Forfatter: bkengen

Oliver McGarr & Bård Ketil Engen This paper examines the online marketing of digital technologies in education from three multi-national technology corporations’ websites focusing on both the language used in the text and the nature of the accompanying images. Through a content analysis, the paper shows the ways in which the need for technology investment is rationalised. It also highlights how the need for educational reform drives much of the discourse in relation to K-12 education whereas, within the higher education sites, alignment with existing practices is emphasised. The analysis of the sites highlights the veiled ways in which digital futures are presented and how the corporations and their products and services are positioned. The paper highlights how educational technology advertising capitalises on new public management practices in education to a target school and university management in the promotion and marketing of educational technology – largely by-passing those working at the coalface of education. Learning, Media and Technology: https://www.tandfonline.com/doi/full/10.1080/17439884.2021.2010092

Guest editors: Tonje H. Giæver, Adrian McDonagh, Louise Mifsud, Josephine Milton This special issue focuses on the increasingly important concern of digital competence in initial teacher education and examines the range of digital competencies required by educators in a rapidly evolving digital context.  Teacher education plays a critical role in preparing teachers to integrate digital technologies in teaching and learning and needs to equip teachers with the skills to adapt to changing technologies and curricula in the future. The issue is available from: https://journals.oslomet.no/index.php/nordiccie

Overall the Sharing practices (O4) report provides reflections on the insights the DICTE (Developing ICT in Teacher Education) group has gained in the project by sharing digital practices in teacher education. The complete templates with practice examples from each country, are attached in the appendix. The report summarizes the main points of the practices and connects to the PEAT model which has been developed by the project group. Download the report Responsible coordinating partners: Greta Gudmundsdottir & Anubha Rohatgi University of Oslo and Tonje Giæver & Louise Mifsud Oslo Metropolitan University with contributions from the whole project team which includes in alphabetical order: Patrick Camilleri University of Malta, Juan Carlos Colomer University of Valencia, Bård Ketil Engen Oslo Metropolitan University, Ove Edvard Hatlevik Oslo Metropolitan University, Hector Hernandez Gassó University of Valencia, José Ramón Insa University of Valencia, Adrian McDonagh University of Limerick, Oliver McGarr University of Limerick, Josephine Milton University of Malta.

The questionnaire report describes the process of developing the questionnaire, and the rationale behind both the questions, structure and content as well as discuss the decisions taken.