Abstract:

At the theoretical level, this paper presents the juxtaposition of the content of the terms digital skills (DS) and digital competence (DC) as they are defined by the Norwegian Directorate for Education and Training (UDIR). Next, both concepts are collocated with the Nordic notion of ‘digital dannelse’, which can translate to digital education (DE) or digital literacy (DL), depending on the context of its usage. On the empirical level, the study was focused on the analysis of how Norwegian teachers and teacher education students perceive the relation between these three concepts, i.e.: digital skills, digital competence, and digital literacy. The objective of the analysis was to develop insight in the perceptions of the significance of the areas defined as distinctive within the above concepts, and consequently map possible needs for better designing or redesigning the content of the study program ‘ICT and Learning’. The study program ‘ICT and Leaning’ aims at raising teachers’ competence and confidence in using digital media in the teaching/learning process. It is provided by Nord University, Norway as an online further education offer to teachers and an elective learning program to teacher education students. The participants in the study were students in one of the eight courses withing the program. The research method used was content analysis of the governmental documents and reflection documents written by students as a part of an assignment in the course. The results show high awareness of the importance of an ethical over-arch over practical aspects of digital competence and imply the need for more awareness raising work in this area.

Keywords:

Digital skills, digital competence, digital literacy, teacher education.