Digital technology in arts and craft
- a changing teacher role
DOI:
https://doi.org/10.7577/formakademisk.5518Keywords:
arts and craft, subject didactics, digital competence, teacher role, artificial intelligenceAbstract
In 2017, Norway’s first Framework for Teachers' Professional Digital Competence (PfDK) was established. The aim was to create a shared understanding of what was expected from teachers in digital environments and to enhance their digital competence. The initial version of the framework introduced four roles that teachers are expected to adopt interchangeably: transmitter, facilitator, participant, and leader. This article presents an a/r/tographic exploration of what these roles entail for art and crafts teachers. The study is based on the premise that certain challenges emerge for teachers in art and crafts that do not arise to the same degree in other subjects. This is attributed to the subject's unique nature as a creative, hands-on, and practical discipline, where digital technology introduces a distinct form of materiality. In the article, I employ the four roles from the initial version of the framework as analytical tools to examine how these roles influenced a project in a first-grade classroom, where digital technology was central. The analysis focuses on how the different roles prompted various dynamics and illuminated specific challenges for the role of the art and crafts teacher in digital environments.
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