Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education?
In recent decades, education has undergone a digital transformation. In Norway, the government’s digitalization strat-egy for education includes ambitious goals and plans, with expectations of new forms of teaching and learning, betterlearning, and improved learning outcomes. Despite the increased a...
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ftnorduniv:oai:nordopen.nord.no:11250/3026429 2024-09-15T18:25:53+00:00 Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Bratland, Erik El Ghami, Mohamed Mediå, Morten 2022 application/pdf https://hdl.handle.net/11250/3026429 https://doi.org/10.18261/njdl.17.3.2 eng eng Bratland, E., El Ghami, M. & Mediå, M. (2022). Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Nordic Journal of Digital Literacy. 17(3), 155-169. doi: urn:issn:1891-943X https://hdl.handle.net/11250/3026429 https://doi.org/10.18261/njdl.17.3.2 cristin:2055681 Navngivelse-Ikkekommersiell 4.0 Internasjonal http://creativecommons.org/licenses/by-nc/4.0/deed.no © The Authors, 2022 155-169 17 Nordic Journal of Digital Literacy 3 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281 VDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240::Offentlig og privat administrasjon: 242 Peer reviewed Journal article 2022 ftnorduniv https://doi.org/10.18261/njdl.17.3.2 2024-07-05T03:04:55Z In recent decades, education has undergone a digital transformation. In Norway, the government’s digitalization strat-egy for education includes ambitious goals and plans, with expectations of new forms of teaching and learning, betterlearning, and improved learning outcomes. Despite the increased availability of technology in Norwegian schools,there is still a significant gap between available technology in the classroom and teachers’ use of this technology foreducational purposes. This paper is based on Legitimation Code Theory (LCT) and explores teachers’ understandingof subject-area knowledge practices. Drawing on an empirical survey of a number of schools in northern Norway,completed in 2018/19, this paper uses one dimension of LCT to explore and compare the organized principles under-lying teachers’ knowledge practices in the key subjects of mathematics and Norwegian. An analysis suggests a code‘clash’ with mathematics and a code ‘match’ with Norwegian, which may help explain their different patterns of tech-nology integration. This research provides new perspectives on the integration of technology in education and sug-gests that different forms of subject-area knowledge have varying effects on teachers’ knowledge practices with theuse of technology in schools. This insight, which reveals the importance of knowledge and knowledge practices, willhave an impact on strategies for integrating technology in schools and on measures that can promote better learningin subjects using technology in education, publishedVersion Article in Journal/Newspaper Northern Norway Nord Open Research Archive Nordic Journal of Digital Literacy 17 3 155 169 |
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VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281 VDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240::Offentlig og privat administrasjon: 242 |
spellingShingle |
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281 VDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240::Offentlig og privat administrasjon: 242 Bratland, Erik El Ghami, Mohamed Mediå, Morten Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
topic_facet |
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Allmennpedagogikk: 281 VDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240::Offentlig og privat administrasjon: 242 |
description |
In recent decades, education has undergone a digital transformation. In Norway, the government’s digitalization strat-egy for education includes ambitious goals and plans, with expectations of new forms of teaching and learning, betterlearning, and improved learning outcomes. Despite the increased availability of technology in Norwegian schools,there is still a significant gap between available technology in the classroom and teachers’ use of this technology foreducational purposes. This paper is based on Legitimation Code Theory (LCT) and explores teachers’ understandingof subject-area knowledge practices. Drawing on an empirical survey of a number of schools in northern Norway,completed in 2018/19, this paper uses one dimension of LCT to explore and compare the organized principles under-lying teachers’ knowledge practices in the key subjects of mathematics and Norwegian. An analysis suggests a code‘clash’ with mathematics and a code ‘match’ with Norwegian, which may help explain their different patterns of tech-nology integration. This research provides new perspectives on the integration of technology in education and sug-gests that different forms of subject-area knowledge have varying effects on teachers’ knowledge practices with theuse of technology in schools. This insight, which reveals the importance of knowledge and knowledge practices, willhave an impact on strategies for integrating technology in schools and on measures that can promote better learningin subjects using technology in education, publishedVersion |
format |
Article in Journal/Newspaper |
author |
Bratland, Erik El Ghami, Mohamed Mediå, Morten |
author_facet |
Bratland, Erik El Ghami, Mohamed Mediå, Morten |
author_sort |
Bratland, Erik |
title |
Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
title_short |
Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
title_full |
Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
title_fullStr |
Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
title_full_unstemmed |
Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
title_sort |
technology and knowledge. in what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? |
publishDate |
2022 |
url |
https://hdl.handle.net/11250/3026429 https://doi.org/10.18261/njdl.17.3.2 |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_source |
155-169 17 Nordic Journal of Digital Literacy 3 |
op_relation |
Bratland, E., El Ghami, M. & Mediå, M. (2022). Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Nordic Journal of Digital Literacy. 17(3), 155-169. doi: urn:issn:1891-943X https://hdl.handle.net/11250/3026429 https://doi.org/10.18261/njdl.17.3.2 cristin:2055681 |
op_rights |
Navngivelse-Ikkekommersiell 4.0 Internasjonal http://creativecommons.org/licenses/by-nc/4.0/deed.no © The Authors, 2022 |
op_doi |
https://doi.org/10.18261/njdl.17.3.2 |
container_title |
Nordic Journal of Digital Literacy |
container_volume |
17 |
container_issue |
3 |
container_start_page |
155 |
op_container_end_page |
169 |
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1810466352166600704 |