Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy

Lijun Feng; Sijia Xue

doi:doi:10.11648/j.edu.20231203.14

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Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy

Lijun Feng, Sijia Xue

Published in Education Journal (Volume 12, Issue 3)

Received: 5 May 2023 Accepted: 7 June 2023 Published: 14 June 2023

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Abstract

Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21^st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.

Published in	Education Journal (Volume 12, Issue 3)
DOI	10.11648/j.edu.20231203.14
Page(s)	103-108
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Digital Literacy, DigCompEdu, Teacher Development

References

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APA Style

Lijun Feng, Sijia Xue. (2023). Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Education Journal, 12(3), 103-108. https://doi.org/10.11648/j.edu.20231203.14

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Lijun Feng; Sijia Xue. Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Educ. J. 2023, 12(3), 103-108. doi: 10.11648/j.edu.20231203.14

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AMA Style

Lijun Feng, Sijia Xue. Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Educ J. 2023;12(3):103-108. doi: 10.11648/j.edu.20231203.14

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@article{10.11648/j.edu.20231203.14,
  author = {Lijun Feng and Sijia Xue},
  title = {Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy},
  journal = {Education Journal},
  volume = {12},
  number = {3},
  pages = {103-108},
  doi = {10.11648/j.edu.20231203.14},
  url = {https://doi.org/10.11648/j.edu.20231203.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.14},
  abstract = {Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.},
 year = {2023}
}

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TY  - JOUR
T1  - Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy
AU  - Lijun Feng
AU  - Sijia Xue
Y1  - 2023/06/14
PY  - 2023
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AB  - Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.
VL  - 12
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Author Information

Lijun Feng

College of Teacher Education, Southwest University, Chongqing, China
Sijia Xue

College of Teacher Education, Southwest University, Chongqing, China

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APA Style

Lijun Feng, Sijia Xue. (2023). Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Education Journal, 12(3), 103-108. https://doi.org/10.11648/j.edu.20231203.14

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ACS Style

Lijun Feng; Sijia Xue. Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Educ. J. 2023, 12(3), 103-108. doi: 10.11648/j.edu.20231203.14

Copy | Download

AMA Style

Lijun Feng, Sijia Xue. Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy. Educ J. 2023;12(3):103-108. doi: 10.11648/j.edu.20231203.14

Copy | Download

@article{10.11648/j.edu.20231203.14,
  author = {Lijun Feng and Sijia Xue},
  title = {Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy},
  journal = {Education Journal},
  volume = {12},
  number = {3},
  pages = {103-108},
  doi = {10.11648/j.edu.20231203.14},
  url = {https://doi.org/10.11648/j.edu.20231203.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.14},
  abstract = {Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Using the DigCompEdu Framework to Conceptualize Teachers’ Digital Literacy
AU  - Lijun Feng
AU  - Sijia Xue
Y1  - 2023/06/14
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231203.14
DO  - 10.11648/j.edu.20231203.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 103
EP  - 108
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231203.14
AB  - Teachers’ literacy has a strong impact on the effectiveness and quality of teaching. Digital literacy has been described as a survival skill, without which citizens can not acquire the knowledge and skills necessary for life in the 21st century. Digital literacy has become essential to teachers’ overall quality and is significant for teachers’ ongoing professional development in the digital age. This article begins with the introduction and comparison of different definitions of digital literacy. Then it adopts the European Framework for the Digital Competence of Educators (DigCompEdu) to conceptualize teachers’ digital literacy to elaborate on the concept. The framework demonstrates a set of digital competences specific to teachers to be able to seize the potential of digital technologies for enhancing and innovating education. These competences include professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. Meanwhile, a model of digital competence proficiency in a cumulative progression through six levels has also been introduced, which begins with Remembering and Understanding, goes through Applying and Analyzing, and finally Evaluating and Creating. Moreover, existing literature on research using this framework has been reviewed to show how the framework could be employed to understand and develop teachers’ digital literacy in practice. Finally, research gaps are identified and suggestions for future research are provided.
VL  - 12
IS  - 3
ER  -

Copy | Download