The 21st century is quite different from the 20th in regard to the skills people need for work, citizenship, and self-actualisation. Proficiency in the 21st century differs primarily due to the emergence of sophisticated information and communication technologies. In this chapter, we will discuss whether teaching students are sufficiently prepared regarding the need for 21st century skills and ...

Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. ...

Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international ...

Over ten years have passed since Norwegian educational reform implemented the use of digital tools as a required basic skill in all subjects and at all levels of Norwegian schools. However, government surveys show that there is still a significant gap between the intention of educational policies and what is actually practiced in Norwegian education. This gap has often been attributed to practitioners’ ...

<p>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 ...

Undersøkelser viser at få barnehager har gjennomført tiltak for å rekruttere barnehagelærere med masterutdanning, skriver sju ansatte ved UiT Norges arktiske universitet.

Debatt: - Det må stilles større formelle krav til høyere kompetanse i barnehagen, mener sentrale personer i barnehagelærerutdanningen.

Compared to most other countries, Norway has been exposed to a stronger top-down implementation of information and communication technologies (ICT) in education. The pervasive change in the Norwegian school curriculum has consequently resulted in changes in Norwegian initial teacher education. Over 10 years have passed since Norwegian educational reforms mandated teachers’ use of digital tools as a ...

Denne studien er en systematisk undersøkelse av hvordan profesjonsfaglig digital kompetanse fremgår av læringsutbyttebeskrivelser i obligatoriske emner på barnehagelærerutdanningene i Norge. Vi har gjennomført en innholdsanalyse av emneplaner til 15 forskjellige studieprogrammer for barnehagelærerutdanning, noe som har resultert i analyse av 100 forskjellige emneplanbeskrivelser. Til tross for at ...

This article is part of a research project aimed to broaden the understanding of the established gap between policies regarding the use of digital technology and the actual use of digital technology in Norway. To understand this gap we have conducted a comparative study between teacher education in Norway and teacher education in New Zealand, two countries with quite different approaches to implementing ...