On the Question of Pedagogical Digital Competence

Abstract

Educational institutions develop professional training programs for teachers so they could bring technology into the classroom and take the quality of education to a new level. However, despite the measures being adopted, a number of researchers report unsatisfying results. One of the root causes of this situation seems to be the absence of clear understanding of what the notions of digital competence and pedagogical digital competence are supposed to include. This problem is tightly connected with the problem of creating a framework for the development of digital skills of an instructor. On one hand, there is a demand for universal models that would include a wide range of pedagogical digital skills. There is a demand for universal models, which would include the widest possible range of digital competences of a teacher. Among them there are such existing frameworks as DigiCompEdu, ICT CFT, TETCs, which cover numerous aspects of instructors’ work. Meanwhile, there is the lack of models that would structurize the professional practice of a teacher at the micro level of using a digital instrument. There is a necessity for the framework comprising a limited set of primary basic skills which would be universal enough to be applicable to operating any kind of technology. In the article, we propose a version of this type of a framework.