Technology and knowledge. In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education?

Abstract

In recent decades, education has undergone a digital transformation. In Norway, the government's digitalization strategy for education includes ambitious goals and plans, with expectations of new forms of teaching and learning, better learning, and improved learning outcomes. Despite the increased availability of technology in Norwegian schools, there is still a significant gap between available technology in the classroom and teachers' use of this technology for educational purposes. This paper is based on Legitimation Code Theory (LCT) and explores teachers' understanding of subject-area knowledge practices. Drawing on an empirical survey of a number of schools in northern Norway, completed in 2018/19, this paper uses one dimension of LCT to explore and compare the organized principles underlying teachers' knowledge practices in the key subjects of mathematics and Norwegian. An analysis suggests a code 'clash' with mathematics and a code 'match' with Norwegian, which may help explain their different patterns of technology integration. This research provides new perspectives on the integration of technology in education and suggests that different forms of subject-area knowledge have varying effects on teachers' knowledge practices with the use of technology in schools. This insight, which reveals the importance of knowledge and knowledge practices, will have an impact on strategies for integrating technology in schools and on measures that can promote better learning in subjects using technology in education.

A systematic literature review of ICT integration in secondary education: what works, what does not, and what next?

“…Lie [14,20] found a lack of time for designing and implementing WebQuest projects in the classroom among preservice science teachers. Some in-service language teachers did not have adequate time to explore digital libraries or use them to enhance their teaching; according to Lie [14] in their study, Bratland [25] reported that some in-service mathematics teachers did not have time to learn and use GeoGebra software.…”

“…Besides, it may be used to visually represent, explore, or prove geometric relationships, properties, and theorems. This approach may teach mathematical subjects [7,25,28]. You can manage and deliver online courses with multiple modules and activities with the Moodle Learning Management System.…”

“…ICT integration skills can be developed through professional development [32], while school leadership and support can also assist teachers with ICT integration by providing them with resources, guidance, and motivation [21,33]. The teacher's pedagogical expertise and views may also contribute to the tactics they use to integrate ICT into their classrooms, such as whether they prefer student-or teacher-centered approaches [25]. The integration of ICT tools may be affected not only by student and teacher factors but also by the nature of the subject area and its associated learning experiences.…”

“…Therefore, ICT integration depends mainly on capacity development [6,7], which should be focused on harnessing technological knowledge with pedagogical understanding [16,21] in a conducive learning environment supported by all stakeholders [15,20,29]. Finally, capacity development should further enable students, teachers, and other experts to identify challenges and address them efficiently [23,25,26]. This framework is a cyclic model of effectively integrating ICT in a learning context.…”

Bibliometric Analysis of Technology Trends in Education: Analysis from 2018 to 2022

“…This makes technology a basic need for everyone so that it can be said that between educational innovation and educational technology is a unity that cannot be separated (Salsabila & Agustian, 2021). As in the 21st century, when information and technology have dominated all aspects of life including affecting education, therefore every element in the scope of education must be responsive in adapting to this rapid development (Bratland et al, 2022;Elmira et al, 2022). Being responsive to changing times also means having to understand what the dynamics of education are demanding that will continue to develop (Galvis & Carvajal, 2022).…”