Digital Downsides in Teacher Education

This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attentio...

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Autores principales:	Ove Edvard Hatlevik, Dr. Greta Björk GUDMUNDSDOTTIR, Anubha Rohatgi
Formato:	article
Lenguaje:	EN NO
Publicado:	Oslo and Akershus University College of Applied Sciences 2021
Materias:	student teachers; digital downsides digital distractions resilience self-efficacy physical discomfort Education (General) L7-991
Acceso en línea:	https://doaj.org/article/c8f616d6560b49b983995606e954a682
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spelling	oai:doaj.org-article:c8f616d6560b49b983995606e954a6822021-12-01T13:43:57ZDigital Downsides in Teacher Education10.7577/njcie.42272535-4051https://doaj.org/article/c8f616d6560b49b983995606e954a6822021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/nordiccie/article/view/4227https://doaj.org/toc/2535-4051 This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended. Ove Edvard HatlevikDr. Greta Björk GUDMUNDSDOTTIRAnubha RohatgiOslo and Akershus University College of Applied Sciencesarticlestudent teachers;digital downsidesdigital distractionsresilienceself-efficacyphysical discomfortEducation (General)L7-991ENNONordic Journal of Comparative and International Education, Vol 5, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO
topic	student teachers; digital downsides digital distractions resilience self-efficacy physical discomfort Education (General) L7-991
spellingShingle	student teachers; digital downsides digital distractions resilience self-efficacy physical discomfort Education (General) L7-991 Ove Edvard Hatlevik Dr. Greta Björk GUDMUNDSDOTTIR Anubha Rohatgi Digital Downsides in Teacher Education
description	This paper is particularly relevant in the context of a global pandemic when the majority of teaching is conducted online or in a hybrid environment that requires long hours in front of a screen. Online teaching is becoming increasingly important throughout education, and our findings draw attention to some of the challenges and possible pitfalls of the extensive use of digital technologies and, consequently, implications for teacher education. In the paper, we explore student teachers’ perceptions of digital downsides, their teaching tools self-efficacy, their resilience to digital distractions, and physical discomfort from the use of digital technology. We aim to identify these four concepts and examine whether and how they interconnect. A cross-sectional design was used to analyse data from 561 first-year student teachers enrolled in two teacher education programmes in two universities in Norway in 2019. The findings indicate that resilience to digital distractions decreases and a higher level of reported physical discomfort from digital technology increases student teachers’ perceived downsides of digital technologies. Overall, 38% of the variation in perceived digital downsides within the two teacher education programmes can be explained by these two concepts, as well as to the study programme the student teachers attended.
format	article
author	Ove Edvard Hatlevik Dr. Greta Björk GUDMUNDSDOTTIR Anubha Rohatgi
author_facet	Ove Edvard Hatlevik Dr. Greta Björk GUDMUNDSDOTTIR Anubha Rohatgi
author_sort	Ove Edvard Hatlevik
title	Digital Downsides in Teacher Education
title_short	Digital Downsides in Teacher Education
title_full	Digital Downsides in Teacher Education
title_fullStr	Digital Downsides in Teacher Education
title_full_unstemmed	Digital Downsides in Teacher Education
title_sort	digital downsides in teacher education
publisher	Oslo and Akershus University College of Applied Sciences
publishDate	2021
url	https://doaj.org/article/c8f616d6560b49b983995606e954a682
work_keys_str_mv	AT oveedvardhatlevik digitaldownsidesinteachereducation AT drgretabjorkgudmundsdottir digitaldownsidesinteachereducation AT anubharohatgi digitaldownsidesinteachereducation
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Digital Downsides in Teacher Education

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