Student teachers and their attitudes towards ICT

This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 201...

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Autores principales:	Patrick Camilleri, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, Héctor Hernández Gassó
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	attitudes initial teacher education professional digital competence student teachers technology integration Education (General) L7-991
Acceso en línea:	https://doaj.org/article/6a81ecc9ddd9451e872b95c0677667d6
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id	oai:doaj.org-article:6a81ecc9ddd9451e872b95c0677667d6
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spelling	oai:doaj.org-article:6a81ecc9ddd9451e872b95c0677667d62021-12-01T13:43:58ZStudent teachers and their attitudes towards ICT10.7577/njcie.42072535-4051https://doaj.org/article/6a81ecc9ddd9451e872b95c0677667d62021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4207https://doaj.org/toc/2535-4051 This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice. Patrick CamilleriBård Ketil EngenOve Edvard HatlevikJuan Carlos Colomer RubioHéctor Hernández GassóOslo and Akershus University College of Applied Sciencesarticleattitudesinitial teacher educationprofessional digital competencestudent teacherstechnology integrationEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	attitudes initial teacher education professional digital competence student teachers technology integration Education (General) L7-991
spellingShingle	attitudes initial teacher education professional digital competence student teachers technology integration Education (General) L7-991 Patrick Camilleri Bård Ketil Engen Ove Edvard Hatlevik Juan Carlos Colomer Rubio Héctor Hernández Gassó Student teachers and their attitudes towards ICT
description	This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.
format	article
author	Patrick Camilleri Bård Ketil Engen Ove Edvard Hatlevik Juan Carlos Colomer Rubio Héctor Hernández Gassó
author_facet	Patrick Camilleri Bård Ketil Engen Ove Edvard Hatlevik Juan Carlos Colomer Rubio Héctor Hernández Gassó
author_sort	Patrick Camilleri
title	Student teachers and their attitudes towards ICT
title_short	Student teachers and their attitudes towards ICT
title_full	Student teachers and their attitudes towards ICT
title_fullStr	Student teachers and their attitudes towards ICT
title_full_unstemmed	Student teachers and their attitudes towards ICT
title_sort	student teachers and their attitudes towards ict
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/6a81ecc9ddd9451e872b95c0677667d6
work_keys_str_mv	AT patrickcamilleri studentteachersandtheirattitudestowardsict AT bardketilengen studentteachersandtheirattitudestowardsict AT oveedvardhatlevik studentteachersandtheirattitudestowardsict AT juancarloscolomerrubio studentteachersandtheirattitudestowardsict AT hectorhernandezgasso studentteachersandtheirattitudestowardsict
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Student teachers and their attitudes towards ICT

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