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Educational research has increasingly drawn attention to teachers' professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers' competences in relation to technology-based teaching. The concept of teachers' professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise "if", and "how" the concepts addressing teachers' professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers' professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers' professional digital competence; 1) "technological competence," 2) "content knowledge," 3) "attitudes to technology use," 4) "pedagogical competence," 5) "cultural awareness," 6) "critical approach" and 7) "professional engagement," with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner's ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems.

This empirical study investigates what activities emerge when six-year olds are instructed to create narratives with an interactive whiteboard (IWB). A detailed analysis is provided of what the participants are oriented towards in the activity, and further what aesthetic judgements are used and their role in the evolving activity. Theoretically, the study builds on a sociocultural perspective on learning and Dewey's (1934-80. "Art as Experience." New York, NY: Perigee Books) philosophy on aesthetic experience. The empirical data consist of video recordings of six technology-mediated story-making activities in a preschool class. The findings show that even when the teacher attempts to scaffold narrative learning, the children direct their attention foremost to the visual arts, which occasionally lead to the participants' insufficient intersubjectivity. This finding is explained with reference to the inherent design of the IWB. Furthermore, the participants frequently use aesthetic judgements on both actions and the created visual objects. The judgements turn out to constitute directives in terms of leading the activities forward and, importantly, being indicators of the children's learning.

With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software. Empirical material was collected in a primary school that participates in a larger community project on writing with digital technology. The focus of the study is on how the storytelling activity is mediated by the technologies and the participants (teacher and children). The results show that the digital tools used, in part, directed the children away from narrating, instead turning their attention to negotiations of division of labour and literate conventions. The latter were also at the forefront of the teacher's contributions to the children's activity. Despite these circumstances, the children succeed in accomplishing the instructed task of collaboratively composing a story.