25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents

Figures & data

Table 1. The Norwegian policy documents included in this study

Norway	National policy documents
1992/1994	Ministry of Education Research and Church Affairs (1992/1994), Rammeplan for 4-årig Allmennlærerutdanning, [Framework Plan for 4-year Teacher Education, (1992/1994)]
1999	Ministry of Education Research and Church Affairs (1999), Rammeplan for 4-årig Allmennlærerutdanning [Framework Plan for 4-year Teacher Education]
2003	Ministry of Education and Research (2003), Rammeplan for Allmennlærerutdanningen [Framework Plan for Teacher Education, (2003)].
2010	Ministry of Education and Research (2010a), Nasjonale retningslinjer for grunnskolelærerutdanningen 1. – 7. trinn [National Guidelines for Teacher Education levels 1–7]. Ministry of Education and Research (2010b), Nasjonale retningslinjer for grunnskolelærerutdanningen 5. – 10. trinn [National Guidelines for Teacher Education levels 1–7].
2016	Ministry of Education and Research (2016), Nasjonale retningslinjer for grunnskolelærerutdanningen 1. – 7. trinn [National Guidelines for Teacher Education levels 1–7]. Ministry of Education and Research (2016), Nasjonale retningslinjer for grunnskolelærerutdanningen 5.-10. trinn [National Guidelines for Teacher Education levels 5–10].

Table 2. The Danish policy documents included in this study

Denmark	National policy documents
1992/1994	Ministry of Higher Education (1992), Bekendtgørelse om uddannelse af lærere til folkeskolen [Ministerial Order on the teacher training bachelor’s programme].
1997	Ministry of Higher Education (1998), Bekendtgørelse om uddannelse af lærere til folkeskolen [Ministerial Order on the teacher training bachelor’s programme].
2006	Ministry of Higher Education (2006), Bekendtgørelse om uddannelse til professionsbachelor som lærer i Folkeskolen [Ministerial Order on the Professional Bachelor of Teaching Programme]
2012	Ministry of Higher Education (2012), Bekendtgørelse om uddannelse til professionsbachelor som lærer i folkeskolen [Ministerial Order on the Professional Bachelor of Teaching Programme]
2015	Ministry of Children and Education (2015). Bekendtgørelse om uddannelse til professionsbachelor som lærer i folkeskolen [Ministerial Order on the Professional Bachelor of Teaching Programme].

Table 3. The three analytical categories developed for this study

Type of artifact	Perspective on technology
Tool artifact	Technology is used for a specific action, to support processes in the classroom, e.g. calculating, showing a video or as a tool for creative and productive processes.Technology is a supporting tool to be mastered.	Concrete
Teacher professional artifact	Technology is an internal representation of pedagogical ideas brought into an external representation such as a pedagogical practice with a physical tool. Examples are evaluating digital learning materials, ensuring inclusion of all students with digital tools, but it could also be teaching reading or understanding algebra etc. Technology is interwoven in teachers’ pedagogical thinking and professional practice.
Discursive artifact	Technology is connected to creating change for an unknown future (e.g. better language skills needed in a globalised world). Technology becomes a sign of change going beyond the physical tool and the pedagogical practice.	Abstract

Table 4. Frequency and examples of all three categories from each Norwegian document, 1992-2016

Technology in Norwegian policy documents (see Table 1 for a list of documents)
Year	Words used	Tool Artifacts	Teacher Professional Artifacts	Discursive Artifacts
1992, examples	information technology new media computer	becoming familiar with technological tools through courses if they have low familiarity with such tools	using technology in a subject didactical context understanding the demand for a practical and theoretical basis for using information technology for pedagogical purposes due to increased information flow	understanding the challenges in society due to increased amounts of information understanding the changing world view and the new conditions for pedagogical work
Frequency	30 sentences^a	20 = 67%	2 = 6%	8 = 26%
1999, examples	information and communication technology ICT newer media mass media computer	finding information, learning languages communicating using technology as new tool for subject specific methods creating courses for students unfamiliar with technological tools	using technology for gathering, evaluating information reflecting upon the use evaluating the limitations and quality of different technologies for teaching in a critical and reflective way	understanding the consequences of technology on learning and the difficulty of teachers staying updated
Frequency	42 sentences^b	31 = 74%	7 = 17%	4 = 10%
2003, examples	information and communication technology (new) technology electronic and ICT/ICT-based	using technology a tool and an aid for communication and learning working creatively and critically with technology learning to analyse the ICT tools evaluating ethical aspects of use	evaluating the use of technology/technological tools reflecting critically upon use	understanding the consequences of the technological impact on society and new ways of learning through media and ICT
Frequency	30 sentences^c	18 = 60%	8 = 27%	4 = 13%
2010, examples	digital tools/learning resources/learning platforms/arenas media internet	mastering digital tools as one of the basic skills using technology for communication, ans as learning resource applying technology to subject specific methods	evaluating and critically assessing use of technology in teaching and learning situations understanding the learning potentials and limitations such as: the new role of the teacher, how to inspire students and how to differentiate learning	not present
Frequency	55 sentences^d	36 = 65%	19 = 35%	0%
2016, examples	digital tools learning resources learning platforms learning arenas digital skills media internet digital competence	developing basic skills and digital competence using technology as a tool for dissemination and communication understanding technology as a digital learning resource applying technology to subject specific content and methods	planning, executing and critically evaluating learning activities teaching students to evaluate and critically reflect upon the learning potentials and limitations	understanding the importance of addressing changes in students’ everyday digital life [in social studies]
Frequency	43 sentences^e	21 = 48,8%	21 = 48,8%	1 = 2,3%

^a1 sentence represents two categories and is counted in both categories

^b1 sentence represents two categories and is counted in both categories.

^c5 sentences represent two categories and are counted in both categories.

^d7 sentences represent two categories and are counted in both categories.

^e3 sentences represent two categories and are counted in both.

Table 5. Frequency and examples of all three categories from each Danish document, 1992-2015

Technology in the Danish policy documents (see Table 2 for a list of documents)
Year	Words used	Tool Artifacts	Teacher Professional Artifacts	Discursive Artifacts
1992/1994, examples	information and communication technology technology electronic media	using technology as a tool, a learning material and an aid for communication and learning using technology for data analysis	establishing criteria for use analysing ict as a learning material evaluating the use of technology using technology for argumentation, planning, dissemination and evaluating of teaching integrating technology in subjects and subject methods	not present
Frequency	27 sentences^a	13 = 48%	14 = 52%	0%
1998, examples	information and communication technology	using technology as an aid for communication and learning using technology as a teaching tool and for data analysis	being able to establish criteria for use of technology in teaching analysing, planning, executing and evaluating teaching with technology	not present
Frequency	23 sentences^b	10 = 43%	13 = 57%	0%
2006, examples	information and communication technology it virtual media digital technology	using technology as a tool and an aid for processes using technology for subject specific methods and content	planning teaching with technology analysing and arguing for choices made evaluating the use of technology	not present
Frequency	40 sentences^c	20 = 50%	20 = 50%	0%
2012, examples	information and communication technology it virtual media digital technology	using technology as a tool for subject content using technology in subject related processes (e.g. communication)	planning and organising teaching with technology arguing for choices made when teaching with technology analysing and evaluating learning materials using technology for subject related content and methods	understanding and reflecting upon the impact of ict and media on historical explanations and connections
Frequency	50 sentences^d	28 = 54%	23 = 44%	1 = 2%
2015, examples	digital media/pictures digital learning materials/resources etc. technology it/it-based interactive media electronic	using technology as a tool for subject content using technology in subject related processes (e.g. data gathering, analysing, producing music)	planning, organising, evaluating and developing teaching with technology using learning materials suitable for students’ abilities and knowledge using technology in accordance with learning objective and content	not present
Frequency	73 sentences	57 = 79%	15 = 21%	0%

^aOne sentence represents two categories and is counted in both.

^bOne sentence represents two categories and is counted in both.

^cOne sentence represents two categories and is counted in both.

^dTwo sentences represent two categories and are counted in both.

Figure 1. Each category grouped, 1992–2016, Norwegian policy

Figure 2. Each category grouped, 1992–2015, Danish policy

Figure 3. Tool artifacts and teacher professional artifacts, 1992–2016, Norwegian policy

Figure 4. Tool artifacts and teacher professional artifacts, 1992–2016, Danish policy

Ministry of Education (1992/1994). Rammeplan for 4-årig allmennlærerutdanning [Framework plan for 4-year teacher education]. Oslo: Ministry of Education.

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Ministry of Education, (1999). Rammeplan for 4-årig allmennlærerutdanning [Framework plan for 4-year teacher education]. Oslo: Ministry of Education.

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Ministry of Education and Research. (2003). Rammeplan for Allmennlærerutdanningen [Framework plan for teacher education]. Oslo: Ministry of Education and Research.

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Ministry of Education and Research. (2010a). Nasjonale retningslinjer for grunnskolelærerutdanningen 5.–10. trinn [National guidelines primary and lower secondary teacher education programmes, years 5–10]. Oslo: Ministry of Education and Research.

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Ministry of Education and Research. (2010b). National guidelines for differentiated primary and lower secondary teacher education programmes, years 1–7 and 5–10. General provisions. Oslo: Ministry of Education and Research.

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Ministry of Education and Research. (2016). Nasjonale retningslinjer for grunnskolelæ rerutdanningen 1. – 7. trinn [National Guidelines Primary and Lower Secondary Teacher Education Programmes for Years 1–7], Oslo: Ministry of Education and Research.

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Ministry of Education and Research. (2016). Nasjonale retningslinjer for grunnskolelæ rerutdanningen 5. – 10. trinn [National Guidelines Primary and Lower Secondary Teacher Education Programmes for Years 5–10], Oslo: Ministry of Education and Research.

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Ministry of Higher Education. (1992). Bekendtgørelse om uddannelse af lærere til folkeskolen [Ministerial order on the teacher training bachelor’s programme], Copenhagen: Ministry of Higher Education.

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Ministry of Higher Education. (1998). Bekendtgørelse om uddannelse af lærere til folkeskolen [Ministerial order on the teacher training bachelor’s programme]. Copenhagen: Ministry of Higher Education.

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Ministry of Higher Education. (2006). Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen [Ministerial order on the professional bachelor’s in teaching], Copenhagen: Ministry of Higher Education.

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Ministry of Higher Education. (2012). Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen [Ministerial order on the professional bachelor’s in teaching], Copenhagen: Ministry of Higher Education.

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Ministry of Children and Education. (2015). Bekendtgørelse om uddannelsen til professionsbachelor som lærer i folkeskolen [Ministerial order on professional bachelor’s programme in teaching]. Copenhagen: Ministry of Children and Education

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