Researching adequate digital competence for school leaders from a perspective of pedagogy

Abstract

The paper is begun with an outlining of two pedagogical principles that carry specific weight into research aimed at understanding digital competence in schools in general. Networked learning is exemplified in terms of connecting teachers and learners through remote teaching in rural municipalities. The specific research focus of the PhD project is on the knowing that individuals in schools need to facilitate digitalization. After the pedagogical principles are described, their weight is then considered in regard to research on digital competence and school leadership. A particularly complex issue discussed in the paper is that digital competence is in substantial ways a politically driven concept, rather than primarily pedagogical. A reconceptualization of digital competence for school leaders is suggested for pedagogical research: focus on knowing when it happens on pedagogical terms, rather than on knowing about implementation in schools. Remote teaching in rural municipalities is argued to carry pedagogical objects of specific relevance for pedagogical research, where the focus need not be on implementing, or effects of implementation. Rather, the knowing that is argued to be required to make remote teaching happen in rural municipalities may have pedagogical knowing of digitalization in schools as a foundation.

The paper is concluded, firstly, with a section reflecting on what the pedagogical objects suggests for research design. Secondly, with what the pedagogical principles suggests for methods and methodology, specifically regarding politically charged concepts such as digital competence. To the former, a case study research design is suggested to find difference and variance in the knowing of making remote teaching happen. To the latter, reflection about the process of bringing theory and frameworks into practice (methodology) is suggested as one key in relation to the principles. Another key point of reflection is on the assumptions that specific methods, theories and frameworks themselves carry.

The relevance of the pedagogical principles in relation to networked learning, and research focusing on digitalization in schools in general, is primarily as a reflective communicative tool. By bringing to the front basic values on which knowledge ought to be built on, in a research discipline such as pedagogy, other values are made invalid. One effect implied through present paper is that, In a PhD research project such as the one presented, research discipline disciplines. Both concerning research subject, as well as bringing assumptions into practice in research design and methodology.