Om idealer og realiteter i lærerutdanningers bruk av digital teknologi. En komparativ studie av lærerutdanninger i Norge og New Zealand.

Abstract

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 required basic skill in all subjects and at all levels of Norwegian schooling. However, government surveys show that there is still a significant gap between the aim of educational policies and what is actually practised in Norwegian teaching. This gap has often been attributed to deficiencies in practitioners’ skills. This thesis aims 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 a comparative study between teacher education in Norway and teacher education in New Zealand is conducted. This is two countries with quite different approaches to implementing digital technology in education, and we found several interesting differences between the countries.