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Computer literacy, media literacy, digital literacy and digital competence are all concepts that highlight the need to handle technology in our digital age. However, when it comes to teachers' digital literacy there is a need to develop a more pedagogic-didactic content for digital literacy in order to deal with the way in which new digital trends influence the underlying conditions for schools, pedagogy and subjects. This theoretical article will therefore examine whether a broader view of knowledge (situated learning) can be a relevant theoretical underpinning for a new digital competence model for teachers and the Scandinavian English perception of the term competence. The article is particularly angled towards how the complexity of teachers' digital literacy makes it necessary to expand our traditional perception of this concept. The implications of the article indicate that five vital structures are found to be essential to perceptions amongst teachers of the importance of Information-and Communication Technology (ICT) and achievement of digital competence.

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Educational technology provides an opportunity to improve the quality of education. There is, however, a lack of uptake in utilizing the equipment provided, as well as a lack of well-established methods for monitoring the use of educational technology. In this paper, which is based on one of the largest ICT studies in secondary schools in Norway, we explore the relationship between upper secondary school teachers' digital competence analysed by demographic, personal and professional characteristics. The implications of this study are that demographic, personal and professional characteristics, such as a teacher's age, work experience, gender, screen time and ICT education, predict teachers' high or low digital competence in upper secondary school to a certain degree. Further research is recommended in order to validate these preliminary findings.

This article is a literature review of online peer-reviewed empirical studies from 2000 to 2013 regarding the development of digital competence of student teachers in teacher education qualified to teach in the secondary school grade level. The purpose of the review is to showcase and establish knowledge about empirical research on ICT-training in teacher education, and contribute with an overview of approaches for researchers, teacher educators, and policymakers on how teacher education develop student teachers' digital competence for the secondary school grade level. A total of 42 studies met the inclusion criteria and were included in the review. Based on a thematic analysis of the studies, including coding and categorization strategies, eight approaches were identified: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging theory/practice gap. The approaches consider ways that teacher education programs promote student teachers' digital competence, and educate them in professionally using ICT for their future use in school and classroom teaching in secondary education.

a b s t r a c tLarge lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback practice. The purpose of this sequential mixed methods study was to address whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work. The context for the study was large lectures (150e200 students) in a qualitative method course for first-year psychology students. Findings from the survey (n ¼ 149) showed a positive correlation between the extent to which students report that they use clickers to monitor their own learning, and the extent to which they report that they used the feedback in their own course work. However, findings indicate that students valued the process of monitoring their own learning during the lectures to a greater extent than they actually used the feedback in their course work. Findings from interviews (n ¼ 6) illustrated various ways students applied feedback in their course work.

A B S T R A C TNursing students experience physiology as a challenging subject to learn. A learner-centred approach could enhance their learning. This study explored nursing students' experiences of actively studying anatomy and physiology off-campus within a flipped classroom using various digital tools. The data from focus group interviews and students' reflective notes were analysed using a combination of systematic text condensation and activity systems analysis. In the students' activity system, three tensions were identified: tension between students' expectations and the teaching design, tension between a wish for more frequent attendance and being on their own and tension between the schedule and time needed. The use of digital tools could have facilitated learning and preparation for the course activities. However, students seemed to depend on social assistance, and they might not be ready to take full responsibility for studying adequately by themselves.