Facing the challenges of ‘digital competence’
Ola Erstad, Susanne Kjällander, Sanna Järvelä
Abstract
Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about 'digital competence' as a new didactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed review of policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21 st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.