From digital competence to Professional Digital Competence

Almås, Aslaug Grov; Bueie, Agnete Andersen; Aagaard, Toril

doi:10.7577/njcie.4233

Cited by 37 publications

(32 citation statements)

References 17 publications

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“…Forskning på digital kompetanse i en laererutdanningskontekst inkluderer studier om hvordan laererutdanninger implementerer digital kompetanse i studiene (Amdam et al, 2022;Thorvaldsen, 2020), dokumentanalyser av ulike styringsdokumenter (Arstorp, 2021) og hvilke erfaringer laererstudenter og nyutdannede laerere har med å utvikle sin digitale kompetanse gjennom studiet (Almås et al, 2021;Gudmundsdottir & Hatlevik, 2018;Johannesen & Øgrim, 2020). Empiriske studier om laererutdanneres erfaring med, og utvikling av, digital kompetanse er imidlertid et underforsket område (Hjukse et al, 2020;Lund & Aagaard, 2020;Røkenes et al, 2022;Örtegren, 2022).…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

“…Utviklingen av laererutdanneres digitale kompetanse har vaert gjennomgående svakt forankret i laererutdanningene (Hjukse et al, 2020;Kelentrić et al, 2017;Krumsvik et al, 2012). Flere studier viser imidlertid at kollegabasert veiledning, tilgjengelig teknisk support, kritisk refleksjon, pedagogiske diskusjoner, tid på arbeidsplanen og administrativ støtte har stor betydning for om laererutdannere prioriterer å utvikle sin digitale kompetanse eller ikke (Almås, 2021;Amdam et al, 2022;Andreasen et al, 2022;Røkenes et al, 2022;Aagaard et al, 2022). Ifølge Aagaard et al (2022) kan laererutdannere utvikle digital kompetanse ved å reflektere over utfordringer i egen praksis, kombinert med lesing av akademisk litteratur og kollegabasert veiledning.…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

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Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Ørbæk

2022

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I denne artikkelen stilles det spørsmål om hvordan refleksjoner over kroppslige og emosjonelle erfaringer kan ha betydning for utvikling av lærerutdanneres digitale kompetanse. Datamaterialet i denne autoetnografiske studien er refleksjonsnotater fra en lærerutdanners digitale undervisning våren 2021, som anvendes til å belyse forskningsspørsmålene: Hvilke kroppslige og emosjonelle erfaringer kommer til uttrykk når en lærerutdanner underviser digitalt? Hvilken betydning har disse kroppslige og emosjonelle erfaringene for hennes valg i undervisningsøyeblikket? Og hvilken betydning kan refleksjoner over kroppslige og emosjonelle erfaringer ha for utvikling av lærerutdanneres digitale kompetanse? Ved å anvende Deweys forståelse av erfaring og Fuchs’ begreper kroppslig resonans og mellomkroppslig samspill får analysen fram hvordan det å undervise digitalt skaper affekter og emotiver som får betydning for hvilke valg lærerutdanneren gjør i undervisingsøyeblikket, for relasjonen til studentene og for lærerutdannerens opplevelse av sin egen undervisning. Funnene viser også at refleksjoner over affektive og emotive erfaringer fra digital undervisning bidrar til å synliggjøre lærerutdannerens implisitte profesjonskunnskap, og med det gjøre erfaringene betydningsfulle i lærerutdannerens utvikling av egen undervisningspraksis både digitalt og på campus. ENGLISH ABSTRACT Developing digital competence through reflection on bodily and emotional experiences – a teacher educator’s experienceThis article asks how reflections on bodily and emotional experiences can have impact on the development of teacher educators’ digital competence. The data material in this autoethnographic study are reflection notes from a teacher educator’s digital teaching in the spring of 2021, which are used to illuminate the research questions: What bodily and emotional experiences are expressed when a teacher educator teaches digitally? What significance do these bodily and emotional experiences have for her choices at the moment of teaching? And what significance can reflections on bodily and emotional experiences have for the development of teacher educators’ professional digital competence? By applying Dewey’s understanding of experience and Fuchs’ concepts of bodily resonance and interbody interaction, the analysis reveals how digital teaching creates affective and emotive experiences that have an impact on the choices the teacher educator makes at the time of teaching, for the relationship with students and for the teacher educator’s experience of her own teaching. The findings also show that reflections on affective and emotive experiences from digital teaching help to highlight the teacher educator’s implicit professional knowledge and thereby make the experiences significant in the teacher educators’ development of their own teaching practice digitally and on campus.

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Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Ørbæk

2022

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“…The paper concludes with an analysis of what the digitalization of higher education might mean after the COVID-19 period. Key aspects of digital competence development are highlighted in the study by Almås, Bueie & Aagaard (2021). At the same time, Zhang & Aslan (2021) characterized the role of artificial intelligence in the process of organizing digital learning.…”

Section: Introductionmentioning

confidence: 99%

Distance learning as an integrative response to contemporary challenges

Ruda

Sofilkanych²,

Bokshan³

2023

FEd

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The COVID-19 pandemic has raised the issue of using distance learning as a separate independent model of organizing the educational process. The purpose of the article is to analyze distance learning as a form of organizing the educational process, which is dynamically developing in response to global challenges, from the point of view of an integral approach. Accordingly, the object of the study is modern forms of distance learning as a way of organizing the educational process. To achieve this goal, an analytical research approach was used that allows correlating and identifying effective solutions taking into account the unique features of the educational system: content analysis (32 items of scientific literature were analyzed), prognostic, systemic, structural methods, as well as methods of specification and abstraction. The empirical data for the study were obtained by using a survey method, which involved 100 higher education students. Its main goal was to determine the readiness of students to perceive distance learning not only as a response to the challenges of quarantine restrictions but also as a separate form of educational activity. The results showed that despite the efforts of teachers and the use of modern digital technologies, students had to study a lot of new educational materials on their own. The transition to distance learning has led to an increase in the importance of homework and independent work compared to traditional forms of educational activities. The majority of respondents noted that despite the increase in the share of online tests and other control activities, the average academic performance has not decreased. It was found that the number of students who improved their performance did not differ from those who used traditional forms of education. As a result, many higher education students expressed the opinion that studying remotely was generally easy, despite all the obstacles. Such a positive assessment allows us to interpret distance learning as a promising and independent vector for the development of future education. The conclusions emphasize that a condition for the further development of distance education is the development of digital technologies that form the basis of the technical implementation of distance learning. We believe that distance learning should be perceived as a separate branch of the educational system. The practical significance of the study lies in proving the functioning of distance education as an original form of organization of the educational process.

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“…They are required to have the skills and abilities to work with the current digital education space (Vasiljanovna, 2021). Because their digital skills are a resource in implementing online learning activities (Almås, Bueie, & Aagaard, 2021). One of the applications of digital technology is video conferencing or video learning.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Implementing the Video in University for Online Learning Amid Covid-19 Pandemic

Amalia¹

2022

AIJP

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This study aims to determine the results of the evaluation of the implementation of video at universities related to online learning during the Covid-19 pandemic. This study uses a qualitative approach with the evaluation method of the Stufflebeam model, namely CIPP (Context, Input, Process, Product). Data were collected through documentation, observation, and interviews. The data were analyzed through the stages of data reduction, data presentation and concluding. The results of the study concluded that the use of videos at universities during online learning activities was good. The shortcomings found were in the input aspect to improve the digital competence of lecturers in mastering the latest technology as a learning medium. The learning process must be improved again to stimulate students to be more active during discussions. Meanwhile, the product aspect related to learning outcomes also shows a decrease in student achievement and attitudes in motivating themselves to learn. The results of this study have implications for the understanding of lecturers and universities about the readiness of facilities and technology for online learning activities.

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From digital competence to Professional Digital Competence

Cited by 37 publications

References 17 publications

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Distance learning as an integrative response to contemporary challenges

Evaluation of Implementing the Video in University for Online Learning Amid Covid-19 Pandemic

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