Digital literacy and digital competences are increasingly being formulated as important educational goals. In that regard, the precision, clarity and topicality of curricular guidelines relating to these concepts become vital, and this calls for research that investigates how digital literacy and digital competences are represented in curricular documents. This study makes a contribution to knowledge in this field by investigating the general curriculum for the Gymnasium in Denmark, with a specific focus on differences between the subjects. The article provides a qualitative analysis of 150 paragraphs containing between 4 and 175 words. The findings suggest that aspects relating to digital literacy and digital competences are broadly covered, but also that the different curricula formulate and organize these in very different ways. The article furthermore identifies a clear division of labour between the subjects, where the subjects within the educational field of Natural Science and Technology especially focus on ICT as a neutral learning tool and on ICT-operational competences. The challenges relating to these findings are discussed.
This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to and use of a specific digital tool implemented for a specific pedagogical purpose, namely to enhance formative assessment. The data consist of 128 reflection notes written by 40 student teachers during a semester and a focus group interview with three of the students. The results show that the students’ attitudes towards the new tool varied considerably. Both the attitudes and the reported use were overwhelmingly related to the perceived ease of use, rather than the learning-related potential of digital technology. On the other hand, the interview data show that at least some students are aware of the affordances provided by the digital tool for enhancing formative assessment. The article highlights that the transformational potential of digital artifacts rests on teachers and learners alike. The students need to be made aware of the pedagogical, and not just the practical, aspects of digital technology, and be willing to exploit it. The article concludes that more fundamental changes in students’ working habits and their expectations of higher education may be required to truly harness the transformational power of digital technology .
This paper reviews and analyzes the Norwegian Ministry of Education and Research’s Action Plan for Digitalization in Primary and Secondary Education and Training (AP20). Policy papers are often intended for administrative levels, but will also be perceived as guidance and recommendations for educators. The purpose of this paper is to examine the kind of support and guidelines AP20 gives to educators. This is done by partly investigating the plan’s action steps and priorities. However, AP20 will also be compared with other Ministry documents, in order to look for inner consistency across documents. Finally, AP20’s suggestions, action steps, and view of digitalization, will be briefly evaluated in respect to how digitalization naturally occurs and materializes in current and future-oriented educational practices, to determine its ecological validity. The analysis revealed that AP21 is somewhat ambiguous as to its purpose and intended audience. It comes across as rather instrumental: addressing infrastructure, resources, and skills. While this can be explained as being due to its primary aims, scope and audience, it cannot escape the larger educational and pedagogical perspectives, including epistemologies, to be relevant for policies and practices, administration and epistemic work. Thus, there is a need for clarification in future versions.
Nordic Journal of Digital Literacy
1-2021, Volume 16
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 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
• Lifelong learning
Rune Johan Krumsvik
Øystein Olav Skaar
Greta Björk Gudmundsdottir
Ove Edvard Hatlevik
Kjetil L. Høydal
Lise Øen Jones
Cathrine E. Tømte
Fredrik Mørk Røkenes
Birgitte Holm Sørensen
Design and typeset: Type-it AS
ISSN online: 1891-943X
The journal is published in collaboration with University of Bergen
© Scandinavian University Press /