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dc.contributor.authorThorvaldsen, Steinar
dc.contributor.authorMadsen, Siri Sollied
dc.date.accessioned2022-01-19T15:43:39Z
dc.date.available2022-01-19T15:43:39Z
dc.date.issued2021-03-08
dc.description.abstractEducational use of technology is regularly assessed, and results often show a gap between educational policies and what is actually practiced. This chapter will help clarify how teacher educators experience the changing educational contexts due to the digital revolution, how their meaning-making shifts, and how outside forces influence those processes. The results are based on comparative international studies. Central for this study is practitioners’ professional digital competence, their attitudes towards digital technology and the use of digital technology in education. We found that the influence and contribution of digital practice is carried out quite differently across the globe. Our research questions were: How do practitioners experience teaching in a rapidly changing context? How do attitudes change due to top-down governing of education? and What motivates teacher educators to implement digital technology?en_US
dc.identifier.citationThorvaldsen S, Madsen S: Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe. In: Hernandez-Serrano. Teacher Education in the 21st Century - Emerging Skills for a Changing World, 2021. IntechOpenen_US
dc.identifier.cristinIDFRIDAID 1906134
dc.identifier.doihttps://doi.org/10.5772/intechopen.96206
dc.identifier.isbn978-1-83968-793-8
dc.identifier.urihttps://hdl.handle.net/10037/23730
dc.language.isoengen_US
dc.publisherIntechOpenen_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.titleDecoding the Digital Gap in Teacher Education: Three Perspectives across the Globeen_US
dc.typeChapteren_US
dc.typeBokkapittelen_US


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