This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.
Using a multidisciplinary and holistic approach, the book compares Nordic countries attitudes towards the digitalization of education and demonstrates the Nordic regions position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.
Ultimately, this books reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.
Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.
Introduction Editors Introduction to Part 1 Policy
1. Norwegian
Professional Digital Competence and Danish Technology Comprehension in
Teacher Education Two Peas in a Pod?
2. This Is How We Do It! - Rural
Resilience in Local Translation Work on National School Digitalization
Policy. Editors Introduction to Part
2. Digital Leadership and Organization
3. From national digital strategy to local practice: a leadership challenge.
4. Overcoming barriers to the digitalization of education.
5. Reflections on
leading for digitalization. Digging deeper into professional digital
competence for school leaders using the PEAT-model. Editors Introduction to
Part
3. Sustainable digital ecosystems
6. A Learning Analytics-Driven
Intervention to Support Students Learning Activity and Experiences.
7.
Qualification, socialization, and subjectification in the teaching practice:
when considering student experience in a digital society.
8. Multimodality in
students meaning-making via technological designs. Editors Introduction to
Part
4. Subjects, tools, and teaching in flux.
9. Exploring the Role of
Digital Textbooks in Education.
10. Co-constructing teacher education:
Student agency and teacher educators responses to a student-created podcast.
11. Transforming Teacher Training through Simulation-based Practice Designs.
Editors Introduction to Part
5. Digital competence for teachers
12. Adequate
digital competence: Swedish teachers pedagogical digital readiness in
subject-based curricula.
13. Swedish teachers digital competence -
infrastructures for teaching and working Conclusion - knowing in a digital
world
Sara Willermark is Associate Professor in Informatics, School of Business Economics and IT, University West, Sweden.
Anders D. Olofsson is Professor of Education, Department of Education, Umeå University, Sweden.
J. Ola Lindberg is Professor of Education, Department of Education, Umeå University, Sweden.
