Sharing good practices across Europe when developing ICT in teacher education (DICTE)

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.

Seminar with Advisory Board, 24.-25. September 2020

Foto: Trine Simonsen, skjermdump Zoom We can report from a successful project seminar with the two members of the Advisory Board. Due to the Covid-19 travel restrictions, the seminar was conducted as a hybrid one, some of us meeting in physical presence and others online.   TEQ21 har hatt sitt andre seminar med representanter fra prosjektets Advisory Board. Denne gangen hadde vi fokus på metodiske og teoretiske utfordringer i prosjektet. Nettbaserte møter er krevende, så for å legge til rette for mindre felles tid på nett, ble hver arbeidspakke bedt om å lage en «video-pitch» som løftet fram de mest sentrale utfordringene for pågående forskning. På den måten kunne AB-medlemmene og prosjektdeltakere, på forhånd bli kjent med tema for diskusjon, og tiden på nett bli brukt mer målrettet. Vi brukte også tiden med AB til å diskutere veien videre på arbeider presentert i «extended abstract», slik som innsendte bidrag til ECER 2020 som ble avlyst dette året på grunn av Covid-19. Etter to dagers seminar, noe på nett og noe i grupper, har vi identifisert nye muligheter og ideer om veien videre. 

Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland

Oliver McGarr & Adrian McDonagh Abstract This study aimed to explore the digital competence of recent entrants into a pre-service teacher education programme in an Irish University. The participants were drawn from a cohort of 208 undergraduate teacher education students. The study employed an online survey that captured both self-reported levels of digital competence and knowledge of key areas of cyber ethics and digital technology. The respondents were active users of technology and very frequent users of social media but reported levels of skills in the use of other digital technologies were lower. In addition, their knowledge of cyber-ethics and associated practices varied. The study also found that they were positively disposed to technology in teaching. The paper argues that, while there are limitations to surveys that aim to capture one’s level of digital competence, they can help guide teacher educators in responding to pre-service teachers. However, digital competence is an evolving concept and care must be taken to ensure that frameworks and tools used to assess it do not stifle teachers’ autonomy in relation to their utilisation of technology. https://www.tandfonline.com/doi/full/10.1080/03323315.2020.1800501

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. https://www.sciencedirect.com/science/article/pii/S0360131520300762?via%3Dihub

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.