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dc.contributor.authorMadsen, Siri Sollied
dc.contributor.authorThorvaldsen, Steinar
dc.contributor.authorSollied, Sissel
dc.date.accessioned2021-06-15T08:53:06Z
dc.date.available2021-06-15T08:53:06Z
dc.date.issued2021-03-04
dc.description.abstractThe 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 learning in a digital age affects the need for high-level critical thinking. Based on 20 in-depth interviews of Norwegian and New Zealand teaching educators, teaching students’ low critical thinking skills seem to be understood as a global challenge and as connected to the digital revolution. Despite being from different sides of the globe, teaching educators from both countries expressed concern regarding students’ in-depth learning and critical thinking skills in an educational where learning is influenced by digital technology. This article discusses the dilemmas regarding having easier access to greater amounts of information, which requires a different form of critical thinking. We question whether we are and have been preparing students sufficiently for this educational change.en_US
dc.identifier.citationMadsen, Thorvaldsen, Sollied. (2021). Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments? In Hernandez-Serrano, M.J.: <i>Teacher Education in the 21st Century - Emerging Skills for a Changing World [Working Title]</i>. IntechOpenen_US
dc.identifier.cristinIDFRIDAID 1895969
dc.identifier.doihttp://doi.org/10.5772/intechopen.96151
dc.identifier.isbn9781839687938
dc.identifier.urihttps://hdl.handle.net/10037/21396
dc.language.isoengen_US
dc.publisherIntechOpenen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleAre Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments?en_US
dc.type.versionpublishedVersionen_US
dc.typeChapteren_US
dc.typeBokkapittelen_US


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