25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents

This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on W...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Ann-Thérèse Arstorp
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	initial teacher education professional digital competence ict policy nordic perspective Education (General) L7-991
Acceso en línea:	https://doaj.org/article/bf721f9593ac4dc89b9bdd2e47041c79
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:bf721f9593ac4dc89b9bdd2e47041c79
record_format	dspace
spelling	oai:doaj.org-article:bf721f9593ac4dc89b9bdd2e47041c792021-11-04T15:00:43Z25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents2000-450810.1080/20004508.2021.1972594https://doaj.org/article/bf721f9593ac4dc89b9bdd2e47041c792021-10-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1972594https://doaj.org/toc/2000-4508This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky’s artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE.Ann-Thérèse ArstorpTaylor & Francis Grouparticleinitial teacher educationprofessional digital competenceictpolicynordic perspectiveEducation (General)L7-991ENEducation Inquiry, Vol 12, Iss 4, Pp 365-389 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	initial teacher education professional digital competence ict policy nordic perspective Education (General) L7-991
spellingShingle	initial teacher education professional digital competence ict policy nordic perspective Education (General) L7-991 Ann-Thérèse Arstorp 25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
description	This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky’s artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE.
format	article
author	Ann-Thérèse Arstorp
author_facet	Ann-Thérèse Arstorp
author_sort	Ann-Thérèse Arstorp
title	25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
title_short	25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
title_full	25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
title_fullStr	25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
title_full_unstemmed	25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
title_sort	25+ years of ict in policy documents for teacher education in norway and denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/bf721f9593ac4dc89b9bdd2e47041c79
work_keys_str_mv	AT anntheresearstorp 25yearsofictinpolicydocumentsforteachereducationinnorwayanddenmark1992to2020astudyofhowdigitaltechnologyisintegratedintopolicydocuments
_version_	1718444795713552384

25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents

Ejemplares similares