TEACHERS’ PERSPECTIVES ON ENHANCING PROFESSIONAL DIGITAL COMPETENCE BY PARTICIPATING IN TEACHMEET
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Published:
Jun 20, 2022
Keywords:
Teachers' Professional Digital Competence, Transformative Digital Agency, Continuing Professional Development, TeachMeet, Educational Technology, Technology Enhanced Learning (TEL)
Main Article Content
Abstract
This study examines teachers’ experiences in fostering professional digital competence (PDC) by participating in TeachMeet. TeachMeet are bottom-up professional development events where teachers meet to share pedagogical ideas about teaching and learning using digital technology. The study also examines how this participation may nurture teachers’ transformative digital agency as competent digital practitioners. The study employs qualitative methods, drawing on data from open-ended questionnaire answers (n=36) and five in-depth interviews. Thematic analysis is performed by taking an inductive approach to identify themes and drawing on the Norwegian PDC Framework for Teachers as the analytical lens. The findings reveal that the teachers consider participation in TeachMeet useful for the development of their PDC and participation may nurture teachers’ transformative digital agency. These findings have implications for facilitating teachers’ continuing professional development by focussing not only on their pedagogical and technological competencies but also their agentic capacities.
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Articles - General topics
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References
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Amond, M., Johnston, K., & Millwood, R. (2018, March). Self-organised professional development – the TeachMeet phenomenon. Paper presented at the 12th International Technology, Education and Development Conference, Valencia, Spain.
Amond, M., Johnston, K., Millwood, R., & McIntosh, E. (2020). A decade of TeachMeet: An interpretive phenomenological analysis of participants' tales of impact. In 6th International Conference on Higher Education Advances (HEAd”20), 2020, Valencia, Spain (pp. 483–491). doi: 10.4995/HEAd20.2020.11089
Arstorp, A.-T. (2019). Hva er lærerens profesjonsfaglige digitale kompetanse? [What is teachers’ professional digital competence?]. In T. A. Wølner, K. Kverndokken, M. Moe, & H. H. Siljan (Eds.), 101 digitale grep - en didaktikk for profesjonsfaglig digital kompetanse (pp. 17–32). Bergen, NO: Fagbokforlaget.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. doi: 10.1111%2Fj.1745-6916.2006.00011.x
Bennett, L. (2012). TeachMeets: Guerilla CPD. Educational Developments, 13(3). Retrieved from https://www.seda.ac.uk/past-issues/13.3
Boule, M. (2011). Mob rule learning: Camps, unconferences, and trashing the talking head. New York, NY, US: Information Today.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative research in psychology, 1-25. doi: 10.1080/14780887.2020.1769238
Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 102875.
Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435–455.
Carpenter, J. P., & Linton, J. N. (2016). Edcamp unconferences: Educators' perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97–108. doi:10.1016/j.tate.2016.03.004
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. doi: 10.1016/j.cptl.2018.03.019
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches (5th ed.). Los Angeles, CA, US: Sage.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy. In M. H. Kernis (Ed.), Efficacy, agency, and self-esteem, 31–49. Boston, MA, US: Springer US.
De Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7–23. doi: 10.17471/2499-4324/988
Engeness, I. (2019). Teacher facilitating of group learning in science with digital technology and insights into students' agency in learning to learn. Research in Science & Technological Education, 38(1), 42-62. doi: 10.1080/02635143.2019.1576604
Engeness, I., Nohr, M., Singh, A. B., & Mørch, A. (2020). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education, 18(4), 497-516. doi: 10.1177/1478210319895189
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. doi: 10.1080/158037042000225245
Fjørtoft, S. O., Thun, S., & Buvik, M. P. (2019). Monitor 2019. En deskriptiv kartlegging av digital tilstand i norsk skoler og barnehager [A descriptive mapping of the digital state of Norwegian schools and kindergartens] (2019: 00877). SINTEF. Retrieved from https://www.udir.no/contentassets/92b2822fa64e4759b4372d67bcc8bc61/monitor-2019-sluttrapport_sintef.pdf
Haapasaari, A., Engeström, Y., & Kerosuo, H. (2016). The emergence of learners' transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 232–262. doi: 10.1080/13639080.2014.900168
Hjukse, H., Aagaard, T., Bueie, A. A., Moser, T., & Vika, K. S. (2020). Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse [Digitalization in teacher education. On subject differences when working with professional digital competence]. Acta Didactica Norden, 14(1), 1-27.
Hopwood, N. (2021). From response and adaptation to learning, agency and contribution: making the theory of practice architectures dangerous. Journal of Praxis in Higher Education, 3(1), 78-94. doi:10.47989/kpdc114
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.
Kelentrić, M., Helland, K., & Arstorp, A. (2017). Professional digital competence framework for teachers. Retrieved from https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
Langset, I. D., Jacobsen, D. Y., & Haugsbakken, H. (2018). Digital professional development: Towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy, 13(01), 24–39.
Lund, A., Furberg, A., & Gudmundsdottir, G. B. (2019). Expanding and embedding digital literacies: Transformative agency in education. Media and Communication, 7(2), 47–58. doi:10.17645/mac.v7i2.1880
Mäkitalo, Å. (2016). On the notion of agency in studies of interaction and learning. Learning, Culture and Social Interaction, 10, 64–67. doi: 10.1016/j.lcsi.2016.07.003
McCormick, R., Banks, F., Morgan, B., Opfer, D., Pedder, D., Storey, A., & Wolfenden, F. (2008). Schools and continuing professional development (CPD) in England–State of the nation research project (T34718): Literature review report. London, UK: Training and Development Agency for Schools.
McGarr, O., & McDonagh, A. (2019). Digital competence in Teacher Education Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. Retrieved from https://dicte.oslomet.no/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi: 10.1111/j.1467-9620.2006.00684.x
Moon, J., Passmore, C., Reiser, B. J., & Michaels, S. (2014). Beyond comparisons of online versus face-to-face PD: Commentary in response to Fishman et al., Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 65(2), 172–176.
National Conference on using ICT in Teaching and Learning. (2013). NKUL 13. Retrieved from https://www.nkul.no/wp-content/uploads/nkul-2013-program.pdf
Norwegian Directorate of Education and Research. (2005). Kunnskapsløftet - reformen i grunnskole og videregående opplæring [The Knowledge Promotion Reform in primary and secondary school]. Retrieved from https://www.regjeringen.no/globalassets/upload/kilde/ufd/prm/2005/0081/ddd/pdfv/256458-kunnskap_bokmaal_low.pdf
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. doi: 10.3102/0034654311413609
Organisation for Economic Co-operation and Development. (2019). How teachers learn. An OECD perspective. Retrieved from https://issuu.com/oecd.publishing/docs/how_teachers_learn_-_an_oecd_perspe/20
Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1–3. doi: 10.1016/j.lcsi.2016.07.001
Redecker, C., & Punie, Y. E. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. (JRC107466). Publications Office of the European Union. Retrieved from http://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Sannino, A., & Engeström, Y. (2016). Relational agency, double stimulation and the object of activity: An intervention study in a primary school. In A. Edwards (Ed.) Working relationally in and across practices: Cultural-historical approaches to collaboration (pp. 58–77). New York, NY, US: Cambridge University Press.
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky's approach to development and education: New York,, NY, US: Cambridge University Press.
Throndsen, I., Carlsten, T. C., & Björnsson, J. K. (2018). TALIS 2018 Første funn fra ungdomstrinnet [TALIS 2018 First findings from lower secondary school]. Retrieved from https://www.udir.no/contentassets/cee13d13f3c14e029320fbf10833925e/talis2018-rapport..pdf
Tømte, C., Kårstein, A., & Olsen, D. S. (2013). IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? [ICT in teacher education: Moving towards professional digital competence?] (8272189194). Retrieved from https://www.nifu.no/publications/1027114/
Tømte, C., Wollscheid, S., Bugge, M., & Vennerød-Diesen, F. F. (2018). Digital læring i askerskolen: Midtveisrapport fra følgeforskning [Digital learning in the Asker School: A mid-term report] (2018:29). Retrieved from https://nifu.brage.unit.no/nifu-xmlui/handle/11250/2569067
Tømte, C., Wollscheid, S., Bugge, M., & Vennerød-Diesen, F. F. (2019). Digital læring i askerskolen. Sluttrapport fra følgeforskning [Digital learning in the Asker School. Final report] (2019:27). Retrieved from https://nifu.brage.unit.no/nifu-xmlui/handle/11250/2631639
Walsh, C. S., Bradshaw, P., & Twining, P. (2011). E- learning through collaborative teacher professional development in primary and secondary schools in England. Paper presented at the IADIS International Conference e-Learning.
Amond, M., Johnston, K., & Millwood, R. (2018, March). Self-organised professional development – the TeachMeet phenomenon. Paper presented at the 12th International Technology, Education and Development Conference, Valencia, Spain.
Amond, M., Johnston, K., Millwood, R., & McIntosh, E. (2020). A decade of TeachMeet: An interpretive phenomenological analysis of participants' tales of impact. In 6th International Conference on Higher Education Advances (HEAd”20), 2020, Valencia, Spain (pp. 483–491). doi: 10.4995/HEAd20.2020.11089
Arstorp, A.-T. (2019). Hva er lærerens profesjonsfaglige digitale kompetanse? [What is teachers’ professional digital competence?]. In T. A. Wølner, K. Kverndokken, M. Moe, & H. H. Siljan (Eds.), 101 digitale grep - en didaktikk for profesjonsfaglig digital kompetanse (pp. 17–32). Bergen, NO: Fagbokforlaget.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. doi: 10.1111%2Fj.1745-6916.2006.00011.x
Bennett, L. (2012). TeachMeets: Guerilla CPD. Educational Developments, 13(3). Retrieved from https://www.seda.ac.uk/past-issues/13.3
Boule, M. (2011). Mob rule learning: Camps, unconferences, and trashing the talking head. New York, NY, US: Information Today.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative research in psychology, 1-25. doi: 10.1080/14780887.2020.1769238
Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 102875.
Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435–455.
Carpenter, J. P., & Linton, J. N. (2016). Edcamp unconferences: Educators' perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97–108. doi:10.1016/j.tate.2016.03.004
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. doi: 10.1016/j.cptl.2018.03.019
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative & mixed methods approaches (5th ed.). Los Angeles, CA, US: Sage.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy. In M. H. Kernis (Ed.), Efficacy, agency, and self-esteem, 31–49. Boston, MA, US: Springer US.
De Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7–23. doi: 10.17471/2499-4324/988
Engeness, I. (2019). Teacher facilitating of group learning in science with digital technology and insights into students' agency in learning to learn. Research in Science & Technological Education, 38(1), 42-62. doi: 10.1080/02635143.2019.1576604
Engeness, I., Nohr, M., Singh, A. B., & Mørch, A. (2020). Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway. Policy Futures in Education, 18(4), 497-516. doi: 10.1177/1478210319895189
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. doi: 10.1080/158037042000225245
Fjørtoft, S. O., Thun, S., & Buvik, M. P. (2019). Monitor 2019. En deskriptiv kartlegging av digital tilstand i norsk skoler og barnehager [A descriptive mapping of the digital state of Norwegian schools and kindergartens] (2019: 00877). SINTEF. Retrieved from https://www.udir.no/contentassets/92b2822fa64e4759b4372d67bcc8bc61/monitor-2019-sluttrapport_sintef.pdf
Haapasaari, A., Engeström, Y., & Kerosuo, H. (2016). The emergence of learners' transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 232–262. doi: 10.1080/13639080.2014.900168
Hjukse, H., Aagaard, T., Bueie, A. A., Moser, T., & Vika, K. S. (2020). Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse [Digitalization in teacher education. On subject differences when working with professional digital competence]. Acta Didactica Norden, 14(1), 1-27.
Hopwood, N. (2021). From response and adaptation to learning, agency and contribution: making the theory of practice architectures dangerous. Journal of Praxis in Higher Education, 3(1), 78-94. doi:10.47989/kpdc114
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.
Kelentrić, M., Helland, K., & Arstorp, A. (2017). Professional digital competence framework for teachers. Retrieved from https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
Langset, I. D., Jacobsen, D. Y., & Haugsbakken, H. (2018). Digital professional development: Towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy, 13(01), 24–39.
Lund, A., Furberg, A., & Gudmundsdottir, G. B. (2019). Expanding and embedding digital literacies: Transformative agency in education. Media and Communication, 7(2), 47–58. doi:10.17645/mac.v7i2.1880
Mäkitalo, Å. (2016). On the notion of agency in studies of interaction and learning. Learning, Culture and Social Interaction, 10, 64–67. doi: 10.1016/j.lcsi.2016.07.003
McCormick, R., Banks, F., Morgan, B., Opfer, D., Pedder, D., Storey, A., & Wolfenden, F. (2008). Schools and continuing professional development (CPD) in England–State of the nation research project (T34718): Literature review report. London, UK: Training and Development Agency for Schools.
McGarr, O., & McDonagh, A. (2019). Digital competence in Teacher Education Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. Retrieved from https://dicte.oslomet.no/
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi: 10.1111/j.1467-9620.2006.00684.x
Moon, J., Passmore, C., Reiser, B. J., & Michaels, S. (2014). Beyond comparisons of online versus face-to-face PD: Commentary in response to Fishman et al., Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 65(2), 172–176.
National Conference on using ICT in Teaching and Learning. (2013). NKUL 13. Retrieved from https://www.nkul.no/wp-content/uploads/nkul-2013-program.pdf
Norwegian Directorate of Education and Research. (2005). Kunnskapsløftet - reformen i grunnskole og videregående opplæring [The Knowledge Promotion Reform in primary and secondary school]. Retrieved from https://www.regjeringen.no/globalassets/upload/kilde/ufd/prm/2005/0081/ddd/pdfv/256458-kunnskap_bokmaal_low.pdf
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. doi: 10.3102/0034654311413609
Organisation for Economic Co-operation and Development. (2019). How teachers learn. An OECD perspective. Retrieved from https://issuu.com/oecd.publishing/docs/how_teachers_learn_-_an_oecd_perspe/20
Rajala, A., Martin, J., & Kumpulainen, K. (2016). Agency and learning: Researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1–3. doi: 10.1016/j.lcsi.2016.07.001
Redecker, C., & Punie, Y. E. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. (JRC107466). Publications Office of the European Union. Retrieved from http://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Sannino, A., & Engeström, Y. (2016). Relational agency, double stimulation and the object of activity: An intervention study in a primary school. In A. Edwards (Ed.) Working relationally in and across practices: Cultural-historical approaches to collaboration (pp. 58–77). New York, NY, US: Cambridge University Press.
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky's approach to development and education: New York,, NY, US: Cambridge University Press.
Throndsen, I., Carlsten, T. C., & Björnsson, J. K. (2018). TALIS 2018 Første funn fra ungdomstrinnet [TALIS 2018 First findings from lower secondary school]. Retrieved from https://www.udir.no/contentassets/cee13d13f3c14e029320fbf10833925e/talis2018-rapport..pdf
Tømte, C., Kårstein, A., & Olsen, D. S. (2013). IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? [ICT in teacher education: Moving towards professional digital competence?] (8272189194). Retrieved from https://www.nifu.no/publications/1027114/
Tømte, C., Wollscheid, S., Bugge, M., & Vennerød-Diesen, F. F. (2018). Digital læring i askerskolen: Midtveisrapport fra følgeforskning [Digital learning in the Asker School: A mid-term report] (2018:29). Retrieved from https://nifu.brage.unit.no/nifu-xmlui/handle/11250/2569067
Tømte, C., Wollscheid, S., Bugge, M., & Vennerød-Diesen, F. F. (2019). Digital læring i askerskolen. Sluttrapport fra følgeforskning [Digital learning in the Asker School. Final report] (2019:27). Retrieved from https://nifu.brage.unit.no/nifu-xmlui/handle/11250/2631639
Walsh, C. S., Bradshaw, P., & Twining, P. (2011). E- learning through collaborative teacher professional development in primary and secondary schools in England. Paper presented at the IADIS International Conference e-Learning.