Første skriveseminar i forbindelse med fagboka Utdanning for tverrfaglige mål Produktivt skriveseminar med flere av bidragsyterne møttes på OsloMet i medio mars. Hovedstrukturen og sammenhengen i boka begynner å ta form, og vi har en god liste over spennende bidrag både fra lærere og forskere tilknyttet prosjektet. Redaksjonen ser fram til neste skrive- og responsseminar i september.
-Godt faglig innhold på lærerutdanningen er ikke nok for å utdanne profesjonelle lærere. Prosjektlederne Monica Johannessen og Bjørn Smestad intervjuet av OsloMets Ida Viksveen Larsen https://www.oslomet.no/forskning/forskningsnyheter/dette-fremtidens-laerere-kunne
Several of the work packages in TEQ21 were represented at NERA21 in Odense, 3-5. November. WP3 (transdisciplinary competencies): Birgitte Lund Nielsen and Jens H. Lund: «Reflections from teacher educators, student teachers and practice teachers on teacher knowledge in the areas of professional diversity, research & development and digital competencies». WP5 (teachers’ professional research & development): Kirsten Elisabeth Thorsen and Pål Lundberg: «Research based teacher education – placement teachers perspectives». WP6 (teachers’ professional digital competence): Leikny Øgrim, Monica Johannessen and Ove Edvard Hatlevik: «The role of materiality in the conceptual understanding of professional knowledge».
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
A successful online symposium led by chair Monica Johannesen with contributions from four work packages highlighted and integrated by discussant Bjørn Smestad on the last day of the conference. Prosjektet kan rapportere om et vellykket og godt besøkt symposium med tittelen «Teacher Education and Transdisciplinary Teacher Professional Competencies”. På konferansens siste dag, etter 740 ulike sesjoner og over 2300 innlegg, holdt forskere fra fire av arbeidspakkene i TEQ21 innlegg i symposiet. Prosjektleder Monica Johannesen fungerte som chair og Bjørn Smestad tok ansvaret som discussant. Birgitte Lund Nielsen og Jens Hansen Lund presenterte i sitt innlegg, «How do the Stakeholders in Teacher Education Understand Professional Competency?», ulike kunnskapstyper i lærerutdanning. I «The Notion of Diversity – A Useful Concept in Today’s Teacher Education?» presenterte Astrid Gillespie og Hanne Rinholm utfordringer knyttet til begrepet mangfold. Kirsten Thorsen og Pål Lundberg la i sitt innlegg «A Research-based Teacher Education – The Perspective of Teacher Educator» fram funn fra en undersøkelse om hvordan lærerutdannere på campus forstår en forskningsbasert lærerutdanning. Wycliff Edwin Tusiime holdt et innlegg om hvordan videreutvikle lærerutdanneres digitale kompetanse i Uganda med tittelen «Optimizing Educators’ Digital Competence: How prepared are Teacher Training Institutions in Uganda».
Oliver McGarr, Louise Mifsud & Juan Carlos Colomer Rubio This paper explores the development of policies dealing with teachers’ digital competence in Norway, Ireland and Spain. Using a documentary research approach, the study analysed relevant policy documents from each country over a thirty-year period to the present day. Analysis of the documents highlights historical differences and similarities in how technology in education policies developed during that period and differences in how teacher education was addressed. Despite these differences, the analysis indicates a convergence in recent years towards a common understanding and the importance of teachers’ digital competence influenced by supranational frameworks. The paper discusses the potential influence of these supranational frameworks and examines the opportunities and challenges of this policy convergence. https://doi.org/10.1080/17439884.2021.1913182
Output two in the project was to develop a questionnaire for measuring digital competence among student teachers. Below we have postet the final version(s) of the questionnaire that have been developed, as well as Norwegian and Spanish translations English questionnaire Norwegian questionnaire Spanish questionnaire Feel free to download, reuse, revise, etc.
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.