“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use
DOI:
https://doi.org/10.7577/njcie.3752Keywords:
Digital responsibility, Professional digital competence, Initial teacher education, student teachersAbstract
The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.
Downloads
References
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110–125.
Baltaci, Ö. (2019). The predictive relationships between social media addiction and social anxiety, loneliness, and happiness. International Journal of Progressive Education, 15(4), 73–82.
Bandura, A. (2015). On deconstructing commentaries regarding alternative theories of self-regulation. Journal of Management, 41, 1025–1044.
Barn & Medier (2020). Om sosiale medier og skadelig innhold på nett Delrapport 1 [On social meda and malicious online content. Partial report I], 11. February 2020. Medietilsynet. https://medietilsynet.no/globalassets/publikasjoner/barn-og-medier-undersokelser/2020/200211-barn-og-medier-2020-delrapport-1_-februar.pdf
Binkley, M., Erstad, E., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of the 21st Century Skills (pp. 17-66). Springer.
Blikstad-Balas, M. (2016). “You get what you need”: A study of students’ attitudes towards using Wikipedia when doing school assignments. Scandinavian Journal of Educational Research, 60(6), 594–608.
Bloor, M., Frankland, J., Thomas, M., & Stewart, K (2002). Focus groups in social research. Sage.
Borja, K., Dieringer, S., & Daw, J. (2015). The effect of music streaming services on music piracy among college students. Computers in Human Behavior, 45, 69–76.
Botturi, L. (2019). Digital and media literacy in pre-service teacher education: A case study from Switzerland. Nordic Journal of Digital Literacy, 14(3–4), 147–163. https://doi.org/10.18261/issn.1891-943x-2019-03-04-05
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brevik, L. M., Gudmundsdottir, G. B., Strømme, T. A., & Lund, A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86(November), 1-15. https://doi.org/10.1016/j.tate.2019.07.005
Caena, F. (2014). Teacher competence frameworks in Europe: Policy‐as‐discourse and policy‐as‐practice. European Journal of Education, 49(3), 311–331.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu). European Journal of Education, 54(3), 356–369.
Calvani, A., Fini, A., Ranieri, M., & Picci, P. (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education, 58, 797–807.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens, with eight proficiency levels and examples of use. Publications Office of the European Union.
Choi, M. (2015). Development of a scale to measure digital citizenship among young adults for democratic citizenship education. Doctoral dissertation, Ohio State University.
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the Internet age. Theory & Research in Social Education, 44(4), 565–607. https://doi.org/10.1080/00933104.2016.1210549
Clark, C. H., Schmeichel, M., & Garrett, H. J. (2020). Social studies teacher perceptions of news source credibility. Educational Researcher. https://doi.org/10.3102/0013189X20909823
Coetzee, S. A. (2013). Learner sexual offenders: Cyber child pornography. Mediterranean Journal of Social Sciences, 4(11), 752–757. https://doi.org/10.5901/mjss.2013.v4n11p752
Colón-Aguirre, M., & Fleming-May, R. A. (2012). “You just type in what you are looking for”: Undergraduates’ use of library resources vs. Wikipedia. The Journal of Academic Librarianship, 38(6), 391–399.
Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., & Lester, L. (2015). A social–ecological framework for understanding and reducing cyberbullying behaviours. Aggression and Violent Behavior, 23(July–August), 109–117. https://doi.org/10.1016/j.avb.2015.05.016
Darcin, A. E., Kose, S. Noyan, C. O., Nurmedov, S., Yılmaz, O., & Dilbaz, N. (2016). Smartphone addiction and its relationship with social anxiety and loneliness, Behaviour & Information Technology, 35(7), 520–525. https://doi.org/10.1080/0144929X.2016.1158319
Daza Ramos, L. V. (2019, 10–12 October). A conceptualization of the third space in pre-service teachers’ professional practice. 2019 NOCIES biannual conference & Global CIE Forum, University of Stockholm, Sweden.
Egeberg, G., Gudmundsdottir, G. B., Hatlevik, O. E., Ottestad, G., Skaug, J. H., & Tømte, K. (2011). Monitor 2011. Skolens digitale tilstand. [Monitor 2011. The digital state of school]. Oslo: Senter for IKT i utdanningen.
Engen, B. K. (2019). Comprendiendo los aspectos culturales y sociales de las competencias digitales docentes [Understanding social and cultural aspects of teachers’ digital competencies]. Comunicar, 61, 9–19. https://doi.org/10.3916/C61-2019-01
Engen, B. K., Giæver, T. H., Gudmundsdottir, G. B., Hatlevik, O. E., Mifsud, L. & Tømte, K. (2014). Digital natives: Digitally competent? In M. Searson & M. N. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2110-2116). Association for the Advancement of Computing in Education. SITE 2014.
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. JRC-IPTS.
Ferrari, A. (2013). DigComp: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union.
Fraillon, J., Schulz, W., & Ainley, J. (2013). International Computer and Information Literacy Study: Assessment Framework. International Association for the Evaluation of Educational Achievement.
Frønes, T. S. (2017). Å lese og navigere på nettet. En studie av elevers navigasjonsstrategier. [To read and navigate online. A study on students navigation strategies]. Doctoral dissertation, University of Oslo.
Gámez-Guadix, M. (2014). Depressive symptoms and problematic internet use among adolescents: Analysis of the longitudinal relationships from the cognitive–behavioral model. Cyberpsychology, Behavior, and Social Networking, 17(11), 714–719. http://doi.org.ezproxy.uio.no/10.1089/cyber.2014.0226
Gudmundsdottir, G. B., Gassó, H. H., Colomer Rubio, J. C., & Hatlevik, O. E. (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education, 152 (July). https://doi.org/10.1016/j.compedu.2020.103877
Gudmundsdottir, G. B. & Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education 41(2), 214-231. https://doi/10.1080/02619768.2017.141608
Gudmundsdottir, G. B., Loftsgarden, M., & Ottestad, G. (2014). Nyutdannede lærere: Profesjonsfaglig digitale kompetanse og erfaringer med IKT i lærerutdanningen [Newly qualified teachers: Professional digital competence and experiences with ICT in teacher education]. Senter for IKT i utdanningen.
Heath, M. K. (2018). What kind of (digital) citizen? A between-studies analysis of research and teaching for democracy. The International Journal of Information and Learning Technology, 35(5), 342–356.
Hsu, S. (2011). Who assigns the most ICT activities? Examining the relationship between teacher and student usage. Computers & Education, 56(3), 847–855.
Instefjord, E. (2014). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 313–329.
International Society for Technology in Education (ISTE) (1998). The National Educational Technology Standards for Students. http://www.iste.org/standards.aspx
Jia, Y., Oh, Y. J., Sibuma, B., LaBanca, F., & Lorentson, M. (2016). Measuring twenty-first century skills: development and validation of a scale for in-service and pre-service teachers. Teacher Development, 20(2), 229–252. https://doi.org/10.1080/13664530.2016.1143870
Johannessen, H. (2016). Teaching source criticism to students in higher education: A practical approach. In D. Oberg & S. Ingvaldsen (Eds.), Media and information literacy in higher education: Educating the educators (pp. 89–105). Chandos Publishing.
Kelentrić, M., Helland, K., & Arstorp, A-T. (2017). Professional digital competence framework for teachers. The Norwegian Directorate for Education and Training. https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf
Kolås, L. (2016). Multimedia for lærere - pedagogisk bruk av bilder, lyd og video. [Multimedia for teachers – pedagocial use of images, audio and video]. Høyskolen i Nord-Trøndelag.
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273
Kubiszeqski, I., Noorderwier, T., & Costanza, R. (2011). Perceived credibility of Internet encyclopedias. Computers & Education, 56, 659–667.
Kvale, S., & Brinkmann, S. (2015). Det kvalitative forskningsintervju[The qualitative research interview]. Gyldendal akademisk.
Lam, L. T., & Peng, Z. W. (2010). Effect of pathological use of the internet on adolescent mental health: A prospective study. Archives of Pediatrics and Adolescent Medicine, 164(10), 901–906. https://doi.org/10.1001/archpediatrics.2010.159
Lillejord, S., & Børte, K. (2016). Partnership in teacher education: A research mapping. European Journal of Teacher Education, 39(5), 550–563. https://doi.org/10.1080/02619768.2016.1252911
List, A., Grossnickle, E. M., & Alexander, P. A. (2017). Undergraduate Students’ Justifications for Source Selection in a Digital Academic Context. Journal of Educational Computing Research, 54(1), 22–61.
Livingstone, S., Hasebrink, U., Garitaonandia, C., & Garmendia, M. (2008). Comparing online risks faced by European children: Reflections on youthful Internet use in Britain, Germany and Spain. Quaderns del CAC, 31–32, 95–105.
Livingstone, S., Mascheroni, G., Ólafsson, K., & Haddon, L. (2014). Children’s online risks and opportunities: Comparative findings from EU Kids Online and Net Children Go Mobile. EU Kids Online, LSE. http://eprints.lse.ac.uk/60513/1/__lse.ac.uk_storage_LIBRARY_Secondary_libfile_shared_repository_Content_EU%20Kids%20Online_EU%20Kids%20Online-Children%27s%20online%20risks_2014.pdf
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 281–299.
Lund, A., & Erikson, T. (2016). Teacher education as transformation: Some lessons learned from a center for excellence in education. Acta Didactica Norge, 10(2), 53–72. https://www.journals.uio.no/index.php/adno/article/view/2483/2458
Lwin, M. O., Li, B., & Ang, R. P. (2012). Stop bugging me: An examination of adolescents’ protection behavior against online harassment. Journal of Adolescence, 35, 31–41.
Mac Mahon, B., Ó Grádaigh, S., & Ní Ghuidhir, S. (2019). Super vision: The role of remote observation in the professional learning of student teachers and novice placement tutors. TechTrends, 63, 703–710.
Machimbarrena, J. M., Calvete, E., Fernández-González, L., Álvarez-Bardón, A., Álvarez-Fernández, L., & González-Cabrera, J. (2018). Internet risks: An overview of victimization in cyberbullying, cyber dating abuse, sexting, online grooming and problematic internet use. International Journal of Environmental Research and Public Health, 15(11). https//doi.org/10.3390/ijerph.15112471
Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and Information Technologies, 22(2), 605–622.
Marković, M. G., Debeljak, D., & Kadoić, N. (2019). Preparing students for the era of the General Data Protection Regulation (GDPR). TEM Journal, 1, 150–156. https://www.ceeol.com/search/article-detail?id=746733
McGarr, O., & Gallchóir, C. Ó. (2020). Examining supervising field instructors’ reporting and assessment of technology use by pre-service teachers on school placement. Computers & Education, 146. https://doi.org/10.1016/j.compedu.2019.103753
Metzger, M. J. (2007). Making sense of credibility on the web: Models for evaluating online information and recommendations for future research. Journal of the Association of Information Science and Technology, 58(13), 2078–2091.
Metzger, M. J., & Flanagin, A. J. (2013). Credibility and trust of information in online environments: The use of cognitive heuristics. Journal of Pragmatics, 59, 201–220.
Michell, L. (1999). Combining focus groups and interviews: Telling how it is; telling how it feels. In R. S. Barbour & J. Kitzinger (Eds.), Developing focus group research: Politics, theory and practice (pp. 36–46). Sage. https://doi.org/10.4135/9781849208857.n3
Morgan, D. L. (1997). Planning and researching design for focus groups. Sage. https://doi.org/10.4135/9781412984287
Munthe, E. (2019). Research-based teacher education. In Encyclopedia of Teacher Education. Springer Nature https://doi.org/10.1007/978-981-13-1179-6_53-1
Norwegian Directorate for Education and Training (2012). Rammeverk for grunnleggende ferdigheter [Framework for basic skills]. Norwegian Directorate for Education and Training.
Pusey, P., & Sadera, W. A. (2011). Cyberethics, cybersafety, and cybersecurity: Preservice teacher knowledge, preparedness, and the need for teacher education to make a difference. Journal of Digital Learning in Teacher Education, 28(2), 82–85.
Puustinen, M., & Rouet, J.-R. (2009). Learning with new technologies: Help seeking and information searching revisited. Computers & Education, 53, 1014–1019.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (JRC107466). Joint Research Centre. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Rubel, A., & Jones, K. M. (2016). Student privacy in learning analytics: An information ethics perspective. The Information Society, 32(2), 143–159.
Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education: A literature review. Nordic Journal of Digital Literacy, 9(4), 250–280.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014
Salmela-Aro, K., Upadyaya, K., Hakkarainen, K., Lonka, K., & Alho, K. (2017). The dark side of internet use: Two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among Finnish early and late adolescents. Journal of Youth and Adolescence, 46, 343–357. https://doi.org/10.1007/s10964-016-0494-2
Sawyer, A. G., & Myers, J. (2018). Seeking comfort: How and why preservice teachers use internet resources for lesson planning. Journal of Early Childhood Teacher Education, 39(1), 16–31. https://doi.org/10.1080/10901027.2017.1387625
Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006–1021.
Shin, S.-K. (2015). Teaching critical, ethical, and safe use of ICT to teachers. Language Learning and Technology, 19(1), 181–197.
Staksrud, E. (2013). Digital mobbing. Hvem, hvor, hvordan, hvorfor – og hva kan voksne gjøre [Digital bullying. Who, where, how, why – and what adults can do]. Kommuneforlaget.
Thorvaldsen, S., Egeberg, G., Pettersen, G. O., & Vavik, L. (2011). Digital dysfunctions in primary school: A pilot study. Computers & Education, 56(1), 312–319.
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teachers’ ICT. Computers & Education, 122(July 2018), 32–42. https://doi.org/10.1016/j.compedu.2018.03.002
Tømte, C. E. (2013). Educating teachers for the new millennium? Teacher training, ICT and digital competence. Nordic Journal of Digital Competence, 01-02(8), 74–89.
UNESCO (2014). Fostering digital citizenship through safe and responsible use of ICT: A review of current status in Asia and the Pacific as of December 2014. United Nations Education Scientific and Cultural Organisation. http://www.unescobkk.org/fileadmin/user_upload/ict/SRU-ICT/SRU-ICT_mapping_report_2014.pdf
Vuorikari, R., Punie, Y., Carretero Gomez, S., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The conceptual reference model. Joint Research Centre Report EUR 27948 EN. Publication Office of the European Union. Retrieved from https://doi.org/10.2791/11517
Wallace, T. (2017). Comparing the self-efficacy of dual enrollment students taking classes at the high school, at the college, and online. PhD dissertation. Liberty University, Lynchburg, VA.
Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. A. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers & Education, 52, 234–246.
Walsh, K., Zwi, K. Woolfenden, S., & Shlonsky, A. (2015). School-based education programs for the prevention of child sexual abuse: A Cochrane systematic review and meta-analysis. Research on Social Work Practice, 28(1), 33–55.
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27.
Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of civic online reasoning. Stanford History Education Group.
Zych, I., Baldry A. C., Farrington, D. P. (2017). School bullying and cyberbullying: Prevalence, characteristics, outcomes, and prevention. In V. Van Hasselt & M. Bourke (Eds.), Handbook of Behavioral Criminology. Springer.
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Dr. Greta Björk GUDMUNDSDOTTIR, Ove Edvard Hatlevik
This work is licensed under a Creative Commons Attribution 4.0 International License.
Declaration on copyright
- The author/s will keep their copyright and right of reproduction of their own manuscript, with the work simultaneously licensed under a Creative Commons Attribution License, but give the journal a permanent right to 1) present the manuscript to the public in the original form in which it was digitally published and 2) to be registered and cited as the first publication of the manuscript.
- The author itself must manage its financial reproduction rights in relation to any third-parties.
- The journal does not provide any financial or other remuneration for contributions submitted.
- Readers of the journal may print the manuscripts presented under the same conditions that apply to reproduction of a physical copy. This means that mass reproduction of physical copies or production of copies for commercial purposes is not permitted without the agreement of the author/s.
