KNOWING ABOUT ICT IN EDUCATION: REDEFINING DIGITAL COMPETENCE FOR TEACHERS?

J Ola Lindberg
Department of Education
Mid Sweden University
Sweden

This paper concerns Teacher Professional Development (TPD) and ICT. It is sometimes assumed that teachers’ use of ICT should promote a digital literacy, and that teachers’ knowledge could be described as a digital competence. This assumption disregards that digital competence often refers to the policies of life-long learning (European Union, 2006). This paper aims to discuss digital competence in the context of ICT in Swedish schools as it appears in national and international surveys. It is argued that teachers’ digital competence has to be framed differently in order to give a relevant picture of the situation in Swedish schools.

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