Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway

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

There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the implementing 1:1 coverage in schools. Considering these findings, we discuss whether establishing overall national guidelines might help school owners and school leaders to effect digital transformation in schools and whether such guidelines would support or counteract school leaders’ autonomy and ability to adapt the digital transformation to their local context.publishedVersio

Early and late adopter effects between schools in a one-to-one computer initiative

Although there are numerous studies on the development of teachers’ professional digital competence, only a few have studied the intermediate levels of the education system and its impact over time. A structural merger of three Norwegian municipalities allowed for a natural field experiment involving two school districts. In the present study, we explored potential differences in early and late adopter effects on teachers from school districts. Survey data were collected to assess teacher-level perceptions of organisational support and access to collaborative professional communities. Teachers also rated themselves according to the Technological, Pedagogical, and Content Knowledge (TPACK) framework for digital competence and answered questions to assess their level of student-centred teaching beliefs. The data were analysed using Structural Equation Model (SEM) to explore associations between study variables and patterns of differences between school districts. The results indicate that municipality- or school district-level initiatives have influenced the behaviour of school management and in the teacher community, and possibly result in a more student-centred teaching style in the classroom. The present paper adds new insights into how teachers and schools are influenced by the intermediate levels of the education system. The findings from our study may thus be of interest to researchers exploring the professional development of digital competence for teachers and schools. Moreover, as we highlight how school districts approach and support schools in the implementation of one-to-one coverage of digital devices in schools, we bring updated knowledge to this research field.publishedVersio

Is there a Scandinavian model for MOOCs? Understanding the MOOC phenomenon in Denmark, Norway, and Sweden

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Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study

Drawing on the theory and conceptualizations of organizational readiness for change and taking a more critical approach to organizational readiness that takes seriously actors’ different and sometimes conflicting understandings of change and digital transformation processes, this chapter explores the implementation of digital tools and systems in Norwegian higher education (HE) prior to and following the outbreak of the COVID-19 global health pandemic. The analysis focuses on the challenges and bottlenecks associated with digital implementation in a complex environment by focusing on contextual and situational factors. The chapter investigates ongoing developments in Norwegian HE in the context of dynamics across the Nordic region, illuminating the micro-level practices, experiences, and responses to digital transformation of university actors at multiple levels in a Norwegian university selected as the main case study.publishedVersio

Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers

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Educating Teachers for the New Millennium? - Teacher training, ICT and digital competence

In this study we explored how teacher education institutions handle the use of ICT in teacher education. A qualitative approach conducted as a multiple case study design involved three teacher education institutions. Two case studies where conducted in 2009 and one in 2012. Findings revealed that teachers appear to have become more aware of the use of ICT in education in 2011 compared to 2009. Still, teacher students remain to be sufficiently well prepared on how to use ICT for pedagogical purposes, even if their technical skills are improved over the years

Å snakke skriftlig sammen : En studie av skriftbasert, digital kommunikasjon i organisasjoner

dr.art.dr.art

Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway

Policymakers and scholars are scaling up online professional development programmes for teachers. We studied how in-service teachers in Norway perceived their learning outcomes for professional development programmes conducted either as campus-based or online courses. Based on survey data, we found teachers studying online and in campus-based settings have relatively similar perceptions of the learning outcomes. This changes when indicators of collaboration and support from teachers are controlled for, suggesting that these factors are more strongly related to learning outcomes for those in campus-based studies than those in online studies. Our findings contribute new insights on how perceived learning outcomes influence study formats and how social dimensions may impact professional development

Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway

publishedVersio