Principles of Learner Learning-Centred Didactic in the Context of Technology-Enhanced Learning

Abstract

The article seeks to update views on didactic practices in the rapidly changing field of education and addresses the timely problem of paradigm transition when shifts in deliberate education have been imposed upon by at least three factors: increased access to digital technologies in the learners’ everyday life and teaching-learning; reform of educational content towards the acquisition of competencies valid for the twenty-first-century social developments; and, in response to these, appropriate changes in teachers’ professional competence to maintain a learner’s learning-centred didactic with learners who, if compared to those of 25 years before, cooperate and communicate differently, are mobile and like taking matters into their own hands. The conceptual core of the didactic principles has been updated in the context of teacher didactical competence to allow for the existence of a deliberate process of teaching-learning that is penetrated, challenged and enhanced by the digital technologies. The didactic principles are described to help teachers maintain the congruity of a dynamic didactic process and remind teachers that they may have achieved a good level of digital readiness but they might reveal limited activities due to their inconsistent conceptualisation of digital competencies. These principles are focused on the teacher competently maintaining learner learning-centred processes.