Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Sch\xf6n\u2019s theory of action

Steinar Thorvaldsen,Siri Sollied Madsen

doi:10.1007/s10639-020-10221-4

Steinar Thorvaldsen, Siri Sollied Madsen

Open Access

https://doi.org/10.1007/s10639-020-10221-4

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Abstract

Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway (N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations.

Highlights

For many years, the use of information and communication technology (ICT) in education has been an important area of focus and discussion
We explore the following two research questions: (1) How do teacher educators and teacher students perceive their professional digital competence (PDC), professional attitudes and professional application of tools in teaching?
The multi-item constructs in Table 1 show that the staff report somewhat higher PDC than the students do, but the difference is not significant

Summary

Introduction

The use of information and communication technology (ICT) in education has been an important area of focus and discussion. This change in both the school curriculum and in the general plan for initial teacher education has, in effect, changed the underlying premise for teaching and learning in Norwegian teacher education programmes (Krumsvik 2014). In this case, in which the focus on DC has been exceptionally strong, some effects may be revealed clearly. This article studies the impact of such a pervasive strategy by presenting an exploration of teacher educators and their students at a Norwegian university (UiT, the Arctic University of Norway)

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