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

Greta Björk Gudmundsdottir, Héctor Hernández Gassó, Juan Carlos Colomer Rubio and Ove Edvard Hatlevik Abstract Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practicing 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.

TEQ21 på ICERI 2019.

Leikny Øgrim and Monica Johannesen attended the 12th annual International Conference of Education, Research and InnovationSeville (Spain). 11th – 13th of November, 2019 (ICERI) conference, presenting the first findings from work package 6 on teachers’ digital competence. Sammen med mer enn 800 forskere fra hele verden presenterte vi et paper med tittelen «Perspectives on teachers’ professional digital competence» skrevet av Monica Johannesen, Leikny Øgrim og Ove Hatlevik. Med bakgrunn i et lite sett med data fra pilotering av datainnsamlingsinstrumenter, har vi brukt tre ulike teoretiske tilnærminger for å beskrive og forstå studenters bruk av digitale verktøy i praksis. De tre ulike modellene har hver for seg sine styrker og svakheter, men likevel har de til felles at de ikke eksplisitt setter fokus på den faktiske pedagogiske praksis med digitale verktøy, herunder klasseledelse. Vi jobber videre med å identifisere relevant begrepsapparat for å kartlegge klasseromspraksis.

Seminar with Advisory Board

October 3rd and 4th we had a seminar with our Advisory Board at the campus of OsloMet. The two days were filled with presentations of the project, many constructive comments from the Advisory Board and a workshop. We look forward to the next meeting with Annika Lantz-Andersson and Andreas Lund next fall!

Special issue: Digital Competence for Teachers. Perspectives and foresights for a new school

Vol. XXVII, n. 61, 4th quarter, October 1 2019 Thematic EditorsDr. Juan Carlos Colomer Rubio – Universidad de Valencia – EspañaDr. Héctor Hernández Gassó – Universidad de Valencia – EspañaDr. Bård Ketil Engen – Universidad Metropolitana de Oslo – Noruega This special issue is presented as a contribution to the analysis and discussion of both the theoretical and practical aspects related to TDC, its impact on teacher training and the future challenges and difficulties that it presents. To this end, this monographic reflects on the need for technology in future teachers’ initial and ongoing training from different perspectives. Such reflection will surely allows the different models for handling TDC that have been developed in recent years to be considered in more depth and, in addition, it propose specific experiences that could be applied in different educational contexts.

Understanding social and cultural aspects of teachers’ digital competencies

Bård Ketil Engen ABSTRACT Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’.