Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse

Abstract

Forskning viser at utviklingen av lærerstudenters profesjonsfaglige digitale kompetanse (PfDK) i svak grad har vært arbeidet med i norsk grunnskolelærerutdanning. Imidlertid er det behov for oppdaterte studier og kunnskap om hvordan ulike fag i dag arbeider med PfDK. I artikkelen har vi lagt Rammeverk for lærerens profesjonsfaglige digitale kompetanse (lansert av Utdanningsdirektoratet i 2017) til grunn når vi har innhentet og analysert data. Vi undersøker om det er forskjell mellom hvordan lærerutdannere fra ulike faggrupper legger til rette for studenters PfDK-utvikling og hva som karakteriserer arbeidet med implementering av PfDK i fagene. Studien har et deskriptivt design basert på selvrapporterte data fra en tverrsnittsundersøkelse om PfDK, gjennomført ved fem norske lærerutdanningsinstitusjoner. Vi finner at det er tydelig sammenheng mellom faggruppetilhørighet og hvordan lærerutdannere arbeider med PfDK, men lærerutdannernes «vurdering av egen teknologibruk» er også av betydning for hvordan de implementerer PfDK. Lærerutdannere i Pedagogikk og elevkunnskap og i den sammensatte kategorien «annet» oppgir i større grad enn de andre å jobbe med PfDK. Lærerutdannere fra samfunnsfag skårer over gjennomsnittet, de fra språkfag og praktisk-estetiske fag skårer omtrent på gjennomsnittet, mens lærerutdannere fra KRLE og realfag skårer under. En del profesjonsaktuelle PfDK-temaer vies generelt lite oppmerksomhet i alle fag. Resultatene gir innsikt som er relevant for nasjonale ramme¬settere og grunnskolelærerutdanninger i deres arbeid med å sikre at alle lærerstudenter utvikler PfDK og blir godt forberedt for å utøve yrket i en digital tid.
 Nøkkelord: profesjonsfaglig digital kompetanse, PfDK, grunnskolelærerutdanning, profesjonsfaglige tverrfaglige temaer, PfDK-rammeverk
 Digitalization in teacher education: How professional digital competence is addressed in different subjects
 AbstractResearch shows that the development of teacher students' professional digital com-petence (PDC) has been given little priority in Norwegian teacher education (for primary and lower secondary level). However, we need updated studies about how PDC is addressed in different subjects in TE. In this article, we use PDC in line with how it is presented in Professional Digital Competence: A Framework for Teachers, launched by the Directorate for Education and Training in 2017. We investigate differences between how teacher educators from various subject groups facilitate teacher students’ development of PDC, and what characterizes the implementation of PDC in these groups. The study has a descriptive cross-sectional design based on self-reported data from five Norwegian teacher education institutions. Results reveal a clear association between subject group affiliation and how teacher educators work with PDC. In addition, we find that how teacher educators evaluate their own technology use, also affects how they implement PDC. Teacher educators in Pedagogy and in the mixed subject group named Other address PDC to the greatest extent. Teacher educators in Social Sciences score above average. Teacher educators in Language and in Practical-Aesthetic subjects score approximately on average, while teacher educators working with KRLE (Christianity, Religion, Philosophies of life and Ethics) and with the STEM subjects score below. Some PDC topics that have received attention in the teacher profession, are paid little attention to across all subject groups. Our results provide new insights relevant to national stakeholders and teacher educations in their effort to ensure that all teacher students develop PDC and become well prepared for their future work-life in a digital age.
 Keywords: professional digital competence, PDC, teacher education, professional interdisciplinary topics, PDC framework

From digital competence to Professional Digital Competence

“…However, they were also aware of the differences between the digital competence that teachers need and that required by other professions, and that the acquisition of knowledge within the PDC framework requires different approaches. Students' stories from this study support previous research that has concluded that TE is better at using digital technology than it is working with topics that are relevant in the digital age (Hjukse et al 2020, Tømte et al, 2013Gudmundsdottir & Hatlevik, 2018).…”

“…They also revealed that students were aware of the risks of finding inappropriate content online but that they had only limited competence in dealing with privacy and copyright issues (Gudmundsdottir & Hatlevik, 2020). Hjukse et al (2020) indicated that PDC development varied from subject to subject, and that teacher educators tended, in general, to focus more on how digital technology should be applied in education, rather than addressing the various issues that users encounter in digital educational contexts, such as digital bullying and adapted learning (Hjukse et.al., 2020). Lund and Aagaard (2020) have questioned the idea that TE, in its efforts to foster student teachers' PDC, tends to focus too much on the use of digital technologies at the expense of addressing deeper and more epistemological issues.…”

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

“…Furthermore, previous studies over the past five years only measured the significance of teacher education (TE) in enhancing teachers' professional digital competencies. These studies have employed both quantitative [35][36][37] and qualitative approaches [38][39][40][41][42]. In addition, multiple studies have also shown that the technology leadership practices of principals play a crucial role in improving the skills and effectiveness of teachers when it comes to integrating technology into the learning process [18,[43][44][45][46].…”

Governance and digital transformation in schools with 1:1 tablet coverage

“…Digital competencies and skills are embedded into the national curricula for compulsory education, there are national strategies and action plans for digitalisation, and the digital states of schools is monitored nationally (Erstad et al, 2021). Moreover, funding has been earmarked for monitoring the digital transformation of schools and for teacher training initiatives (Olofsson et al, 2015;Hjukse et al, 2020). In Norway, school districts own the schools that offer compulsory education.…”