K21

ASSIGNMENT

Vu Thi Oanh - K2141021937

Nguyen Hoang My Xuan - K214100783

Le Thi Khanh Huyen - K214101933

Tran Thi Minh Tam - K214100777

Quach Quang Huy - K214100766

Topic: Developing teachers' pedagogical digital competence for e-learning in the

digital age.

In an ever-evolving technological world, especially in the COVID-19 pandemic, most

human activities are associated with the Internet; therefore, technology has become an
indispensable element of standard of living. It follows therefore that digital
competence is gradually becoming a popular topic in the argument in order to gauge
people's understanding and skills within the knowledge society. But its usage by
teachers for educational purposes has gone unnoticed. Recent research has
emphasized that digital competence refers to the ability to use technical tools to access
information for a range of objectives (Ilomäki et al, 2011; Ferrari, 2012). Softic (2018)
points out that new technologies provide new chances for teaching and learning,
requiring teachers to keep up with the times and try out new ways in the educational
process in a proper and high-quality manner. Undoubtedly, the diverse technologies
that are influencing people's lives and can be advantageous to learning and teaching
(Al Khateeb, 2017). It is therefore necessary to develop teachers' pedagogical digital
competence for e-learning in the digital age. For this reason, the aim of this paper is to
discuss the components and the conditions of teachers' pedagogical digital
competencies as well as what should be done to improve pedagogical digital
competencies.

Recent studies have highlighted that there has been an emphasis on digital
competency, which may be viewed as a gateway for expanding knowledge,
economies, society, and individuals. As a result, any educational program's
competence to use technology to live, work, and study throughout life is addressed as
a transversal subject. In another case, several universities throughout the world have
closed their campuses and moved their learning, teaching, and assessment operations
to digital environments as a result of COVID-19 (Watermeyer et al., 2020). Such
concern has frequently been based on the belief that digital technologies have
enormous potential to improve educational quality (Toit, 2015; Trucano, 2005). One
of the main reasons for implementing digital skills and ICT, according to Sysoyev and
Evstigneev (2015), is that competency in the use of information and communication
technologies is an inherent aspect of a foreign language teacher's professional
competency. This suggests that digital competency development must be considered
an educational priority (Blayone, 2018).

Recently, a number of ideas have been explored in the literature on the subject of the
mastery of technology-related skills, including both digital competence and digital
literacy. It is believed that digital literacy is a chief motive for digital competence.
Literacy is a term that commonly refers to the capacity to read and write text using
traditional paper-based literacy and related literate practices (Belshaw, 2011). Digital
literacy, according to Alkali and Amichai-Hamburger (2004), includes of five
components: photo-visual skills, reproduction skills, branching skills, information
skills, and socio-emotional skills, all of which need a high degree of critical thinking
and a broad grasp of media (Rantala & Suoranta, 2008). Digital competence is seen as
a necessary component of twenty-first-century society (Ferrari, 2013).

Likewise, several studies have highlighted teaching professionals' digital competency

as a significant assumption that includes digital skills, attitudes, and knowledge
(Ferrari, 2012; Redecker, 2017; Spiteri & Rundgren, 2020). Technical ICT use has
been the focus of research on educating professionals' digital abilities (Tondeur et
al.,2018; van Laar et al., 2017). This can be seen as a prerequisite for taking advantage
of technology-enhanced instructional practices. In addition to a skill-based focus,
teaching professionals' attitudes and ideas about digital technologies are vital because
they impact individual behaviors and play a significant part in the learning process.
(Funkhouser & Mouza, 2013; Prestridge, 2012). Ultimately, knowledge of the
functions and advantages of digital technologies and their applications may be
considered as a precondition for the successful integration of digital technologies into
education, in the context of training professionals' digital competencies (Jaipal &
Figg, 2010; Voogt et al., 2013). Knowledge, skills, and attitudes are all intertwined,
since each type of knowledge is something that an individual can report on but not
necessarily something they want to (attitude) or can (skills) do in practice. In another
point, according to Zhao et al. (2002), digital competence is related to three
knowledge domains that must be integrated: technical proficiency, pedagogical
compatibility, and social awareness.Instefjord and Munthe (2016) confirm that
teachers’ digital competence is based on the knowledge areas suggested by Zhao et al.
(2002). In view of that, technology proficiency depends on teachers’ technical
competence and confidence when it comes to employing technology. In addition,
pedagogical compatibility refers to instructors' awareness of how technology might
support in classroom practice and contribute to the curriculum's aims. Finally,
teachers' capacity to deal with a range of social aspects of the school or class is
referred to as social awareness.

Technology creates new levels of complexity and necessitates the new acquisition of
new knowledge and skills. Teachers must first recognize what digital capabilities they
possess and how much training they require in order to be effective in integrating
e-learning into the educational process. According to Aduwa-Ogiegbaen (2014),
research in Africa has found that most teachers lack fundamental technological skills
and require considerable professional development in order to use technology in the
classroom. Furthermore, according to Kirschner and Davis (2003), teacher education
should focus on establishing TDC so that new teachers do not have to devote a
significant amount of time and energy to improving their digital competence when
they begin their careers. TDC development entails more than simply educating
teachers how to comprehend and apply various evolving technologies relevant to their
vocation. (Lund et al., 2014; van Dijk, 2005). Van Dijk (2005) agreed, adding that
people should be constantly practicing digital abilities, which he refers to as "the
nursery ground of all digital talents" (p.90). He said that it is a mistake to assume that
digital skills are learnt or should be learned in computer classes, claiming that these
are not the most important ways of learning computer skills but rather provide a solid
foundation for growing digital abilities.

Collaboration, according to Kim (2009) and Koehler et al. (2007), aids instructors in
developing personal linkages between technology, pedagogy, and material.
Collaboration as an active and creative process in teacher education assists teachers in
developing personal linkages between technology, pedagogy, and subject. The limited
digital materials available allow teachers to cooperate and share them. According to
the National Center for Education Statistics in the United States, teachers with less
teaching experience were more likely to include computers into their classes than
those with more experience. However, according to Lau and Sim (2008), more
experienced teachers use computer technology in the classroom than less experienced
teachers. Although the results of the two research contradict each other, it is feasible
that the teachers' knowledge of and continued work with computer technology
improved their digital competencies for pedagogical purposes in both cases.
Furthermore, modeling has long been used in teacher education to promote digital
competency around the world. (Dorgu et al., 2015), it does help students develop
interest and motivation by integrating them in the teaching and learning process
(VanDijk, 2005).

Contemporary research has shown that teachers should improve pedagogical digital
competencies for enhancing new practices into teaching and practical implications
(Toit, 2015 ; Trucano, 2005). Knowledge, skills, attitudes, and techniques in regard to
digital technology, learning theory, topic, and context, as well as the relationships
between these, are all examples of pedagogical digital competence. PDC is therefore
something that may be expected to grow as a teacher gains experience.In accordance
with the objectives of the Education and Training 2020 Strategic Framework
(European Union, 2009), teachers must link digital-age skills or digital competences
to their professional practice.Encouragement of teaching professionals to attempt new
practices employing digital technology, development of new methods of measuring
skills, and creation of a welcoming environment in which learning is valued are all
equally vital. In recent years, studies (Hasniza et al., 2013; Chai et al., 2013) have
reported that effective use of digital technology in education necessitates instructors
developing understanding of technology (digital hardware and software), pedagogy
(teaching methods), content (real subject matter to be taught), and the junction of
these. Makoe(2012) notes that educators must be instructed on how to use new digital
tools and incorporate them into their own practices. Starting with generating
documentation for teachers regarding online learning, e-learning is the best alternative
right now, especially in light of the current covid-19 epidemic. It therefore includes
the techniques used by teachers to learn how to learn and to transfer their knowledge
into actions that promote their pupils' progress (OECD, 2014).This document contains
not only tutorials, but also video clips to guide teachers in the use of information
technology, from how to organize lessons, build supporting video lectures, to
communicate how to teach students how to perform their learning tasks so that before
online teaching, students have discussed products. (Lund et al. ,2014) submit that it
involves making teachers capable of using digital technology and learning resources
in productive ways to transform their knowledge into discipline-specific didactics,
classroom management techniques and assessments of how students productively use
available digital resources In practice, any research instrument focused on
technology-related knowledge needs to be constantly updated In the process of
transitioning from traditional to online learning, there would be the problem that the
teacher's knowledge is not conveyed to the students correctly. In the process of
transitioning from traditional to online learning, there would be the problem that the
teacher's knowledge is not conveyed to the students correctly. This comes from the
fact that the lecturers are taught the traditional way of teaching rather than online,
knowing this, pedagogical schools should develop and supplement curricula and
lessons to train teachers. ability to teach using both traditional and online methods.
Consequently, in this study we argue that teachers ́digital competence (TDC) can best
be developed when teachers understand and apply knowledge generated from the
relationships between technology, pedagogy and content in their practice.

Likewise, teachers need to have the ability and use of technology, such as modifying,
creating and sharing these resources to adjust them to their objectives, students and
teaching styles to be able to organize and teach in the most effective way.The teacher
must be someone who knows how to choose the right platform for himself,
understands it best and acts as a coach for his students in technical matters. Overall,
teachers should improve their ability in digital technology and their competence to
acquire, analyze, and integrate digital resources with teaching content to make such
content more intuitive, vivid, and easily understood. Examples of this are using
relevant video resources to present abstract knowledge and using information
technology to collect and analyze data on students’ learning characteristics, and
adjusting and improving teaching behaviors through said data’s results (Prestridge,
2012)—all of which are inextricably linked to teachers' digital competencies. Besides,
teachers also need to have more digital citizenship and digital safety mindset. Having
determined that teaching in a technology school, a flat world space, it is necessary to
integrate into the community and learn to be subject to more supervision than a safe
classroom in an in-person school. Likewise, they must know how to use and
administer digital content responsibly, respecting the author's rights and protecting
personal data.

In addition to a skill-based focus, it is critical to include teaching professionals'

attitudes and ideas about digital technologies since they impact individuals' behaviors
and play a significant part in the learning process.(Funkhouser & Mouza, 2013;
Prestridge, 2012; Van Braak et al., 2004; van Dinther et al., 2011).Teaching
professionals' digital abilities are intertwined with their attitudes about technology and
their technological understanding.(Spiteri & Rundgren, 2020). Maclellan (2008)
suggests that it is critical that instructors enhance both their knowledge and their
abilities in order to adapt to diverse settings, and that writing and documentation is an
appropriate technique to promote their professional development. Ott and Pozzi
(2009) argue that in a digital setting, the teacher must be able to evaluate and select
ICT resources for each student with a specific functional diversity (including assistive
devices), paying specific attention to issues concerning software and hardware
availability. As a result, this significant shift in knowledge transfer necessitates a
teacher with educational technology-enhanced competency, allowing for fully
inclusive education for all students with and without impairments(Fernández-Batanero
et al.,2019).When we refer to inclusive education, we emphasize the right of everyone
to be educated within the same context and to the maximum of their capabilities. This
indicates that pupils will have varying cognitive and physiological traits, learning
styles, and attitudes toward a variety of digital gadgets. As a result, it is critical that
instructors have not just the required tools to serve all pupils, but also particular
technology and pedagogical training. (Cabero-Almenara ,Romero-Tena et al., 2020).

It has also been found that teachers need to develop communication and collaboration
through digital technologies. A teacher possessing good communication skills can
support students in their journey towards achieving expected learning outcomes,
understand how this process works and how it relates to regulating principles. We
need to bring learning to people instead of people learning. Online teaching
emphasizes a student-centered approach, which places greater demands on students'
learning behaviors and necessitates attention to students' information literacy while
highlighting the advancement of teachers' digital capabilities and increasing their
willingness to use online teaching. Digital technologies can be used to supply learning
activities adapted to the competence level, interests and learning needs of each
student.Digital technologies enable interactions between educators and students,
provide multimedia interfaces that facilitate learning and increase flexibility in the
delivery of training (UN, 2018). Teachers ought to use digital technologies to
improve the teaching process and interact professionally with colleagues, students,
parents and different agents of the educational community. Furthermore, this
communication through technology allows for individual professional development
and collective and continuous innovation in the educational organization.When
working with virtual classroom space, teachers need to try to increase interaction to
develop skills, higher-order thinking such as discussion, participation in feedback
assessment of knowledge, need to reduce the activities that require students to think
for a long time, leading to limited communication space.

The literature reviewed so far shows that it is essential for teachers to provide ongoing
training not only in digital competence but also in how to use them for educational
purposes. Because of the lack of basic knowledge in digital and technology as well as
continued growth in this field, teachers are not inventive in their teaching and still
stick to outdated traditional methods (Bates and Sangrà, 2011, as cited in Softic,
2018). This competency is constantly evolving and is greatly influenced by current
technological advancements (Guillén-Gámez et al., 2021). Therefore, teachers must be
trained on a regular basis to ensure that they have adequate knowledge and skills. If
schools want to develop teaching quality, the first challenge is to improve teachers'
digital competence. As technology advances, new teaching approaches become
possible, yet teachers still lack adequate ICT training, which has a direct impact on
their teaching. This could be due to training limitations, as ICT is still not completely
incorporated into teaching–learning processes. Additionally, Guillén-Gámez et al.,
(2021) states that it could also be related to the fact that teachers still lack the required
resources to employ in the classroom, since they still use traditional tools and
methods.

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