Abstract
Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with pedagogical competencies and skills necessary for their future practices. This paper shows that pre-service teachers could overcome the pedagogical challenges during COVID-19 teaching by updating their present and future classroom teaching strategies around digital literacy. To explore further how these new teaching circumstances are understood and reflected on by pre-service teachers, the researchers collected written reflections of 52 pre-service teachers in Norway using an open-ended survey about their digital integration experiences in their practicum. This paper offers analyses of the reflections inductively to reveal the teachers’ process of development of their classroom teaching strategies as influenced by new digitalisation-related experiences. The findings show low levels of digital integration according to the SAMR model but moderate to high levels of satisfaction among pre-service teachers of digital practices. In the light of these findings, this study offers pedagogical technological implications for teachers and teacher educators who work with teacher education curricula.
Highlights
The COVID-19 pandemic has echoed the importance of digital teaching and learning in terms of the urgency and level of integrability into the education system
Though instructional technologies are available in a well-resourced country like Norway, not every pre-service teacher is prepared to use them in their teaching practicum
The National Council for Teacher Education (NRLU), a government section that has had the responsibility for planning, developing, and revising national guidelines for teacher education programmes in Norway, highlights the importance of digital pedagogy skills and requires that teacher training institutions include digital skills in all subject area programmes to align with the European Framework for the Digital Competence of Educators
Summary
The COVID-19 pandemic has echoed the importance of digital teaching and learning in terms of the urgency and level of integrability into the education system. Due to school closures, electronically mediated teaching has partially, if not completely, replaced traditional classroom teaching (Iivari et al, 2020; Tomasik et al, 2020; Williamson et al, 2020). Another major party affected by this fundamental change is teacher training institutions, not least because in the long term, they must prepare future teachers who can adapt to such change. The pandemic has not given these institutions much time for preparing their pre-service teachers for accelerated digital learning changes in their upcoming teaching practicums (la Velle et al, 2020)
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