Cristin-resultat-ID: 2031001
Sist endret: 11. juni 2022, 13:30
Resultat
Vitenskapelig foredrag
2022

Teachers´ professional digital competence, between policy, theory and practice

Bidragsytere:
  • Leikny Øgrim
  • Monica Johannesen og
  • Ove Edvard Hatlevik

Presentasjon

Navn på arrangementet: NERA 22
Sted: Island
Dato fra: 1. juni 2022
Dato til: 3. juni 2022

Arrangør:

Arrangørnavn: NERA

Om resultatet

Vitenskapelig foredrag
Publiseringsår: 2022

Beskrivelse Beskrivelse

Tittel

Teachers´ professional digital competence, between policy, theory and practice

Sammendrag

Public debates about the role of digital technology in schools and education are partly dominated by digital advocates asking for more computers in school and more digital pedagogy, and partly by sceptics warning against what they describe as a huge experiment. The debates have been seen both in the public and in the research community and influence political documents like white papers, frameworks and curricula. As a response to this, the framework for teacher professional digital competence (tDIGc) was developed in Norway (Kelenctric et al, 2017). Smestad & Gillespie (2020) present an overview of international research discussing transdisciplinary competencies, including tDIGc, showing that discussions of tDIGc usually emphasize practical user skills and integration of digital tools in teaching, and less theoretical knowledge of the field. The aim of the paper is to investigate the relation between political, theoretical, and practical aspects of digital technology in Norwegian schools and teacher education. Political aspects are materialized in white papers, frameworks, and curricula. Knowledge on theoretical perspectives may be knowledge on the role of technology in school and society and the digital influence on pedagogy and teaching methods. Practical aspects are how tDIGc is put into practice in schools and teacher education. Theoretical framework The concepts of coherence in teacher education (Hammerness, 2010) form the theoretical framework of this presentation and is extended to include coherence of visions, ideas, and goals, on and across the political, practical, and theoretical aspects of digital technology in schools and education. Methodology Data from two surveys on student teachers understanding of digital technology in schools form the basis for focus interviews with 10 groups of student teachers in 8 placement schools. In addition, 6 practice teachers and 3 teacher educators are interviewed to capture tensions between the three aspects of digital technology in schools and teacher education. Expected findings The theoretical understanding of the role of technology, seems to be absent among student teachers and teachers. This can be explained by digital competence not being a school subject, implicit stating that teachers know how to teach and discuss the field of digital technologies, based on their practical skills, rather than a broader and more scientific-based knowledge of the role of technologies in education. This is paradoxically illustrated after the introduction of the newest national curriculum, where all teachers are assumed to teach algorithmic thinking, usually understood as programming. Relevance to Nordic educational research The study is based on a case from Norway. However, we believe the findings are relevant for teacher education in the Nordic countries. References Hammerness, K.M. (2013). Examining features of teacher education in Norway. Scandinavian Journal of Educational Research, 57(4), 400–419 Kelentrić, M., Helland, K. & Arstorp, A.T. (2017). Professional Digital Competence Framework for Teachers in Norway. The Norwegian Centre for ICT in Education Smestad, B., & Gillespie, A. (2020). Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas. NJCIE, 4(3-4), 56–71.  

Bidragsytere

Leikny Øgrim

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

Monica Johannesen

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

Ove Edvard Hatlevik

  • Tilknyttet:
    Forfatter
    ved Institutt for grunnskole- og faglærerutdanning ved OsloMet - storbyuniversitetet
1 - 3 av 3