.1080/13664530.2017.1363083. (2021). Furthermore, teacher education programs need to focus on varied teaching modes and not only either in-person teaching or online teaching. https://doi.org/10.1007/s10639-017-9649-3. Through the TRIO survey, we collected perspectives from 1186 teachers from 36 countries about their experiences related to online teaching in the early weeks of COVID-19 school closures. The New Media Consortium. Gloria, A. M., & Uttal, L. (2020). Rammeverk for grunnleggende ferdigheter [Framework for basic skills]. Although this is not a term typically used in US K12 education, US teachers did not explicitly use language from those standards and competency frameworks that inform digital learning in US schools and teacher education programs (i.e., ISTE Standards). Despite these calls, few programs are available that specifically prepare K12 teachers for teaching online (Shephard et al., 2016). Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). School districts that moved the majority of instruction online had to address existing challenges from the lack of device and internet access to looming cyberthreats on sensitive data. School-based, technology driven initiatives and tools have focused on access, delivery, and pedagogy (e.g., 1:1 and laptop computing, online and blended learning, learning management systems). (2014). Springer Nature or its licensor (e.g. Experiences that situated tools in the context and culture of use played a pivotal role in preparedness. For decades, school districts, governments, and other stakeholders around the globe have invested in digital technologies for schools (Kearney et al., 2018). McGarr, O., & McDonagh, A. International Society for Technology in Education. https://doi.org/10.1016/j.chb.2020.106675. Our conclusions summarize our main findings and lead to aspects necessary to address in the development of teacher education programs. List, A. It worries me a little that the privacy around me is not adequately safeguarded, as it now is image and sound files of myself online. (prepared Norway). Elaborations on teachers preparedness to teach online through the lens of pedagogical, ethical, attitudinal, and technical dimensions of digital competence (DICTE, 2019) confirms a strong emphasis on technology access and use in the first weeks of the pandemic. Teachers statements representing their agency in finding a way that can work in the various subjects (unprepared Norway) included specific routes they took to learn tools such as googling how to do certain things and learn[ing] from videos in YouTube (unprepared US), learning a lot along the way by testing various methods and hearing from my students what works and what doesnt (unprepared Norway), or simply, jumping in with both feet! Despite descriptions of feeling overwhelmingly underprepared and helpless from a few unprepared US teachers, there were more positive statements representing enthusiasm for learning new things in the midst of a difficult situation. - 217.79.241.162. with colleagues before schools closed in order to practice with the tools. Both Norwegian and US teachers frequently mentioned comments related to working around the clock (prepared Norway). Majority of teachers in India were not prepared for digital pedagogy. International Journal of Higher Education, 2(4), 131142. Findings from structural equation modeling showed that the perceived quality of teacher training during the online semester and self-reported improvements in digital skills predicted significantly students' intentions to use digital learning materials for However, both unprepared and prepared from both countries shared solutions to screen time issues such as, Creating variety is extremely important in a period where there are many hours on the screen (unprepared Norway) and We are designing lessons that will encourage engagement, limit screen time and parental strain, and allow students to access the curriculum in nontraditional ways which foster creativity (prepared US). The present study is unique in that it focused on primary and secondary (K12) teachers and a qualitative approach to capture teachers voices on their perception of preparedness to teach online at the onset of the pandemic. ISTE. We might expect from this literature that schools and teachers should have been relatively prepared to make a shift to online teaching. For example, upon examination of coded statements under the technological PEAT category, a crash course on online teaching tools informed the theme, Trends in Preparation. Self-reported data can make it difficult to distinguish between teachers perceptions and their actual behaviors. International Association for K-12 Online Learning (2011). As education undergoes continuous digital transformation, these creators, collaborators and innovators are excelling as ed tech leaders. Validated competencies for distance teaching. Finally, teachers, who themselves learned as online learners, were presented with models of online teaching from their graduate online instructors. Re)imagining an undergraduate integrating technology with teaching course. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. Though first-order barriers had reportedly lessened (Durff & Carter, 2019) in the years prior to the pandemic, the lack of access to digital tools, suitable digital learning platforms and even the internet (US finding) were obstacles to learning as teaching transitioned to the online environment. TechTrends, 65, 925938. Blended teaching, which bridges online teaching with in-person teaching, is also informed by a set of competencies. International Journal on E-Learning, 19(2), 139159. Regarding content validity, relevance, and reliability of the survey tool, the questions on the survey were derived from those posed by the Norwegian Directorate (personal communication, March 20, 2020). Distance education experiences of secondary school math teachers during the pandemic: A narrative study. Students can find new ways to engage with learning materials, collaborate with classmates, express their ideas and more. These guides typically address how teachers can use what they already have for remote learning. Sage. However,educators may feel overwhelmedby the number of resources available out there. Association for Educational Communications and Technology. All teachers who indicated they had completed a graduate program focused on online teaching, integration of technology in schools, or a course that focused on professional digital competence identified as prepared or very well-prepared. Digital competence is a concept that is widely used in Europe and in particular in the Nordic countries where professional digital competence is accorded much importance (Brevik et al., 2019;Gudmundsdottir & Hatlevik, 2018; Lund et al., 2014). Hence the digital competence of teachers reflects the ability to teach across multiple modalities. A Challenge: Systems Thinking About AI in Education As AI expands into the educational system, our listening session attendees reminded us that it will be entering parts or locations of the system that are presently dysfunctional. Digital learning and teaching tools unlock many possibilities for the classroom. The source of these comments came solely from the second data source of this study, the open-ended question on the survey that encouraged teachers to add anything else relevant to understanding their teaching practice during this crisis. For example, Microsoft has a set of free webinars that cover best practices usingOffice 365and Microsoft Teams for distance learning. (Saldaa, 2016). Scandinavian Journal of Educational Research, 58(3), 269280. WebPre-service Teachers' Preparedness to Use Digital Tools in their Teaching using the Example of Laboratory Simulations March 2022 Authors: Clemens Hoffmann Friedrich As schools stay closed across the country, many students and educators are adapting to a new reality of remote learning. Ready, set, go! When and how to reopen schools. We aimed to inform our practice and that of other teacher educators about the strengths and weaknesses of professional development designed to develop teachers digital competence. The ethical dimension focuses on issues such as online responsibility, privacy, critical use of resources, plagiarism, and copyright issues. A., Sikorski, E. G., & Harvey, R. B. However, as indicated in the theme, Trends in Preparation, the support was in the form of school-led training on tool use rather than pedagogical support. Most state education departments and school districts have their own hub of resources for teachers to access as they prepare for A Challenge: Systems Thinking About AI in Education As AI expands into the educational system, our listening session attendees reminded us that it will be entering parts or locations of the system that are presently dysfunctional. Many teachers have also stepped up to lead professional development sessions on remote learning despite schools being closed. The significance of this summary is that each tool represents the knowledge and skills needed to choose and use it appropriately for teaching. K-12 teacher perspectives on the pandemic pivot to online teaching and learning. Competences for online teaching: A special report. Technology Pedagogy and Education, 30(1), 141158. An unprepared Norwegian teacher had learnt a lot thanks to our staffs internal competence sharing and on Facebok [sic] groups for teachers and Youtube.. Barriers to K12 online teaching have recently been investigated but more recently (e.g., Jimoyiannis & Koukis, 2023), but this more recent work may have been impacted by specific constructs that interfere with notions of preparedness at the onset of the pandemic (Tawfik et al., 2021). (2023)Cite this article. In contrast, education at the university level provided a foundation for not only using digital tools, but also the pedagogical considerations associated with digital learning. Teachers enhanced their preparation for teaching online by working informally with other teachers. https://doi.org/10.33902/JPR.2022175776. The Directorate of Education and Training consequently developed the framework for basic skills which describes students five competency areas (where digital skills are also organized in progressing five levels. The altitudinal dimension of PEAT (DICTE, 2019) was most evident in the theme, Agency without Autonomy. The framework describes various areas of knowledge and skills, which are part of teachers professional digital competence (PDC) (Kelentri et al., 2017). Web1. ISTE Standards for education leaders. Conversely, second-order barriers are intrinsic to teachers such as their pedagogical beliefs and practices, disposition toward technology integration, and inclination for trying new instructional approaches. For the categorizing and coding process, we independently examined survey responses to the two open-ended questions that asked teachers to (1) elaborate on how prepared they were to teach online and (2) add anything else relevant to understanding their teaching practice during this crisis. A Challenge: Systems Thinking About AI in Education As AI expands into the educational The PEAT model (DICTE, 2019) originated from an Erasmus+project where the aim was to develop an alternative digital competence framework which included elements that the project partners (including the second author) had identified as necessary for teachers and teacher educators. to support learning and giving students opportunities to learn about AI. Distance Education, 5(1), 333348. First-order barriers are easy to identify and remedy through acquisition of digital tools or implementation of teacher learning experiences. Muilenburg, L., & Berge, Z. Teaching and Teacher Education, 86, 1-15. https://doi.org/10.1016/j.tate.2019.07.005. Students can find new ways to engage with learning materials, collaborate with classmates, express their ideas and more. Is online learning the future of education? Using the PEAT (DICTE, 2019) dimensions as pre-established categories to identify connections to aspects of digital competence, we independently coded teachers elaborations on their preparedness for online teaching. Bai, H., & Ertmer, P. (2008). National standards for quality online teaching. The more prepared teachers feel, the more self-efficacy they will have to teach and meet the needs of students with LDs (Cornett & Knight, 2009). The findings in this study warrant continued attention to the development of digital competence and what these findings mean across learning environments and for the different actors such as teachers, students, educational leaders, and authorities. Only 43% of 15-year-old students in Jordan attend schools with an effective online learning support platform (as reported by school principals). Norwegian teachers who reported feeling unprepared at the onset of school closing, did indicate a shift towards preparedness, however, were not explicit that school-led emergency training facilitated that shift, Little prepared in advance, but have learned a few things along the way about the use of Teams (unprepared Norway). https://doi.org/10.12681/homvir.20192. Update phase 1: The conceptual reference model. Table1 presents a summary of the PEAT pre-established category definitions used to align and categorize codes. The authors have no relevant financial or non-financial interests to disclose. The information is organized by questions from How do I teach remotely with video calls? to How do I keep students engaged? Even though the website is temporary, they offer a downloadable Teach from Home Toolkit that educators can refer to at any time. In 2017, the ISTE Standards shifted from focusing on digital tool competence to effectively integrating digital tools to provide instruction (Trust, 2017). We were more prepared than most because we practiced Digital Learning to use instead of snow days. Digital skills in the z generation: Key questions for a curricular introduction in primary school. Are teacher educators on different continents faced with similar issues? ), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. Journal of Digital Learning in Teacher Education, 34(4), 259277. In this paper, we present data from Norwegian (n=574) and US (n=239) teachers related to their elaborations on readiness. There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. [It is] difficult to keep track of students schoolwork in the various subjects, while also safeguarding privacy considerations in various digital forums. (prepared Norway). https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communication-sept2020_en.pdf, Fatimawati, I., & Badiozaman, A. Privacy has ironically made it extremely difficult to get access to the programmes at school. (prepared Norway). Professional digital competence framework for teachers. Table2 presents a summary of the sub themes generated from the overarching theme Extent of Preparedness. As for teacher standards the Directorate of Education and Training established a professional digital competence framework for teachers (PDC) in 2017. Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. After years of using digital technology and developing students digital competence in the classroom researchers pointed at the necessity to establish a common set of terminology to be used by teachers, student teachers and teacher educators. Many parents are turning to tutoring solutions to help fill the gaps created by pandemic-related learning loss. Since then, the TA program has taken off, with EL students receiving support two to five times a week during the middle schools 30-minute flex period. https://doi.org/10.1080/1475939X.2022.2163421. There is no shortage of formative assessment strategies, techniques, and tools available to teachers who use formative instructional practice in their classrooms. Published On: May 30, 2023. The model was developed as a synthesis of existing models to capture the main dimensions in teachers professional digital competence (McGarr & McDonagh, 2019) but also allowed for dimensions missing in existing frameworks. Qualitative research design: An interactive approach (3rd ed.). Every student in our district has an iPad to use at school and home. There is a need to fully understand online learning relative to digital competence. Stommel, J., Friend, C., & Morris, S. M. (2020). WebCountries and teachers preparedness to support digital learning Not all teachers/educators are prepared and supported to address learning losses among their students and to incorporate digital technology into their teaching. Most state education departments and school districts have their own hub of resources for teachers to access as they prepare for and engage in remote learning with their students. Many teachers already have the prerequisites for teaching online noted in the literature: subject-matter expertise, experience with in-person teaching, and experience as an online learner (Archambault & Crippen, 2009; Hathaway & Norton, 2012). & Korona, M. Teachers online preparedness in times of crises: trends from Norway and US. Lund, A., Furberg, A. L., & Gudmundsdottir, G. B. As one teacher summarized, with online learning, more time is required per lesson than in-person teaching (prepared US). We argue that profiles can provide key insights into (a) the differences among teachers' perceptions of readiness so more targeted support can be provided by Educ Inf Technol (2023). International Society for Technology in Education. Although not prevalent, a trend that emerged from this theme related to how teachers were prepared was the influence of university degrees and experiences. Krumsvik, R. J. What should teacher educators know about technology? Additionally, early literature on barriers to the use of technology point to the collaboration as a way to address barriers. Teacher educators digital competence. Student and inservice teachers need to get acquainted to teach on different platforms (online/offline) and in blended environments. Putra et al. The descriptions found in the elaborations of Norwegian teachers to support being very well-prepared included references to having digital competence, access to digital technologies, routine use of technology-based strategies in the classroom and/or across the school prior to the pandemic, experiences an online learner, and formal coursework focused on digital competence. This process is inductive in that themes are generated during the process of categorizing, coding, and organizing data (Maxwell, 2013). WebWhen schools shuttered in Sonoma County, Calif., due to the novel coronavirus pandemic, thousands of teachers had to adjust lesson plans for remote learning for 70,000 students in one week, reports Yousef Baig for The Press Democrat. Newly qualified teachers professional digital competence: implications for teacher education. ), DigCompEdu. Profiling teachers readiness for online teaching in secondary education. The images or other third party material in this article are included in the articles Creative Commons licence, unless indicated otherwise in a credit line to the material. https://doi.org/10.1080/1475939X.2018.1483265. CoSN also listed out other questions districts must answer as they prep teachers for remote learning, such as how and when they should deliver classroom content and how to best prepare teachers who have never taught in an online environment before. Findings and implications from this study show that the pandemic provided an opportunity for reexamining standards and competences focused on digital learning in ways that influence teaching practice. Teachers also need support on best practices to conduct asynchronous, synchronous, and hybrid classrooms. Preparing teacher candidates to teach online: A case study of one colleges design and implementation plan. Preparing teachers for online instruction with a graduate certificate program. (2013). Sengl Akar, S., & Kurtoglu Erden, M. (2021). Even being unprepared did not deter a positive attitude in the transition to online teaching as exemplified by an unprepared Norwegian teacher: To conduct online teaching has been an exciting way to teach. Scherera, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2020). Selected quotations represented teachers voice in the findings while contributing to data credibility and transparency of the research. The framework was intended to further support how teachers can work with students digital competence. Make Sure Students Have Access to Devices and the Internet. K-12 distance educators at work: Whos teaching online across the United States. Addressing first- and second-order barriers to change: Strategies for technology integration. https://doi.org/10.1080/1475939X.2020.1839543. The state-funded grants support the development and dissemination of local innovative digital learning models. READ MORE:Discover what administrators should know about enabling e-learning. WebBridging the gap between teacher preparation programs and school systems is critical so that novice teachers are prepared for success in digital age classrooms. An illustration of the PEAT model is provided in Fig. Our findings show that barriers to online teaching in K12 settings first reported by Muilenburg and Berg (2003), particularly those related to organizational resistance to change, lack of shared vision for distance education in organization, lack of strategic planning for distance education, lack of training provided, and slow pace of implementation, remained impediments to online teaching at the onset of the pandemic. (2019). The framework categorizes by knowledge, skills and competence aspects related to seven main areas: (1) subjects and basic skills; (2) the school in the community; (3) ethics; (4) pedagogy and subject didactics; (5) management of learning processes; (6) interaction and communication; (7) change and development. It is evident that teachers preparation to teach online is to some extent, based on formal training or facilitated by school /district/municipalities. Ready for online? The attitudinal dimension attends to teachers attitudes toward technology, their ability to adapt technology use in their practice as well as agentic stance when using digital technology. These standards focus on the necessary digital competency and pedagogy to effectively integrate technology. https://doi.org/10.1007/s11528-021-00648-y. To promote effective online teaching and learning, the International Association for K-12 Online Learning (iNACOL) presented national standards for quality online teaching as early as 2008 (International Association for K-12 Online Learning, 2011). In addition, most models were found to have a hierarchical way of viewing digital competence with levels, key criteria, an advancement, or progression of some sort. Homo Virtualis, 2(1), 3442. In a very few cases (e.g., Im becoming more and more prepared as I have sat through tons of trainings, coded as unprepared), designations were confirmed as a result of triangulation. Yet that adjustment wasnt so easy for older or more traditional teachers, he writes. Digital learning and teaching tools unlock many possibilities for the classroom. (2013). Its challenged my capacity to adapt to new teaching situations and new tools, but I like to learn about new digital tools. Rolling out remote learning plans including training educators who are not familiar with using digital tools is hard. Rather, we treat online teaching competency as a possible path toward teachers professional digital competence. Teachers wrote about the need to learn new and different tools quickly with little time for practice as expected in an emergency situation. In nearly all cases, teachers elaboration comments explicitly stated the extent of their preparedness (e.g., I am quite well prepared). ISTE Standards for Students (International Society for Technology in Education, 2016) aim to equip students with skills to effectively participate in digital environments and include empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker, creative communicator, and global collaborator. School-led efforts were mainly focused on learning digital tools, aligning with the technical dimension of PEAT (DICTE, 2019). Tsai, C.-C., & Chai, C. S. (2012). Common Senselaunched a video series where educators talk about how theyre approaching remote learning and touch on key topics such as protecting student privacy. The results showed that student We have had training on using digital platforms . (prepared US), I am trained to use the students learning management platform (Its Learning). (prepared Norway). It involves the ability to meet complex demands, by drawing on and mobilising psychosocial resources (including skills and attitudes) in a particular context (OECD, 2005, p. 4). To analyze how Norwegian and US teachers elaborations on their preparedness to teach online at the onset of school closings aligned with pedagogical, ethical, attitudinal, and technological aspects of digital competence, we used the PEAT model (DICTE, 2019) as an analytical framework. https://doi.org/10.1177/07356331211028934. Maxwell, J. Retrieved from https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf. The difference between emergency remote teaching and online learning. Its a lot to familiarize oneself within a short amount of time and its easy to choose the first and best solution. The theme, All about Tools, focused mainly on the technical dimension of PEAT (DICTE, 2019) in the sense that teachers, both prepared and unprepared, referred to their ability to use software and hardware and how these tools operate. Readiness was also studied through the lens of TPACK (e.g., Li, 2022; Scherer, et al., 2020). (2019). From our own research, we know that learning about teaching methodology is a key training need for lots of teachers. A digital education action plan (20212027). https://doi.org/10.1080/03055698.2019.1651694. This body of work provides insights as to expectations in terms of readiness and preparedness to teach online and opens the door for potential commentary on alignments between pre-pandemic preparation and preparedness at the onset of the pandemic. Exploring EFL teachers ICT acceptance and ICT literacy during COVID-19 in mainland China. (2021). Digital competence does not only apply to teachers and students, but school leaders as well (International Society for Technology in Education, 2018). This theme provided evidence that school/district/municipality impeded teachers abilities to fully enact the pedagogical and technical dimensions. Practice (US and Norway) with digital tools over time (I have been using elements of flipped learning and asynchronous learning for a few years. US) was recognized as a part of online teaching readiness. Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. The variety of different concepts to identify and describe students and educators proficiency when using digital technology for teaching and learning purposes is vast. Professional Development Resources: These are resources which can support teachers or parents in supporting learners, guiding them to content, Vekst for nettbaserte utdanninger. Webteacher preparedness in the implementation of BDL. Resetting education and training for the digital age. DigComp 2.0: The digital competence framework for citizens. One problem is the lack of internet access in our rural county. (prepared US), I am not prepared for how my students will access the material because they dont have a laptop to learn synchronously or if they have internet. (unprepared US). was connected to readiness as indicated by a prepared Norwegian teacher, I have myself participated in online teaching at the [University], and also at the practice school. Being an online learner brought insights about online learning that were useful when teachers shifted to the role of online teacher: I had recently finished online studies at [University] in Norwegian and English and knew that this form of teaching requires much self-discipline (prepared Norway). This finding addresses the attitudinal dimension of PEAT (DICTE, 2019). Acknowledgement of these aspects relate to the ethical dimension. A., Shepherd, C. E., Gatewood, J., & Gish-Lieberman, J. J. It is likely that many more tools were available or used in schools. A big part of While lack of access and teacher beliefs/attitudes are both barriers to technology integration, a lack of design thinking can hinder teacher ability to integrate technology into instruction. When the platforms we use constantly crash, I create educational programs that may be available outside of school hours. However access to devices and the internet was a major concern among US teachers as indicated in these statements: Chromebooks were available for all students to pick up. We also wanted to showcase that there were teachers who specifically stated they were very well-prepared. Comunicar, 49, 7179. Four open-ended questions that addressed elaboration on preparation, measures by schools/teachers to include vulnerable learners, additional comments on challenges and/or opportunities. Factors like the application of technology in teaching, technology literacy, and perception of teachers on blended distance learning were found to be correlated with teacher's preparedness on the implementation of BDL. The strength of the PEAT model as an analytical framework is that it provides a straightforward and applicable framework when viewing the interconnectedness of the four dimensions of teachers digital competence. https://doi.org/10.3916/C49-2016-07. Bakir, N. (2016). For example, teachers may not have sufficient training yet believe they are capable of integrating technology in their practice, or they might wait to integrate technology until more training is acquired. School-led emergency efforts due to the pandemic potentially influenced teachers attitudinal dimension in a positive way. Hathaway, D., & Norton, P. (2012). Expanding and embedding digital literacies: Transformative agency in education. Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society. The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching. An unprepared US teacher was not comfortable with new technology butthe support from [the] principal and colleagues [had] made all the difference. A well-prepared Norwegian teacher conducted meetings through Zoom, Skype, etc. Furthermore, the tool decisions made at the administrative level, lacked consideration for how these tools would be used by students and teachers, as exemplified by: We are relegated to using only programs that are approved by our school division whether they are intuitive and accessible or not. (unprepared US), Higher ups continue to add paperwork to document attendance, contact, etc. Barriers to Distance Education: Perceptions of K-12 Educators. Overcoming second-order barriers to technology integration in K-5 schools. The ISTE Standards have informed the teacher preparation programs (Parra et al., 2019) and courses intended to increase digital competence as well as served as a framework for exploring preservice teachers confidence in technology competence. Also, this study, which asks teachers to elaborate on how prepared they were to teach online, relies on self-reported data. Educational Studies, 46(6), 727743. In other words, teachers provided their own perspectives rather than be limited by the assumptions of the researchers. Journal of Technology and Teacher Education, 16(1), 93112. The theme, Influence of Collaborations and Networks, characterizes evidence of working, communicating, and collaborating with colleagues at the onset of school closings. A summary was developed for each theme to emphasize the connection between the theme and digital competence as defined by the PEAT model. (2011). Another finding related to tools was the perception that knowing the tools made the transition easy as evident in this representative quotation from a prepared teacher: We already use the internet anyway alongside in-person teaching, so it is relatively easy to continue only in digital mode. (Norway), Only a few teachers (3.0% Norway teachers; 3% US teachers) specifically distinguished between being prepared to use the tools and being unprepared to teach online, differentiate learning, or use tools in an educational manner:, A bit prepared in the sense that we have used Teams for some time in the school. Related to working around the clock ( prepared US ) a competitive grant-program under the states digital learning to instead... Is a need to focus on varied teaching modes and not only either in-person teaching or online and! Competence during the COVID-19 pandemic remotely with video calls for older or more traditional teachers, who themselves as. Of technology point to the use of resources student we have are therefore showing. Plans including training educators who are not familiar with using digital technology for teaching impeded teachers abilities to fully online! 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