Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action
Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national effo...
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Online Access: | https://hdl.handle.net/10037/18376 https://doi.org/10.1007/s10639-020-10221-4 |
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ftunivtroemsoe:oai:munin.uit.no:10037/18376 2023-05-15T17:43:27+02:00 Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action Thorvaldsen, Steinar Madsen, Siri Sollied 2020-05-22 https://hdl.handle.net/10037/18376 https://doi.org/10.1007/s10639-020-10221-4 eng eng Springer Education and Information Technologies : Official Journal of the IFIP technical committee on Education Thorvaldsen S, Madsen S. Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 2020 FRIDAID 1812391 https://doi.org/10.1007/s10639-020-10221-4 1360-2357 1573-7608 https://hdl.handle.net/10037/18376 openAccess Copyright 2020 The Author(s) VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Journal article Tidsskriftartikkel Peer reviewed publishedVersion 2020 ftunivtroemsoe https://doi.org/10.1007/s10639-020-10221-4 2021-06-25T17:57:27Z Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway ( N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations. Article in Journal/Newspaper Northern Norway University of Tromsø: Munin Open Research Archive Norway Education and Information Technologies 25 6 5281 5299 |
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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 |
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VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Thorvaldsen, Steinar Madsen, Siri Sollied Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
topic_facet |
VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 |
description |
Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway ( N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations. |
format |
Article in Journal/Newspaper |
author |
Thorvaldsen, Steinar Madsen, Siri Sollied |
author_facet |
Thorvaldsen, Steinar Madsen, Siri Sollied |
author_sort |
Thorvaldsen, Steinar |
title |
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
title_short |
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
title_full |
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
title_fullStr |
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
title_full_unstemmed |
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action |
title_sort |
perspectives on the tensions in teaching with technology in norwegian teacher education analysed using argyris and schön’s theory of action |
publisher |
Springer |
publishDate |
2020 |
url |
https://hdl.handle.net/10037/18376 https://doi.org/10.1007/s10639-020-10221-4 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_relation |
Education and Information Technologies : Official Journal of the IFIP technical committee on Education Thorvaldsen S, Madsen S. Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 2020 FRIDAID 1812391 https://doi.org/10.1007/s10639-020-10221-4 1360-2357 1573-7608 https://hdl.handle.net/10037/18376 |
op_rights |
openAccess Copyright 2020 The Author(s) |
op_doi |
https://doi.org/10.1007/s10639-020-10221-4 |
container_title |
Education and Information Technologies |
container_volume |
25 |
container_issue |
6 |
container_start_page |
5281 |
op_container_end_page |
5299 |
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1766145530928300032 |