Cristin-resultat-ID: 1910874
Sist endret: 19. mai 2021, 17:42
Vitenskapelig foredrag

Conference paper: Students’ digital competence in L2 English classrooms

  • Astrid Elisabeth Kure


Navn på arrangementet: NOFA8
Sted: Bergen (online)
Dato fra: 18. mai 2021
Dato til: 20. mai 2021


Arrangørnavn: Western Norway Univ of Applied Sciences & Univ of Bergen

Om resultatet

Vitenskapelig foredrag
Publiseringsår: 2021

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Conference paper: Students’ digital competence in L2 English classrooms


This study deals with digital competence in English classrooms with high technological infrastructure in Norway. In the educational context and national curriculum, digital competence is emphasized. Students are expected to become users of technology, and technological solutions are expected to be part of teachers’ everyday instruction (Blikstad-Balas & Klette, 2020). The dependence of modern societies on digital technology has opened up for new and evolving learning methods and processes (Norwegian Directorate of Education and Research, 2012, 2017). The present study draws on classroom videos from 60 naturally occurring English lessons in seven lower secondary classrooms across 9th and 10th grade. This study made use of a national framework for digital skills provided by The Norwegian Directorate for Education and Training (2012), employing four digital skills on five levels. Findings indicate little use of digital tools during the observed lessons. Students most frequently demonstrate digital skills on the lower levels (levels 1 and 2), indicating practical and technical skills. However, in one 9th grade classroom, findings show an instance of digital judgement. The students give oral presentations and the teacher comments on their use of sources. Then the teacher asks one of the students, who included a film about Donald Trump before he became US president, how to choose sources in general and how to separate facts from other information in this film, specifically. The student demonstrates digital judgement, drawing on their understanding of trustworthy sources. Although digital tools were used surprisingly little during the 60 lessons, taking the political discourse into consideration, findings show mainly subject-related practices. Also, a few observations showed digital reflections in situations where digital tools were not in use. This study offers input on the challenges for incorporating digital skills in the English school subject, and discusses the role of digital competence in the English classroom.


Astrid Elisabeth Kure

  • Tilknyttet:
    ved Institutt for språk, litteratur og kultur ved Høgskolen i Østfold
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