Of Teachers in the Digital Era - The Transition from Being Digitally Literate to Digitally Competent

Sikha Nayak; Prajna  Pani

Authors

Sikha Nayak Centurion University of Technology and Management
Prajna Pani Centurion University of Technology and Management

Keywords:

digital literacy, digitally-mediated classroom, competence framework, digital competence

Abstract

Various structures, models, and literacies have been developed over time to guide teacher educators in their efforts to develop advanced digital skills in their students, motivating them to use new technology in their future classrooms. In general, these focus on students' progress in using ‘educational' apps and digitally-sourced data or understanding successful blends of pedagogical, material, and technical information seen as promoting the incorporation of digital tools into teaching to improve subject learning outcomes. Courses designed to improve these abilities are often delivered as standalone units within teacher education organizations, or there is an assumption that they will be created through incorporating technology into other disciplines or by approved assessment. Various studies suggest, however, that the existing emphasis on subject-related technical and knowledge skills does not adequately prepare students for the scope of information and capabilities needed in today's classrooms and beyond. The article aims to discuss the preparedness needed that moves beyond technical and literacies conceptualizations, arguing for a more systematic and broader understanding of the required knowledge and skills that young people need to function morally, safely, and productively in a variety of digitally-mediated learning environments. It includes a critical analysis of existing competence frameworks and their pertinence to present the scenario. The framework's implications are explored, with emphasis on its interdisciplinary nature and the necessity that all faculty participate purposefully and intentionally in achieving its goals.

Author Biography

Prajna Pani, Centurion University of Technology and Management

Dr. Prajna Pani is a Professor of English at Centurion University of Technology and Management, Odisha. She obtained her Ph.D. from Utkal University in 2008. Her specialisations include Linguistics, ELT and 20th C British Literature.Dr. Prajna Pani has received Faculty Excellence Award (2013) and New Age Teacher Award (2015) from the university.She has invested more than 21 years in teaching, mentoring, training, and development. She is drawn in exploring the innovative teaching methods using Moodle Software, Learning Apps, Infographics, Blogs using WordPress and ELT 4.0 tools and technology. She has published more than 45 papers in national and international journals of repute, and also presented papers in national and international conferences, the most notable ones being in Harvard Faculty Club, Imperial College London, and National University Singapore. Her interest areas are ELT 4.0, Pedagogy, Emotional Intelligence, Communication and IT Enabled Communication. Dr.Prajna has edited the book ‘Education Technology for Engagement and Experience: A New Approach to Learning’. She is the co-editor of the book ‘Repositioning Folklore and Indigenous Knowledge Systems’. She has authored a book titled ‘Memory as Transcendence in T. S Eliot’s Poetry’.She is also the co-author of two books ‘Emotional Intelligence and Communication at Workplace’ and 'Exploring Correlations among Attitude, Self-Efficacy and English Language Achievement'.