25+ Years of ICT in Policy Documents for Teacher Education in Norway and Denmark (1992 to 2020): A Study of How Digital Technology Is Integrated into Policy Documents

Autor/in	Arstorp, Ann-Thérèse
Titel	25+ Years of ICT in Policy Documents for Teacher Education in Norway and Denmark (1992 to 2020): A Study of How Digital Technology Is Integrated into Policy Documents
Quelle	In: Education Inquiry, 12 (2021) 4, S.365-389 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arstorp, Ann-Thérèse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2021.1972594
Schlagwörter	Teacher Education Programs; Cross Cultural Studies; Educational Policy; Foreign Countries; Policy Analysis; Educational History; Information Technology; Classification; Comparative Education; Technology Uses in Education; Technological Literacy; Educational Change; Preservice Teacher Education; Teaching Methods; Guidelines; Denmark; Norway + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Ausland; Politikfeldanalyse; History of education; Bildungsgeschichte; Informationstechnologie; Classification system; Klassifikation; Klassifikationssystem; Vergleichende Erziehungswissenschaft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Dänemark; Norwegen
Abstract	This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992-2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky's artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01