The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change
Source at https://conference.eadtu.eu/download2468 . Norway has been exposed to a stronger top-down implementation of ICT in education than most other countries. The pervasive change in Norwegian school curriculum has consequently resulted in changes in Norwegian initial teacher education. National...
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European Association of Distance Teaching Universities
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ftunivtroemsoe:oai:munin.uit.no:10037/15207 2023-05-15T17:43:36+02:00 The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change Thorvaldsen, Steinar Madsen, Siri Sollied 2018-10 https://hdl.handle.net/10037/15207 eng eng European Association of Distance Teaching Universities https://conference.eadtu.eu/download2468 Thorvaldsen, S. & Madsen, S.S. (2018). The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change. The Online, Open and Flexible Higher Education Conference, Aarhus Universitet, Denmark, 10-12 October , 264-277. FRIDAID 1637222 978-90-79730-35-3 https://hdl.handle.net/10037/15207 openAccess VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 teacher education digital attitude digital literacy teachers professional digital competence Conference object Konferansebidrag Chapter Bokkapittel 2018 ftunivtroemsoe 2021-06-25T17:56:31Z Source at https://conference.eadtu.eu/download2468 . Norway has been exposed to a stronger top-down implementation of ICT in education than most other countries. The pervasive change in Norwegian school curriculum has consequently resulted in changes in Norwegian initial teacher education. National plans have emphasized digital competence as one of the basic competencies that teacher educators and student teachers are required to focus on during their initial teacher education. Teacher education has a double role in digitally rich classrooms; it develops both student teachers’ professional skills and the students’ ability to facilitate pupils’ learning. Despite the political effort, it seems that practitioners in the Norwegian education system are not working in line with the given policy, and it appears to be a gap between what is stated in the curricula and what practitioners are doing. This gap is often explained by practitioners’ deficiency and/or lack of interest. To understand these relations better, and to help us predict the future use of educational technology in our schools, we have conducted a quantitative comparative study between teacher educators in Northern Norway and their students (N=112). It appears from the analysis that among the staff the professional attitudes have a stronger impact than digital competence regarding the extent of educational use of digital tools, while digital competence has a stronger influence than attitudes among the students. These results are interpreted through Argyris & Schön’s Theory of Action . Book Part Northern Norway University of Tromsø: Munin Open Research Archive Norway |
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Open Polar |
collection |
University of Tromsø: Munin Open Research Archive |
op_collection_id |
ftunivtroemsoe |
language |
English |
topic |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 teacher education digital attitude digital literacy teachers professional digital competence |
spellingShingle |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 teacher education digital attitude digital literacy teachers professional digital competence Thorvaldsen, Steinar Madsen, Siri Sollied The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
topic_facet |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 teacher education digital attitude digital literacy teachers professional digital competence |
description |
Source at https://conference.eadtu.eu/download2468 . Norway has been exposed to a stronger top-down implementation of ICT in education than most other countries. The pervasive change in Norwegian school curriculum has consequently resulted in changes in Norwegian initial teacher education. National plans have emphasized digital competence as one of the basic competencies that teacher educators and student teachers are required to focus on during their initial teacher education. Teacher education has a double role in digitally rich classrooms; it develops both student teachers’ professional skills and the students’ ability to facilitate pupils’ learning. Despite the political effort, it seems that practitioners in the Norwegian education system are not working in line with the given policy, and it appears to be a gap between what is stated in the curricula and what practitioners are doing. This gap is often explained by practitioners’ deficiency and/or lack of interest. To understand these relations better, and to help us predict the future use of educational technology in our schools, we have conducted a quantitative comparative study between teacher educators in Northern Norway and their students (N=112). It appears from the analysis that among the staff the professional attitudes have a stronger impact than digital competence regarding the extent of educational use of digital tools, while digital competence has a stronger influence than attitudes among the students. These results are interpreted through Argyris & Schön’s Theory of Action . |
format |
Book Part |
author |
Thorvaldsen, Steinar Madsen, Siri Sollied |
author_facet |
Thorvaldsen, Steinar Madsen, Siri Sollied |
author_sort |
Thorvaldsen, Steinar |
title |
The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
title_short |
The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
title_full |
The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
title_fullStr |
The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
title_full_unstemmed |
The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change |
title_sort |
interaction between teacher educators and their students on the use of educational technology: similarities and differences of attitudes, skills, and practice across a generational change |
publisher |
European Association of Distance Teaching Universities |
publishDate |
2018 |
url |
https://hdl.handle.net/10037/15207 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_relation |
https://conference.eadtu.eu/download2468 Thorvaldsen, S. & Madsen, S.S. (2018). The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change. The Online, Open and Flexible Higher Education Conference, Aarhus Universitet, Denmark, 10-12 October , 264-277. FRIDAID 1637222 978-90-79730-35-3 https://hdl.handle.net/10037/15207 |
op_rights |
openAccess |
_version_ |
1766145714012815360 |