Literatures that inform this study fall into two clear disciplinary areas: (1) Education; (2) ICT/Digital Technology. Education, as a mirror of society, has changed significantly over the last fifty years. Howard and Mozejko (2015) identified three ages of technology integration in education: i) pre-digital (before the 1970s), ii) the introduction of the personal computer (1970s onwards) and iii) the advent of the Internet (1990s onwards). Each ‘age’ has influenced educational reforms and policies which have continually emphasised the need for increased effectiveness (Cuban, 2001). These reforms and policies are based on values of investment in terms of economic, societal and cultural outcomes.
The European Digital Education Action Plan (2021-2027) is a policy initiative aimed at assisting EU Member States in adapting their education and training systems to the digital era in a sustainable and effective manner (European Commission, 2021). The action plan focuses on two key areas: improving the use of digital technology for both teaching and learning by closing the gap between the use of digital technology in everyday life and in education; and planning for practitioners to develop relevant Digital Skills and Digital Competences by introducing a wide range of digital competences encompassing knowledge, attitudes, and skills.
Digital competence is a skillset that includes the use of technology, information, multimedia and communication skills and knowledge (Esteve-Mon, et al, 2020). A person with a high level of digital competence will possess the knowledge and attitudes that enable the confident, creative and critical use of technology and information systems.
The European Framework for Educators' Digital Competence (DigCompEdu) is a framework that defines what it means to be digitally competent as an educator. The framework is available to educators at all levels of education, from primary to higher and adult education, including FET, special needs and non-formal learning environments. It serves as a general framework to support digital pedagogy and expertise in the use of digital tools for teachers in the development of educator-specific digital competencies across Europe (Redecker, 2021).
The European Commission indicates that education requires highly qualified teachers, trainers and researchers. They are a key factor in contributing to high quality provision and equity in access to learning (European Commission, 2010). In any education sector, the role of the educator is more than a mechanism for the delivery of information. They are also a role model for learners to develop the ability to adapt to change and adopt new tools and methods to remain current and relevant including technical and pedagogical knowledge and skills (Redecker, 2017). High levels of investment in educational technology have resulted in significant increases in technology within the classroom.
Educators are highly qualified and skilled professionals who must have the knowledge and competence to transition the use ICT in the classroom to support the use of digital skills required and to ensure that student have knowledge of the required digital platforms in use today (European Commission, 2020).
The aim of this study is to explore the psychological conditions under which primary school teachers’ in Ireland engage and disengage with digital technologies in their professional role at work.
The objectives of the study are:
- Map professional learning and development pathways to digital competence for primary teachers.
- To contribute to what is currently known about the impact of an educator digital mindset on teacher professional identity.
- Share knowledge on how digital technologies influence the professional, personal, and situational context of primary school teachers.
- Develop a framework to support hybrid teaching learning environments in primary education.
- Identify on how leaders and managers in primary education can support the transition to digital pedagogies and expertise in the classroom