The trajectory of digital competence within education: from literacy to competence

This chapter will address how digital competence has evolved and explore how the concept of digital competence has evolved from earlier conceptions of digital literacy. Having explored this trajectory, the chapter explores the way in which definitions of what digital competence entails have tended to be in response to emerging technologies. Arguing against this technology-focused reactionary stance, the chapter sets out the need for a more proactive approach. It will argue that a broad professional knowledge base is needed by teachers, drawing on an understanding of the complex legal, ethical, psychological and educational implications of teaching in a digital age. It also highlights the importance of moving away from seeing ‘competence’ as a set of skills towards seeing it as reflecting a mindset guided by professional values. The final section maps out the content of the book, providing an overview of the proceeding chapters.