Chapters authored
Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe
Educational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?
Part of the book: Teacher Education in the 21st Century
Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments?
The 21st century is quite different from the 20th in regard to the skills people need for work, citizenship, and self-actualisation. Proficiency in the 21st century differs primarily due to the emergence of sophisticated information and communication technologies. In this chapter, we will discuss whether teaching students are sufficiently prepared regarding the need for 21st century skills and how learning in a digital age affects the need for high-level critical thinking. Based on 20 in-depth interviews of Norwegian and New Zealand teaching educators, teaching students’ low critical thinking skills seem to be understood as a global challenge and as connected to the digital revolution. Despite being from different sides of the globe, teaching educators from both countries expressed concern regarding students’ in-depth learning and critical thinking skills in an educational where learning is influenced by digital technology. This article discusses the dilemmas regarding having easier access to greater amounts of information, which requires a different form of critical thinking. We question whether we are and have been preparing students sufficiently for this educational change.
Part of the book: Teacher Education in the 21st Century