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

References

• Aagaard, T., & Lund, A. (2019). Digital agency in higher education: Transforming teaching and learning. Taylor and Francis. doi:https://doi.org/10.4324/9780429020629
   Google Scholar
• Andreasen, L. B., Meyer, B., & Rattleff, P. (2008). Digitale medier og didaktisk design: Brug, erfaringer og forskning [Digital media and didactical design]. Copenhagen: Danmarks Pædagogiske Universitetsforlag.
   Google Scholar
• Arstorp, A.-T. (2015). Teknologi på læreruddannelsen—en forestillet eller en realiseret praksis? [Technology in teacher education - an imagined or realized practice?] (Doctoral dissertation). Copenhagen: Aarhus University.
   Google Scholar
• Bertelsen, U. D. (2016). 21st century skills: Om det 21. århundredes kompetencer - fra arbejdsmarkedspolitik til allemandseje [21st century skills: on the 21st century competences]. Nationalt videnscenter for læsning. Retrieved from http://literacy.dk/wp-content/uploads/21st-century-skills-Ulf-Dalvad_Berthelsen.pdf
   Google Scholar
• Bjerre, J., & Dorf, H. (2019). Læreruddannelsens vidensgrundlag efter reformen [Teacher education knowledge base after the reform]. Studier I Læreruddannelse Og -profession, 4(1), (pp. 82–206).
   Google Scholar
• Bundsgaard, J., & Kuhn, L. (2007). Danskfagets it-didaktik [ICT-didactics in the subject of Danish]. Copenhagen: Gyldendal.
   Google Scholar
• Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.
   Google Scholar
• Cole, M., & Derry, J. (2005). We have met technology and it is us. In R. J. D. Sternberg & D. D. Preiss (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 209–227).  New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Cole, M. (2019). Re-covering the idea of a tertiary artifact. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: Societal, institutional and personal perspective (pp. 303–321). New York: Springer.
   Google Scholar
• Cuban, L. (2003). Oversold and underused. Computers in the classroom. New York: Harvard University Press.
   Google Scholar
• Danish Government. (2003a). IT med omtanke. IT og telepolitisk handlingsplan [ICT and telepolitical action plan]. Copenhagen: Danish Government.
   Google Scholar
• Danish Government. (2003b). IT med omtanke. IT og telepolitisk handlingsplan [ICT and telepolitical action plan]. Copenhagen: Danish Government.
   Google Scholar
• Danish Government. (2011). En digital folkeskole - national strategi for it i folkeskolen [A digital school - a national strategy for ICT in schools]. Copenhagen: Danish Government.
   Google Scholar
• Daus, S., Aamodt, P. O., & Tømte, C. (2019). Profesjonsfaglig digital kompetanse i lærerutdanningene. Undersøkelse av tilstand, holdninger og ferdigheter ved fem grunnskolelærerutdanninger [Professional digital competence in teacher education. A survey of status, attitudes and skills at five teacher education institutions]. Oslo: NIFU.
   Google Scholar
• Egeberg, G., Guðmundsdóttir, G., Hatlevik, O., Ottestad, G., Skaug, J., & Tømte, K. (2012). Monitor 2011 – The digital state of affairs in Norwegian schools. Nordic Journal of Digital Literacy, 7(1) (pp. 73–77).
   Google Scholar
• Elstad, E. (2020). Lærerutdanning i nordiske land [Teacher education in the Nordic countries]. In E. Elstad (Ed.), Lærerutdanning i nordiske land [Teacher education in the Nordic countries] (pp. 17–66). Oslo: Universitetsforlaget.
   Google Scholar
• Engel, C. R., Stokholm, E., Holm-Larsen, S., & Brandt, K. S. (2013). IT i alle fag [ICT in all subjects]. Frederikshavn: Dafolo.
   Google Scholar
• Engeström, Y. (1990). Learning, working and imagining: Twelve studies in activity theory. Orienta-Konsultit Oy. Retrieved from https://books.google.no/books?id=jzBlNAAACAAJ
   Google Scholar
• Gillespie, A., & Zittoun, T. (2010). Using resources: Conceptualizing the mediation and reflective use of tools and signs. Culture & Psychology, 16(1) (pp. 37–62).
   Web of Science ®Google Scholar
• Guðmundsdóttir, G. B., Loftsgarden, M., & Ottestad, G. (2013). Nyutdannede lærere: Profesjonsfaglig digital kompetanse og erfaringer med IKT i lærerutdanningen [Newly educated teachers: Professional digital competence and experiences with ICT in teacher education]. Oslo: Centre for ICT in Education.
   Google Scholar
• Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice (4th ed.). Milton: Routledge. doi:https://doi.org/10.4324/9781315146027
   Google Scholar
• Hansen, D., Phelan, A., & Qvortrup, A. (2015, January 01). Teacher education in Canada and Denmark in an era of neutrality. Transnational Curriculum Inquiry, 12, (pp. 40–55).
   Web of Science ®Google Scholar
• Hasse, C. (2011). Kulturanalyse i organisationer. Begreber, metoder og forbløffende læreprocesser [Culture analysis in organisations. Concepts, methods and astonishing learning processes]. Frederiksberg: Samfundslitteratur.
   Google Scholar
• Hastrup, K. (1992). Det antropologiske projekt - om forbløffelse [The anthropological project]. Copenhagen: Gyldendal.
   Google Scholar
• Hjukse, H., Aagaard, T., Bueie, A. A., Moser, T., & Vika, K. S. (2020). Digitalisering i grunnskolelærerutdanningen: Om faglige forskjeller i arbeidet med profesjonsfaglig digital kompetanse. Acta Didactica Norden, 14(1). doi:https://doi.org/10.5617/adno.8023
   Google Scholar
• Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), (p. 77–93).
   Web of Science ®Google Scholar
• Karlsen, G. E. (2005). Styring av norsk lærerutdanning – Et historisk perspektiv [Governing Norwegian teacher education - A historical perspective]. Norsk Pedagogisk Tidsskrift, 89(6), (pp. 402–416).
   Google Scholar
• Kelentrić, M., Helland, K., & Arstorp, A.-T. (2017). Professional digital competence framework for teachers. Oslo: Centre for ICT in Education, Retrieved from https://www.udir.no/globalassets/filer/in-english/pfdk_framework_en_low2.pdf
   Google Scholar
• Krumsvik, R. J. (2016). Digital læring i skole og lærerutdanning [Digital Learning in schools and teacher education] (2nd ed.). Oslo: Universitetsforlaget.
   Google Scholar
• Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In M. Connelly, M. F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 7–24). Illinois: Sage.
   Google Scholar
• Lewis, W. D., & Young, T. V. (2013). The politics of accountability: Teacher education policy. Educational Policy (Los Altos, Calif.), 27(2), (pp. 190–216).
   Web of Science ®Google Scholar
• McDonald, G., Le, H., Higgins, J., & Podmore, V. (2005, May 01). Artifacts, tools, and classrooms. Mind, Culture, and Activity, 12(2), (pp. 113–127).
   Google Scholar
• Mik-Meyer, N. (2005). Dokumenter i en interaktionistisk begrebsramme. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitative metoder i et interaktionistisk perspektiv (pp. 193–214). Copenhagen: Hans Reitzels Forlag.
   Google Scholar
• Ministry of Children and Education. (2007). It-vejledning for læreruddannelsen [IT guide for Teacher Education]. Copenhagen: Ministry of Children and Education. Retrieved from https://www.yumpu.com/da/document/read/18254445/hent-som-pdf-it-vejledning-for-laereruddannelsen
   Google Scholar
• 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
   Google Scholar
• Ministry of Children and Education. (2018a). Teacher education 2025. National strategy for quality and cooperation in teacher education. Author. Copenhagen: Minstry of Children and Education. Retrieved from https://www.regjeringen.no/en/dokumenter/larerutdanningene-2025.-nasjonal-strategi-for-kvalitet-og-samarbeid-i-larerutdanningene/id2555622/
   Google Scholar
• Ministry of Children and Education. (2018b). Undervisningsministeren vil gøre teknologiforståelse obligatorisk i folkeskolen [The minister of children and education will make technology comprehension mandatory in primary and lower secondary schools] Copenhagen: Minstry of Children and Education. Retrieved from https://www.uvm.dk/aktuelt/nyheder/uvm/2018/jan/180126-undervisningsministeren-vil-goere-teknologiforstaaelse-obligatorisk-i-folkeskolen
   Google Scholar
• Ministry of Children and Education. (2019). Digitalisering med omtanke og udsyn [Digitalization with consideration and vision]. Copenhagen: Ministry of Children and Education.
   Google Scholar
• Ministry of Education and Research. (2006). Knowledge promotion. Oslo: Ministry of Education and Research.
   Google Scholar
• Ministry of Education and Research. (2003). Rammeplan for Allmennlærerutdanningen [Framework plan for teacher education]. Oslo: Ministry of Education and Research.
   Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• Ministry of Education and Research. (2015). Kompetanse for kvalitet. Strategi for videreutdanning for lærere og skoleledere frem mot 2025 [Competence for quality. Strategy for in-service training for teachers and school leader for year 2025]. Oslo: Ministry of Education and Research.
   Google Scholar
• Ministry of Education and Research. (2017, June 11). Nær 90 millioner til prosjekter for å digitalisere lærerutdanningene [90 mio NOK for projects on digitalization of teacher education]. Oslo: Ministry of Education and Research. Retrieved from https://www.regjeringen.no/no/aktuelt/nar-90-millioner-til-prosjekter-for-a-digitalisere-larerutdanningene/id2577668/
   Google Scholar
• Ministry of Education and Research. (2018). Digitalisation strategy for the higher education sector 2017–2021. Oslo: Ministry of Education and Research. Retrieved from https://www.regjeringen.no/en/dokumenter/digitalisation-strategy-for-the-higher-education-sector-2017-2021/id2571085/
   Google Scholar
• Ministry of Education, (1990). St. meld. nr. 37 (1990-91) Om organisering og styring i utdanningssektoren [Organisation and management in the educational sector]. Oslo: Norwegian Ministry of Education, Research and Church Affairs.
   Google Scholar
• Ministry of Education (1992/1994). Rammeplan for 4-årig allmennlærerutdanning [Framework plan for 4-year teacher education]. Oslo: Ministry of Education.
   Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• Ministry of Education, (1999). Rammeplan for 4-årig allmennlærerutdanning [Framework plan for 4-year teacher education]. Oslo: Ministry of Education.
   Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• Ministry of Science, (2007). National strategi for IKT-støttet læring: Indsats for at fremme anvendelsen af IKT-støttet læring 2007–2009 [National strategy for ICT supported learning]. Oslo: Ministry of Science.
   Google Scholar
• Møller, J., & Skedsmo, G. (2013, November 01). Modernising education: New public management reform in the Norwegian education system. Journal of Educational Administration and History, 45(4), (pp. 336–353).
   Google Scholar
• Norwegian Agency for Quality Assurance in Education. (2006). Evaluering av allmennlærerutdanningen i Norge 2006. Del 1: Hovedrapport [Evaluation of the teacher education programme]. Lysaker: NOKUT.
   Google Scholar
• Norwegian Directorate for Education and Training. (2012). Framework for basic skills. Oslo: Norwegian Directorate for Education and Training.
   Google Scholar
• OECD. (2019). Improving school quality in Norway: The new competence development model.Paris: OECD Publishing.
   Google Scholar
• OECD. (2020a). Education policy outlook: Denmark. Paris: OECD Publishing.
   Google Scholar
• OECD. (2020b). Education policy outlook: Norway. Paris: OECD Publishing. Retrieved from https://www.oecd.org/education/policy-outlook/country-profile-Norway-2020.pdf
   Google Scholar
• Ottestad, G., Kelentrić, M., & Guðmundsdóttir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), (pp. 243–249).
   Google Scholar
• P21 Partnership for 21st Century Learning. (n.d.). Framework & ressources. Retrieved from https://www.battelleforkids.org/networks/p21/frameworks-resources
   Google Scholar
• Rambøll Management. (2005). IT, medier og folkeskolen. Evaluering af ITMF. Samlede resultater [IT, media and schools. Evaluation of ITMF. Collected results]. Copenhagen: Rambøll Management.
   Google Scholar
• Rehder, M. M., Møller, T. E., Hjorth, M., Fibiger, J., Hansbøl, M., Jensen, J. J.,Kornholt, B., Laier, B., Møller, L. D.,Schrøder, V. (2019). Teknologiforståelse og digital dannelse – Undervisningsvejledning til et nyt modul på læreruddannelsen [Technology comprehension and digital bildung - a teaching guide to a new module in Teacher Education]. Copenhagen: University College Copenhagen.
   Google Scholar
• Rizza, C. (2011). ICT and initial teacher education: National policies (OECD Education Working Papers, 61). Paris: OECD Publishing (NJ1). doi:https://doi.org/10.1787/5kg57kjj5hs8-en
   Google Scholar
• Säljö, R. (2000). Lärande i praktiken: Ett sociokulturellt perspektiv [Learning in practice: a socio-cultural perspective]. Lund: Studentlitteratur.
   Google Scholar
• Säljö, R. (2004). Learning and technologies, people and tools in co-ordinated activities. International Journal of Educational Research, 41(6), (pp. 489–494).
   Google Scholar
• Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), (pp. 53–64).
   Web of Science ®Google Scholar
• Selander, S. (2008, March 01). Designs for learning - A theoretical perspective. Designs for Learning, 1(1), (pp. 4–22). Retrieved from https://www.researchgate.net/publication/290600558_Designs_for_Learning_-_A_Theoretical_Perspective
   Google Scholar
• Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), (pp. 65–73).
   Web of Science ®Google Scholar
• Smith, R. C., Iversen, O. S., & Hjorth, M. (2015). Design thinking for digital fabrication in education. International Journal of Child-Computer Interaction, 5, (pp. 20–28).
   Google Scholar
• Spradley, J. P. (1980). Participant observation. Belmont: Wadsworth.
   Google Scholar
• Stenild, K., & Iversen, O. S. (2011). Motives matter: A cultural historical approach to IT mediated subject matter teaching. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in children’s development: Cultural-historical approaches (pp. 133–155). Cambridge: Cambridge University Press.
   Google Scholar
• Teknologipagten. (2021). Om Teknologiforståelse og digital dannelse på læreruddannelsen. Retrieved from https://www.teknologipagten.dk/projekter/teknologiforstaelse-og-digital-dannelse-pa-laereruddannelsen/
   Google Scholar
• Teknologipagten. (n.d.). Teknologipagten. Retrieved from https://www.teknologipagten.dk
   Google Scholar
• The Danish Government. (2017). Forlæns ind i fremtiden [Backwards into the future]. Copenhagen: The Danish Government. Retrieved from https://www.regeringen.dk/media/3398/forlaensindifremtiden.pdf
   Google Scholar
• Tolofari, S. (2005). New public management and education. Policy Futures in Education, 3(1), (pp. 75–89).
   Google Scholar
• Tømte, C., Fossland, T., Aamodt, O., & Degn, L. (2019, May). Digitalisation in higher education: Mapping institutional approaches for teaching and learning. Quality in Higher Education, 25(1), (pp. 98–114).
   Web of Science ®Google Scholar
• Tømte, C., Kårstein, A., & Olsen, D. S. (2013). IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? [ICT in teacher education: On the road to professional digital competence?] (NIFU report, Issue 02/2013). Oslo: NIFU.
   Google Scholar
• Tømte, C. E. (2013). Educating teachers for the New Millennium? Nordic Journal of Digital Literacy, 8(1–2), (pp. 74–88).
   Google Scholar
• University College Copenhagen. (2020, 23 January). Underviserne på læreruddannelsen får et digitalt løft [Digital boost for educators in teacher education]. Retrieved from https://www.kp.dk/nyheder/underviserne-paa-laereruddannelsen-faar-et-digitalt-loeft/
   Google Scholar
• Vygotsky, L., & Luria, A. (1930/1994). Tool and symbol in child development. In J. Valsiner & R. V. D. Veer (Eds.), The Vygotsky reader. Oxford: Blackwell Publishers, (pp. 99-174).
   Google Scholar
• Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. New Jersey: Harvard University Press.
   Google Scholar
• Wartofsky, M. (1973/1979). Models. Boston: D. Reidel.
   Google Scholar
• Wertsch, J. (1993). Voices of the mind. A sociocultural approach to mediated action. Cambridge: Harvard University Press.
   Google Scholar
• Wilhelmsen, J., Ørnes, H., Kristiansen, T., & Breivik, J. (2009). Digitale utfordringer i høyere utdanning Norgesuniversitetets IKT-monitor [Digital challenges in higher education] (Vol. 1/2009), Tromsø: Norgesuniversitetet.
   Google Scholar
• Yanow, D. (2000). Accessing local knowledge: Identifying interpretive communities and policy artifacts. In Qualitative research methods: Conducting interpretive policy analysis (pp. 27–41). SAGE Publications. doi:https://doi.org/10.4135/9781412983747
   Google Scholar