Making Use of ICT: Glimpses from Norwegian Teacher Practices

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 21 st 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.

Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms

“…Digital skill research among secondary-school students is measured using self-reports, performance tests or interventions (Erstad et al, 2021;Hatlevik et al, 2021;ITU, 2018;Livingstone et al, 2021). Teacher and student self-reports include surveys and interviews (Bhutoria & Aljabri, 2022;Egeberg et al, 2011;Fütterer et al, 2022;Juuti et al, 2022;Kongsgården & Krumsvik, 2016;Konstantinidou & Scherer, 2022;Kurt & Bensen, 2017;Scolari, 2019;Wasson & Hansen, 2014;Xu & Peng, 2022), whereas trials and interventions tend to be case-based (Amendum et al, 2018;Fütterer et al, 2022;Levine, 2014;Patel et al, 2022;Wu, 2018).…”

Adaptive Learning Technology in Primary Education: Implications for Professional Teacher Knowledge and Classroom Management

“…A renegotiation of professional identity is thus a prerequisite for professional learning and development to take place. Some classroom managers fear the loss of control and authority in their classrooms when technology is used (Bolick and Cooper, 2006;Bolick and Bartels, 2015), while others are described as frontrunners or power teachers who integrate ICT beyond the abilities of the average teacher (Wasson and Hansen, 2014). Overall, it seems that teachers who are already effective classroom managers are more inclined to use technology in their classrooms than teachers whose classroom skills are weak (Bolick and Cooper, 2006).…”

“…The case school and the participating teachers and pupils were selected through purposeful and partly theoretical sampling (Patton, 2015;Merriam and Tisdell, 2016). The case school was identified as an information-rich case, that was an early adopter and frontrunner (Wasson and Hansen, 2014) in educational use of tablets and other digital technologies. They had used tablets and other technologies for educational purposes over many years and the teaching staff at the case school was also familiar with the guiding principles of the Norwegian educational curricula reform, which was at the time not yet implemented (the data collection was carried out prior to August 2020).…”

Thesaurus and Graphipedia Tools Development at the Manufacturing Engineering Subjects of the University of Malaga

“…The Information and Communication Technologies (ICT) resources inclusion is being used, increasingly, for the teaching-learning process improvement in universities [1][2][3][4][5], since they facilitate both teacher/students interaction and their integration within the flexible environment of the network platforms. This allows the students a tool access for the subject study.…”