Key models and frameworks: understanding the theory and practice of professional digital competence

Keith Johnston

Chapter 2 in Reimagining Teacher Digital Competence, 2025, pp 10-26 from Edward Elgar Publishing

Abstract: This chapter details how the communication and operationalization of professional digital competence (PDC) within education, particularly teacher education, has been reflected and influenced by several prominent models and frameworks. Given the prominence of these models and frameworks in the related discourse, this chapter analyses how they ‘give life’ to the concept of PDC and aims to unpack the nature of the competencies they support and related conceptualizations of teaching and learning encompassing the role of the teacher. The analysis will be drawn in light of existing analyses of general competence frameworks per se. The chapter will ask whether these frameworks are a useful mechanism for the proliferation of digital competence or whether they have the potential to narrow the understanding of competence and become a tool for teacher performativity and accountability. The chapter will conclude by identifying some emerging tensions and ‘gaps’ with respect to established PDC frameworks – addressing whether the competencies they support are sufficient to address emergent issues and challenges related to technology adoption in schools or whether there is scope for such frameworks to reflect a wider conceptualization.

Keywords: Professional digital competence; Professional digital competence frameworks; Technological competence; Pedagogical competence; Teacher accountability (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035337507
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