The ICT coordinator as a mediating actor in the development of professional digital competence within a school-based activity system
Bibliographic Data
| ID | 21496439 |
|---|---|
| Authors | Mari-Ann Letnes (0000-0003-0801-3634, Norwegian University of Science and Technology NTNU, corresponding author) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-09-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2565634 |
| OpenAlex | W4414677272 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
In this study, the development of teachers’ professional digital competence (PDC) is examined through mechanisms mediated by an Information and Communication Technology (ICT) coordinator within a school-based activity system. Drawing on Cultural-Historical Activity Theory (CHAT), the empirical material is analysed from one primary school. Data include interviews, classroom observations, field logs, and structured reflection sessions. Using thematic and narrative analysis, four key mechanisms emerged; shared vision and ownership, collaborative learning, critical reflection, and organisational support, through which PDC develops as a collectively negotiated and contextually embedded practice. Rather than conceptualising PDC as an individualised skillset, it can be understood as developing across personal, interpersonal, and organisational capacities. The findings contribute to a growing body of research that challenges instrumental understandings of PDC, highlighting the importance of local mediation, structural support, and collaborative meaning-making in sustainable digital transformation in schools
Activity Theory · Computer-mediated communication · Digital Literacy · Higher education · Information and Communications Technology · Professional development · Qualitative research · Technology integration · Digital literacy in education · Educational Innovations and Challenges · Psychology of Development and Education
Learning by Expanding
On the issues of digital competence in educational contexts – a review of literature
What is Technological Pedagogical Content Knowledge (TPACK)?
Studies of expansive learning
A review of research exploring teacher preparation for the digital age
Expansive Learning at Work
The leadership of ICT coordinators
Tensions between the political, institutional, and project levels when developing professional digital competence in teacher education. A cultural historical activity theory analysis of inhibiting and facilitating factors
Early and late adopter effects between schools in a one-to-one computer initiative
The changing role of ICT-coordinators in schools
Digital competences for teacher professional development. Systematic review
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence
Thematic Analysis
Acting with technology
Development and Implementation of a Maturity Model of Digital Transformation
Educating digitally competent teachers
Using thematic analysis in psychology
Reflexive methodology
Narrative configuration in qualitative analysis
Situated Learning
Qualitative Quality
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |