Oppgrader til nyeste versjon av Internet eksplorer for best mulig visning av siden. Klikk her for for å skjule denne meldingen
Ikke pålogget
{{session.user.firstName}} {{session.user.lastName}}
Du har tilgang til Idunn gjennom , & {{sessionPartyGroup.name}}
Editorial
Open access
Vitenskapelig publikasjon
(side 64-68)
av Morten Søby
Open access
Vitenskapelig publikasjon
(side 69-83)
av Bård Ketil Engen, Tonje Hilde Giæver og Louise Mifsud
Teacher education has recently been criticised for not fulfilling its obligation to adequately prepare teachers to utilise digital tools in the classroom. In this paper, we raise the question of ...
Engelsk sammendrag

Abstract

Teacher education has recently been criticised for not fulfilling its obligation to adequately prepare teachers to utilise digital tools in the classroom. In this paper, we raise the question of why Norwegian teacher education does not prepare student teachers to integrate digital tools into their teaching as required by the Norwegian curriculum. We question the formal premises governing the development of digital competence in teacher education and how they correspond with the requirements of the Norwegian national education curriculum. To gain insight into this question, we analysed how digital competence is presented in the official key documents that create the framework for teacher education, and compared them to the requirements of the Norwegian National Curriculum. Our findings indicate that there is a weak link between the curriculum and the premises for digital competence in teacher education.

Keywords: Digital competence, teacher education reform, national curriculum
Open access
Vitenskapelig publikasjon
(side 84-101)
av Juha Jalkanen
This article examines the experiences, attitudes and perceptions language students have regarding the use of ICT in language teaching. In addition, the article analyses the key characteristics of language students ...
Engelsk sammendrag
This article examines the experiences, attitudes and perceptions language students have regarding the use of ICT in language teaching. In addition, the article analyses the key characteristics of language students’ pedagogical designs. The data come from a pedagogically oriented subject-studies course that focuses on the Common European Framework of Reference for Languages and the European Language Portfolio. The data, which consist of language students’ reflections and course plans, have been analysed using qualitative content analysis. The findings imply that language students’ pedagogical landscapes reflect their own experiences as learners. Furthermore, the literacy practices in language students’ designs are mainly static and do not respond to the needs of the knowledge society.

Keywords: Pedagogical designs, literacy practices, language teaching, ICT use
Open access
Vitenskapelig publikasjon
(side 102-120)
av Sigrid Ørevik
This article is based on a genre-based study of EFL educational websites on two text levels: the surface (screenshot) level and the hyperlinked level. Findings suggest that genre patterns ...
Engelsk sammendrag
This article is based on a genre-based study of EFL educational websites on two text levels: the surface (screenshot) level and the hyperlinked level. Findings suggest that genre patterns on the surface level emulate those of printed course books, whereas the hyperlinked level reflects textual patterns and participant roles typical of the ‘digital media space’. These findings are discussed in the light of the Norwegian national EFL subject curriculum’s construal of ‘digital skills’.

Keywords: Genre patterns, EFL educational websites, digital competence, EFL subject curriculum
Idunn bruker informasjonskapsler (cookies). Ved å fortsette å bruke nettsiden godtar du dette. Klikk her for mer informasjon