![]() Teachers’ discourse around ICT in class was practical and technical, rather than conceptual. Despite good access and high national ambitions for the development of students’ digital competence, teachers’ uptake of the available digital technology was very often limited to supporting traditional teacher-centered practices, with low student participation, suggesting that information and communications technology (ICT) was used for traditional transmissive pedagogy. Key findings are that teachers’ implementation and uptake of technology in everyday instruction was narrow and limited. ![]() Drawing on 178 video-recorded lessons from 47 lower-secondary classrooms with high technological infrastructure in Norway, the present study sheds light on how and for what purposes teachers use technology in their everyday instruction, providing important insights into what kind of digital literacy practices students experience in a classroom context.
0 Comments
Leave a Reply. |