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dc.contributor.authorThorvaldsen, Steinar
dc.contributor.authorMadsen, Siri Sollied
dc.date.accessioned2020-05-26T06:58:03Z
dc.date.available2020-05-26T06:58:03Z
dc.date.issued2020-05-22
dc.description.abstractTeachers’ 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 (<i>N</i> = 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 <i>theory of action</i> in learning organisations.en_US
dc.identifier.citationThorvaldsen 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. 2020en_US
dc.identifier.cristinIDFRIDAID 1812391
dc.identifier.doihttps://doi.org/10.1007/s10639-020-10221-4
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.urihttps://hdl.handle.net/10037/18376
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.journalEducation and Information Technologies : Official Journal of the IFIP technical committee on Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titlePerspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of actionen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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