Educational technology in teaching: What do teachers perceive they need in order to develop their professional competence?
2013 (English)In: Proceedings IRIS 36: August 11-14 2013 at Gran, Norway University of Oslo, department of informatics / [ed] Tone Bratteteig, Margunn Aanestad & Espen Skorve, Oslo, 2013, 1-16 p.Conference paper (Refereed)
This paper addresses the challenge of how to reach an Information and Communication Technology (ICT) competent teaching faculty in the Swedish compulsory school. Continuing professional development (CPD) can be a means to reach ICT-competence among teachers. In order to achieve successful CPD it is important to understand what teachers’ perceive they need in their professional development, which is examined in this paper. The study was performed in order to get a better understanding of the challenges associated with achieving ICT-competence. 17 teachers have been interviewed to investigate how they perceive needs regarding professional development and how they want these needs to be met. The interviews were recorded, transcribed, and analyzed by learning theories suitable for professional practices. Teachers’ expressed needs were interpreted as well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were highly divergent, depending on individual competence, motivation and learning preferences. Previous ICT initiatives may therefore have been too uniform to be effective.
Place, publisher, year, edition, pages
Oslo, 2013. 1-16 p.
teacher learning, teacher professional development, Swedish schools, defense, resistance, proximal zone of motivation, cognitive disequilibrium, WIL, Work-integrated learning
Learning Information Systems, Social aspects
Research subject SOCIAL SCIENCE, Informatics; Work Integrated Learning
IdentifiersURN: urn:nbn:se:hv:diva-5848OAI: oai:DiVA.org:hv-5848DiVA: diva2:684107
IRIS 36, 2013