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Teacher Training and Digital Competence: A Pedagogical Recommendation

Teacher Training and Digital Competence: A Pedagogical Recommendation

Rosanna Tammaro, Anna D'Alessio
Copyright: © 2018 |Pages: 11
ISBN13: 9781522534174|ISBN10: 1522534172|EISBN13: 9781522534181
DOI: 10.4018/978-1-5225-3417-4.ch047
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MLA

Tammaro, Rosanna, and Anna D'Alessio. "Teacher Training and Digital Competence: A Pedagogical Recommendation." Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 897-907. https://doi.org/10.4018/978-1-5225-3417-4.ch047

APA

Tammaro, R. & D'Alessio, A. (2018). Teacher Training and Digital Competence: A Pedagogical Recommendation. In I. Management Association (Ed.), Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications (pp. 897-907). IGI Global. https://doi.org/10.4018/978-1-5225-3417-4.ch047

Chicago

Tammaro, Rosanna, and Anna D'Alessio. "Teacher Training and Digital Competence: A Pedagogical Recommendation." In Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 897-907. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3417-4.ch047

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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.

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