Cristin-resultat-ID: 1805248
Sist endret: 27. januar 2021, 17:27
NVI-rapporteringsår: 2020
Resultat
Vitenskapelig artikkel
2020

Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Bidragsytere:
  • Greta Björk Gudmundsdottir
  • Héctor Hernández Gassó
  • Juan Carlos Colomer Rubio og
  • Ove Edvard Hatlevik

Tidsskrift

Computers & Education
ISSN 0360-1315
e-ISSN 1873-782X
NVI-nivå 2

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2020
Publisert online: 2020
Volum: 152
Hefte: July 2020
Artikkelnummer: 103877

Importkilder

Scopus-ID: 2-s2.0-85082664322

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

Profesjonsfaglig digital kompetanse • Lærerstudenters læring • Personvern og digital dømmekraft

Beskrivelse Beskrivelse

Tittel

Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Sammendrag

Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practising teachers. The development of professional digital competence (PDC) is emerging as an essential part of teacher education. Due to the increasing use of ICT and the growing number of online teaching and learning resources, the responsible use of ICT has become one of the key aspects of PDC. For the purpose of this paper, the responsible use of ICT includes privacy issues, cyberbullying and the ability to evaluate digital content. We examine Spanish and Norwegian student teachers' perceived competence in privacy issues and in handling cyberbullying and their ability to evaluate digital content. In a survey conducted in autumn 2017, 681 Spanish and 563 Norwegian first-year student teachers in Spain and Norway answered questions on the responsible use of ICT. The findings show that in both countries the three concepts are recognised as distinct and that there is a positive relationship between student teachers' perceived understanding of the concepts. This implies that these concepts should be taught as separate components of PDC. However, it is challenging to compare student teachers’ perceived knowledge of the concepts across two countries and to create an integration model that fit both countries. This is partly due to cultural and language differences. The study provides a baseline in terms of knowledge about responsible use at the participating universities. It also details general implications for policy, practice and ITE programmes.

Bidragsytere

Aktiv cristin-person

Greta Björk Gudmundsdottir

  • Tilknyttet:
    Forfatter
    ved Institutt for lærerutdanning ved Universitetet i Oslo

Héctor Hernández Gassó

  • Tilknyttet:
    Forfatter
    ved Universitat de València

Juan Carlos Colomer Rubio

  • Tilknyttet:
    Forfatter
    ved Universitat de València

Ove Edvard Hatlevik

  • Tilknyttet:
    Forfatter
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet
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