Abstract
This paper presents the Norwegian results of a baseline study of teacher practices with ICT. Through semi-structured interviews, six Norwegian teachers explain how digital technology not only changed aspects of their planning and classroom teaching, but also assessment and feedback. The results, together with similar results from England, Denmark, Germany, and Austria, contribute to the development of ICT support for formative e-assessment in the 21st Century classroom. Furthermore, through an analysis of the baseline interviews, tweets, blogs, forum posts, and discussions with teachers at conferences, we identified nine ICT-supported assessment methods being used in Norwegian classrooms. Our conclusion is that the interviewees are active users of ICT in all aspects of professional teacher practice, using both the tools provided and finding new tools to integrate technology into their professional practice.
Highlights
A recent editorial in this journal (Søby 2013) reviewed the status of information and communication technology (ICT) as a strategic instrument in the Norwegian educational sector
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This paper reports on a study in which six Norwegian teachers were interviewed on the uses of ICT in their professional practice
Summary
A recent editorial in this journal (Søby 2013) reviewed the status of information and communication technology (ICT) as a strategic instrument in the Norwegian educational sector. Pedagogical decision-making includes lesson and assessment planning, assessment and monitoring of learning, interpretation of assessment results and giving feedback, improving one’s own teaching practice, and engaging in communication with various stakeholders, that is, various aspects of a modern view of teaching (Darling-Hammond et al, 2005). MAKING USE OF ICT: GLIMPSES FROM NORWEGIAN TEACHER PRACTICES | WASSON AND HANSEN includes participating in school development, cooperating in teams, and engaging with professional learning communities. Two other NEXT-TELL activities, Teacher Inquiry into Student Learning (TISL) and Strategic Planning with ICTs in Education (SPICE), address these issues. In this environment teachers use planners to specify learning activities and assessments, which are delivered to the students either through digital means (e.g., an automated quiz or a Google Docs essay) or as pen-andpaper drawings. Teachers use the visualised data to provide feedback or feedforward to students and to adjust their teaching
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