Abstract
There is a gap between policies regarding the use of digital technology in higher education in Norway and what is practiced. Therefore, we have conducted a comparative study of teacher education in Norway and New Zealand. Using Herzberg’s two-factor theory, this study investigates what motivates teacher educators to use digital technology when teaching. Although the professional application of digital tools is more frequent in New Zealand than in Norway, the ability to use digital technology seems to be greater in Norway than in New Zealand. Based on Meier’s formula (performance = abilities × motivation), teacher educators’ performance is considered a result of their abilities and motivation. This indicates that motivation is a key element in understanding why the use of digital tools is more frequent amongst New Zealand teacher educators. When explaining their motivation for using digital technology, Norwegian teacher educators mentioned nine motivation factors and nine hygiene factors. The hygiene factors relate to the mandatory policy and the work conditions when teaching online. New Zealand teacher educators explained their motivation with 14 motivational factors and only four hygiene factors. New Zealand teacher educators seemed to be more motivated to work with digital technology than their Norwegian counterparts. This lack of motivation is one reason that could explain why the application of digital tools seemed lower in Norway than in New Zealand. Norwegian teacher educators explained that the main reason they use digital tools is the top-down implementation of government policy. Therefore, a fundamental challenge in the use of digital technology in Norway is the policy related to its implementation; as a part of the job environment, policy creates job dissatisfaction. Teacher educators from both countries highlighted achievement and policy as their main reasons for using digital technology, but Norwegian teacher educators were especially critical of their own country’s policy.
Highlights
Auerbach (1967) foresaw the digital revolution more than 50 years ago
In our previous study (Madsen, Thorvaldsen, & Archard, 2018), we examined different strategies to implement digital technology in teacher education based on Argyris and Schön’s theory of action
Hygiene Factors Company Policy Work Conditions x x x x x x x x x x x x x nordiccie.org. Motivators such as recognition, work itself, advancement, responsibility and achievement generate job satisfaction, whereas their absence leads to no job satisfaction but has nothing to do with job dissatisfaction (Malik & Naeem, 2013)
Summary
Auerbach (1967) foresaw the digital revolution more than 50 years ago. He described it as being underestimated and claimed it was a technological inevitability. Despite being on opposite sides of the globe, Norway and New Zealand have been facing many of the same challenges in education policy Both countries must educate student teachers in digitalrich environments, as both have for many years been teaching students with high access to various information and communication technology (ICT) and educational resources at home The technology learning area has three strands—technological practice, technological knowledge and the nature of technology (MoE, 2020a), and all schools are expected to be teaching the new digital technologies content from 2020 (MoE, 2020b) Both Norway and New Zealand have an existing policy that has a strong focus on digital technology. Data for this article was collected in 2016, prior to New Zealand’s revision of the technology learning area
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