Over ten years have passed since Norwegian educational reform implemented the use of digital tools as a required basic skill in all subjects and at all levels of Norwegian schools. However, government surveys show that there is still a significant gap between the intention of educational policies and what is actually practiced in Norwegian education. This gap has often been attributed to practitioners’ skill deficiency. This paper challenges the notion of practitioners’ skill deficiency as being the sole causal explanation for lack of progress, and attempts to explore this through a comparative study between initial teacher education in Norway and New Zealand. Our analysis has shown some significant differences between the countries, and based on our findings, this article discusses how such differences may be connected to policy development and political influence. This analysis contributes to a broader understanding of the complexity behind this gap. Understanding the bigger picture is essential for being able to work constructively towards diminishing the difference between policy intentions and practice in the future. Our findings suggest that top-down governance of the educational use of digital technology could create resistance among teacher educators. It could therefore be understood as counterproductive regarding progress. Prioritising policy goals above pedagogical goals in this field is contrary to teachers’ understanding of teacher proficiency.
In higher education, resistance to shifting educational methods presents a challenge in fulfilling the opportunities offered by new methods. The purpose of the present study is to document the experiences of a flipped classroom intervention in a Norwegian physiotherapy programme, from the perspectives of the students and the teachers. The findings demonstrate that the students’ attitudes were mainly positive. In particular, the students evaluated autonomous group work and unlimited access to digital material as positive. The academic outcomes from the final exam were similar to previous years. Interviews with the teachers showed that the learning environment associated with the group work in the flipped classroom was a different and highly appreciated experience. In conclusion, the present study indicates that there is potential in implementing digital approaches in physiotherapy programmes.
The aim of this study is to gain knowledge about children’s participation in digital communities and to develop a model that can be used as a tool for practitioners. The research question guiding the study is: What kind of participation emerges from children’s shared experiences when engaging in digital communities? Lave and Wenger’s theory about communities of practice, and their notion of legitimate peripheral participation, are used. The data consist of nine individual interviews with children. Through nexus analysis, four different kinds of participation are identified: friendship-driven, interest-driven, knowledge-driven and performance-driven. The study generates an empirical model that can be used for interpreting and understanding children’s participation. The main findings are significant aspects of participation, linked to friendship, the connection between digital cultures, learning, literacy, identity and performativity, democratic implications and practices in constant change.
The information skills and technology use of 3,159 Finnish 12–22-year-old students were examined in this study. Data were collected using the combination of a usage habit questionnaire and a performance-based test that measured their skills when choosing a medium to seek information, defining search queries, and selecting and evaluating search results. On average, these students’ information skills were found to be insufficient. Particularly, students failed in creating search phrases, and they tended to concentrate on content relevance at the expense of source reliability. Versatility of technology use was found to be the most prominent predictor of students’ information skills. Education level also had an increasing effect on information skills, whereas age alone, within separate education levels, did not have the same effect. Self-efficacy was found to be associated only with male students’ information skills. Gender had no direct effect on information skills; rather it was identified as a moderator for the ongoing relationship between information skills and technology use.
4-2018, Volume 13
Nordic Journal of Digital Literacy (NJDL) is aimed at researchers, school authorities, school leaders in primary and secondary schools, teachers in primary and secondary education, at colleges and universities, and others concerned with education and ICT.
The journal contains peer-reviewed articles, conference papers, debates and commentaries, software and book reviews. Through dissemination of national and international research, the journal contributes to the debate on education policy. The journal aims at creating a platform for the critical analysis of digital literacy and competence, and the use of ICT in educational context. Moreover the aim is to stimulate dialogue between different participants in the field. Upon reception, the editor evaluates all submissions. After editor screening, approved contributions are sent to at least two anonymous international reviewers.
Nordic Journal of Digital Literacy has a focus on articles that deal thematically with digital literacy and the use of ICT in educational settings. Papers can among others be targeted on the following themes:
ICT use and innovation in education
Theoretical, methodological and practical challenges around the use of ICT in education
ICT in subjects (didactic context)
Evaluation and development
Learners’ work and learners’ ICT skills
Teachers, teacher education and classroom management
John Christian Christiansen
Gréta Björk Guðmundsdóttir
Ove Edvard Hatlevik
Birgitte Holm Sørensen
Design: Type IT AS
Typeset: Bøk Oslo AS
ISSN online: 1891-943X
The journal is published in collaboration with the Norwegian Directorate for Education and Training
© Scandinavian University Press / Universitetsforlaget 2018