Analysis of fundamental determinants of teachers' digital competencies

Digitalne kompetencije svih građana, a posebice nastavnika sve više dobivaju na važnosti zadnjih godina. Nagli fokus na digitalne kompetencije nastavnika postavila je pandemija uzrokovana koronavirusom. Pandemija je stavila prisilni zahtjev za prelaskom na online oblik nastave, a koji se dogodio gotovo preko noći. Istraživanja su pokazala kako više od 60% nastavnika do pojave pandemije nisu imali doticaj s online oblikom nastave. Stoga, pred njima se postavio dvostruki zahtjev – organiziranje online oblika nastave i razvoj vlastitih digitalnih kompetencija. U svrhu profesionalnog razvoja digitalnih kompetencija nastavnika i ostvarivanja digitalno zrelih škola pojavljuju se različiti modeli koji pokušavaju opisati i definirati potrebne digitalne kompetencije nastavnika. Neki od najkorištenijih modela u tom razvoju jesu TPACK, DigCompEdu, ICT CFT i PEAT. Stoga je provedena analiza sadržaja navedenih modela u svrhu dubljeg razumijevanja digitalnih kompetencija nastavnika i koja znanja, vještine i stavove iste podrazumijevaju. Iz analize sadržaja proizašlo je nekoliko zanimljivih rezultata. Analizirani modeli TPACK, DigCompEdu, ICT CFT i PEAT slažu se u tome da su digitalne kompetencije nastavnika skup višedimenzionalnih znanja te se ne mogu svesti na jedan jedini kriterij. Digitalno kompetentan nastavnik nije samo puki korisnik digitalnih tehnologija u nastavnom procesu, već iskorištava potencijale digitalnih tehnologija za poboljšanje kvalitete nastave, individualizaciju i personalizaciju nastave uz razvijeno kritičko mišljenje i kreativnu upotrebu digitalnih tehnologija. Digitalnim kompetencijama nadilazi se puko korištenje digitalnih tehnologija i zahvaća šire područje poznavanja konteksta te integriranja poučavanja i učenja u društveni i lokalni kontekst. Profesionalni razvoj digitalnih kompetencija omogućuje nastavnicima da uvode inovacije i stvaraju nove pedagoške strategije poduprte digitalnim tehnologijama čime prenose kritički odnos prema digitalnim tehnologijama na učenike.In recent years, digital competencies of citizens and especially educators are gaining more popularity. Coronavirus pandemic put digital competencies of educators in a spotlight. Pandemic had a specific requirement that is teaching in an online enviroment and teachers had to transfer to online teaching almost instantly. Some researches have shown that before pandemic almost 60% of educators didnt have contact with online teaching form. So educators had to fulfill double requirement – to organise online teaching form and to develop own digital competencies. In order to support professional development of teachers' digital competencies and create digitally competent schools many frameworks that try to explain and define teachers' digital competencies emerge. Some of the most commonly used frameworks in support of professional development are TPACK, DigCompEdu, ICT CFT and PEAT. With the purpose of deeper understanding of teachers' digital competencies and summarizing knowledge, skills and attitudes teachers need to have to be digitally competent, content analysis of proposed frameworks was conducted. Content analysis provided relevant results. Analysed frameworks TPACK, DigCompEdu, ICT CFT and PEAT correspond in defining teachers' digital competencies as multidimensional set of knowledges and cannot be reduced to a single criterion. Digitally competent teacher exceed simple usage of digital technologies in teaching but rather utilises its potential for improving the quality of teaching, for individualisation and personalization of teaching while being critical user of digital technologies and creative in its usage. Digital competencies doesn't simply allow teachers to use digital technologies in teaching, but includes context knowledge and integration of teaching and learning into social and local context. Professional development of teachers' digital competencies enables them to be innovative and create new pedagogical strategies backed by digital technologies. Such competencies teach students of critical usage of digital technologies