It is not only about the tools! Professional digital competence

This chapter will discuss the various terms and arguments in policy documents concerning digital competence and the on-going debate related to the use of ICT in the context of the Norwegian kindergarten and Early Childhood Teacher Education. This on-going debate is related to the different aspects of digital competence regarding teacher’s profession (Kunnskapsdepartementet 2012). Digital competence is a complex competence addressing to both knowledge, skills, and attitudes for a creative, critically and reflectively use of digital technologies (Ferrari 2012); on the other hand, the term professional digital competence is trying to identify its position in the field of Norwegian Early Childhood Education and will be a part of the chapter discussion (Bjønnes 2015). The Framework for the Norwegian kindergarten points out that ‘’children should have the opportunity to experience how digital tools can be used for play, communication and the gathering information’’ (Norwegian Ministry of Education and Research 2011: 24). Research has shown that ECE teachers require more knowledge and competence in the pedagogical use of digital technologies, especially regarding enchasing children’s experiences in a creative and productive way. Additionally, it seems to be a lack of knowledge addressing ethical issues and digital judgment (Jacobsen, Kofoed & Loi 2016; Sando 2014; Jernes 2013: Bølgan 2012; Jernes et.al 2010). Furthermore, the chapter will discuss how and in what extend Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge Framework (TPACK) model can provide a conceptualization of professional digital competence in Early Childhood Education by pointing out challenges and possibilities related to pedagogical/didactical, ethical and technical aspects (Instefjord 2015; Tømte 2015; Ferrari 2013; UNESCO 2012).