av Tove Stjern Frønes, Eva Kristin Narvhus og Marie Cecilie AasebøSammendragEngelsk sammendrag
This article studies the Nordic results from the digital reading assessment in PISA 2009. Variations are concealed behind the key figures, and we are both looking for a common Nordic profile and studying how variation is correlated to characteristics of the texts and the tasks through a residual analysis of the Nordic countries’ achievement profile on single item level. We are also undertaking an in-depth analysis of gender differences, in which we investigate tasks with large as well as small gender differences.
Keywords: online reading comprehension, digital literacy, assessment, gender
av Marte Blikstad-Balas og Rita HvistendahlSammendragEngelsk sammendrag
When the classroom is connected to the Internet, the number of possible sources of information is almost infinite. Nevertheless, students tend to systematically favor the online encyclopedia Wikipedia as a source for knowledge. The present study combines quantitative and qualitative data to investigate the role Wikipedia plays in the literacy practices of students working on school tasks. It also discusses how different tasks lead to different strategies.
Keywords: Assessment, Digital literacy, School tasks, Wikipedia
av Julie A. Corrigan, Nicholas Ng-A-Fook, Stéphane Lévesque og Bryan SmithEngelsk sammendrag
Digital technologies have the potential to enable history teachers to engage student learning, meet diverse learning styles, present a diversity of perspectives, and foster historical inquiry. Pre-service teachers entering today’s Canadian faculties of education are surrounded by more technology than their predecessors. But are they equipped with requisite knowledge and strategies to integrate these technologies effectively into their classrooms? This exploratory study used a cross-sectional survey to investigate pre-service teachers’ experiences with digital technologies in relation to teaching history. By doing so it provides a context for further research into the pedagogical impacts of integrating digital technologies into history classrooms.
Keywords: pre-service teacher education, technology integration, history education, digital technologies and literacies, educational technology
av Cathrine Edelhard TømteSammendragEngelsk sammendrag
In this study we explored how teacher education institutions handle the use of ICT in teacher education. A qualitative approach conducted as a multiple case study design involved three teacher education institutions. Two case studies where conducted in 2009 and one in 2012. Findings revealed that teachers appear to have become more aware of the use of ICT in education in 2011 compared to 2009. Still, teacher students remain to be sufficiently well prepared on how to use ICT for pedagogical purposes, even if their technical skills are improved over the years.
Keywords: Teacher training, ICT, digital competence, curricula
av Anders Grov Nilsen, Aslaug Grov Almås og Rune Johan KrumsvikSammendragEngelsk sammendrag
In order to refine online teaching environments, we ask: What do in-service student teachers (n=32) and master’s degree students (n=24) say about desktop videoconferencing (DVC), and how has DVC influenced online teaching and learning? 56 students have completed a survey. Focus group interviews (n=11) and recordings from lessons were also part of the data collected. Our students say that they can cope with the practical and technological issues. The responses indicate there are changes according to student attendance when using DVC.
Keywords: teacher education, desktop video conferencing
av Geir OttestadSammendragEngelsk sammendrag
International literature and Norwegian policy documents both identify school leadership as essential in order to implement ICT (Information and Communication Technologies) in teaching and learning practices in the classrooms. Data from an online survey in 2009 of 247 school leaders and 386 teachers from Norwegian primary and lower secondary schools are used to examine if conditions promoted by school leaders are associated with the use of ICT in classrooms by teachers. The research question posed in this paper is if the attitudes and behaviours of school leaders with regard to ICT in their schools correlate with the attitudes and behaviours of teachers? To answer the question, four construct variables are utilised as indicators of school leadership for ICT. These indicators are informative on school leaders’ decisions and beliefs regarding their schools as ICT-using organizations. Results showed that the indicators were correlated with the time teachers spend on ICT in the classrooms and for administrative use, their use of common digital tools and with a construct measuring the teachers’ attitudes towards innovative and student-centred pedagogy (life-long learning attitudes). The indicators of school leadership for ICT carry traits of perspectives from distributed, transformational and pedagogical leadership, but more research is needed in order to align the practice-based indicators with more overarching theoretical concepts.
Keywords: school leadership for ICT, teacher use of ICT, life-long learning, distributed leadership, transformational leadership