Initial Teacher Education programmes are designed in such a way that time is allocated to the range of curricular areas in order to develop the theoretical, pedagogical and cultural appreciation and understanding necessary to enable students to address the discrete requirements of specific areas. Of course, it is acknowledged that learning is not only seen through a discrete perspective in ITE and that the whole concept of learning beyond subject boundaries is also explored through a critical consideration of approaches such as interdisciplinary and transdisciplinary learning. Although discrete time is allocated to the Technologies subject area in Curriculum for Excellence there is a clear expectation across all ITE programmes that digital technologies will also permeate the student learning experience across all curricular areas. This is as important in ITE programmes as it is in our schools in view of recent research that shows “students who were only exposed to digital education in designated ICT classes suffered a distinct disadvantage when compared to those whose schools chose to mainstream technology and digital skills across the curriculum.” Digital Skills Crisis (Science and Technology Committee, 2016, p.24). Within ITE programmes, lecturers and tutors who work in specific subject areas are given the professional freedom and agency to address the development of digital literacies across their subject areas. However, it is expected that each ITE provider has a strategy in place to ensure that the development of all aspects of digital literacies identified within this Framework are addressed in a coherent manner across their ITE programmes.
House of Commons Science and Technology Committee (2016). Digital skills crisis. Second Report of Session 2016-17. HC 270