Digital competence with respect to ESD for science and technology student teachers - A study of a South African and a Swedish university

Cederqvist, Anne-Marie, 1970 (author): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,University of Gothenburg, Gothenburg, Sweden,LeaDS

von Otter, Ann-Marie, 1956 (author): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,University of Gothenburg, Gothenburg, Sweden

Kavai, Portia (author): University of the Witwatersran, Johannesburg, South Africa

Khoza, Samuel (author): Tshwane University of Technology, Pretoria, South Africa

(creator_code:org_t)

London : Routledge, 2022
2022
English.
In: Science and Technology Teacher Education in the Anthropocene Addressing Challenges in the North and South / In M. Rocksén, E. Vhurumuku, M. Svensson, E. Mushayikwa & A. Msimanga (Eds). - London : Routledge. - 9781003190158 - 9781032039978 - 9781032039947 ; , s. 170-191

Related links:: https://gup.ub.gu.se...; show more...; https://doi.org/10.4...; https://urn.kb.se/re...; show less...

Abstract Subject headings

Education for sustainable development (ESD) and digital competence are important issues in education that are rarely discussed in relation to each other. This chapter presents the collaboration and exchange of experiences of science and technology teacher educators in South Africa and Sweden, on the relationship between ESD and digital competence. Both countries have recently implemented digital competence in the curriculum for compulsory school, and teacher education in both countries is facing changes in preparing future teachers to teach digital competence incorporated with sustainability issues. The chapter's aim is to analyse and compare the curricula of the two countries to establish similarities and differences that could inform the discussion on the extent the involved teacher education institutions prepare science and technology teachers for teaching digital competence with respect to ESD, and what more should be done. The findings show that the compulsory curricula have broad coverage of digital competencies, but their relation to sustainability issues is vague. Further, the involved teacher education institutions need to broaden the coverage of digital competencies and incorporate this with ESD where sustainability issues are made explicit in relation to the potential, the challenges and the consequences of digital technologies on human, society and the environment.

By the author/editor: Cederqvist, Anne ...; von Otter, Ann-M ...; Kavai, Portia; Khoza, Samuel

About the subject

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.