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Implications of the imposed and extensive use of online education in an early childhood education program
(Journal article; Tidsskriftartikkel; Peer reviewed, 2022-02-15)
The COVID-19 pandemic forced universities to engage in a transformation regarding how education is provided. The pandemic led to education being pushed in a new direction regarding digital practices. This paper discusses the implications related to this transformation by asking the following research question: After being subjected to the imposed and extensive use of online education due to the ...
Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments?
(Chapter; Bokkapittel, 2021-03-04)
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 ...
Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe
(Chapter; Bokkapittel, 2021-03-08)
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 ...
Teacher educators’ perceptions of working with digital technologies
(Journal article; Tidsskriftartikkel; Peer reviewed, 2018-10-17)
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 ...
Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments?
(Chapter; Bokkapittel, 2021-06-16)
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 how ...
The impact of specialised content courses on student teaching in a Norwegian teacher education programme
(Journal article; Tidsskriftartikkel; Peer reviewed, 2021-03-07)
In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes’ content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master’s-level programme have been introduced to educate teachers for grades 5–10, whereby pre-service teachers (PSTs) take specialised content courses and ...
Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-05-22)
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 ...
Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.
(Journal article; Tidsskriftartikkel; Peer reviewed, 2022-11-30)
Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more
about the connections between science teachers’ orientation toward the textbook and the enabling of
inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school ...
Streaming av astronomiske begivenheter: Et mulig samarbeide mellomastronomiforeninger, vitensentre og universiteter?
(Conference object; Konferansebidrag, 2023-03-08)
Educational technology (EdTech): research designs and models
(Conference object; Konferansebidrag, 2023-01)
Learning in “screenland” is different from learning in “paperland”. I will give an historical introduction on the general impact of digital technology, present our basic DigiCross model, and discuss some current issues of technology integration in education