Digital Didactical Design: A Promising Pedagogic Competence in Digital Era
DOI:
https://doi.org/10.47750/pegegog.14.01.16Keywords:
Digital Didactical Design, Pedagogic competence, Teacher, Primary EducationAbstract
Teachers must carry out innovation and learning reform to face digital transformation. Teachers must be able to find the right formula for preparing effective learning plans that suit the needs of students to meet the challenges of the 21st century. This study investigates how primary teachers develop their insights about how digital tools can be designed and further used in their science teaching when taking part in Digital Didactical Design (3D). The research question addresses how teachers can use 3D to develop primary teachers' knowledge about teaching with digital technologies. The method of this article is the systematic literature review, using literature reviews from various sources, both journals, books, and other supporting sources. The results indicate that 3D has an opportunity to promote profound learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. In addition, this research guides teachers in elementary schools in making learning designs that follow students' needs so that the learning process is natural and meaningful. The more detailed the plan is, the more successful the learning will be. It is what teachers must do to develop their competence in pedagogy.
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