Abstract:

This paper discusses higher education teacher training and coaching in the use of digital technologies. It addresses the measures a training institution can take to level up the teachers’ digipedagogical competencies and to strengthen their self-efficacy in the use of digital technologies. The theoretical part reviews articles and literature related to the topic. The empirical part of the paper describes a case example of a higher education institution developing a systematic approach to faculty training in digital pedagogy.

The integration of digital technologies into teaching requires the teacher to possess several skills or competencies. The two best known frameworks to describe the competencies are the TPACK and DigCompEdu models. The TPACK model draws on the interplay of three primary forms of knowledge: technological, pedagogical, and content knowledge. Mishra and Koehler (2006) developed this framework to describe the nature of knowledge required from the teachers today. It has been argued that successful technology integration in teaching requires more than just technological, pedagogical, and content knowledge (Väätäjä & Ruokamo 2021, 9). The DigCompEdu framework by Redecker (2017) offers another reference describing what it means for educators to be digitally competent. It is different form the TPACK model in the sense that it does not only considers the teacher’s competencies but also the students’ learning experience and competencies.

Apart from the knowledge and skills presented in these frameworks, there are also other important elements that relate to a high level of technology integration: teachers’ attitudes and adequate access to digital technology (Christensen & Knezek 2008, Mena, Singh, & Clarke 2018). The attitude can be seen as an intrinsic condition for applying digital technologies. Other such factors are teachers’ confidence, beliefs, and the perceived value of technology (Ertmer et al.2012).

According to Mannila, Nordén & Pears (2018) teachers’ self-efficacy is a key factor in the integrating digital technologies into teaching because it comprises individuals’ resilience and perseverance in facing challenging situations and problems. For this reason, teacher’s self-efficacy should also be enhanced as part of the training and couching programs. In addition to technological and pedagogical support, personal support—such as peer collaboration and coaching—is needed when digital technologies are integrated into teaching (McCarthy, Maor & McConney 2017).

At Laurea University of Applied Sciences, Finland, the peer collaboration has been an important form of support for in-service teachers. It is organized via a red of 11 digi-lecturers. They are lecturers representing different disciplines and campuses of Laurea and, parallel to their teaching work, they spend 20-50% of their working hours supporting and training their peers in digipedagogical issues.

In addition to the peer collaboration and coaching, the development of the digipedagogical competence of the staff includes a variety of training activities provided by dCELL. Laurea’s experiences in digipedagogical support for teachers show that for enhancing teacher’s positive attitude towards technology and self-efficacy in using it is recommendable to have a systematic approach with a medium/long term perspective, to use multiple channels for support, to promote personalised peer support, and to encourage collaborative learning via communities of practice.

Keywords:

Digital pedagogy, digital competence, Higher Education, self-efficacy.