As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective…

Today, digital media technologies are ubiquitous and mundane, making the relationship between digital and analog messy and porous. This postdigital condition prompts new analyses of how young children's local encounters with digital media technologies unfold, and how their relationships with digital media technologies carry on after they leave…

The article explores the sociomaterial organization of preschool children's digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA)…

This paper explores how teacher educators in Norway discursively enact a policy framework for teachers' professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper…

Constant teacher training and up-dating is fundamental to provide quality teaching and learning. Digital competences are among the skills that teachers must acquire in order to improve the teaching and learning processes. The aim of the present study was to review the scientific production of the last five years regarding teacher digital…

This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian "Professional Digital Competence Framework for Teachers," which…

This paper explores how digital competence and digital technology are addressed in Norwegian early childhood teacher education (ECTE). The aim is to provide a national overview of the ECTE institutions' programme and relevant course plans to identify how the preservice teachers are being prepared for their future professional life as digitally…

Educational research has increasingly drawn attention to teachers' professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers' competences in relation to technology-based teaching. The concept of teachers' professional digital competence still appears to be…

This paper aims to provide evidence on student teachers' perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has…

This article investigates how 9-13 years old pupils interpret activities involving the use of tablets in two Norwegian primary schools. The theoretical context draws on Goffman's frame analysis and on research on young people's digital literacy practices as socially situated meaning-making practices. Data was gathered through group interviews. The…

The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching practices. As teacher educators in the field of educational technology, we wondered about the preparedness of teachers for making the transition to fully online environments.…

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors' assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the…

New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers' work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student…

This book presents the first results from the third cycle of the IEA International Computer and Information Literacy Study (ICILS 2023). This study investigated how young people are prepared for life in a world where the capacity to use computers and digital information responsibly, safely, and effectively is essential. The study reports on data…

Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students' interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year…