2022/12/30 by Irina Engeness, Engeness, Irina, Magnus Nohr +1
paper · doi:10.34862/fo.2022.2.2
This study examines teachers’ experiences of their engagement with reflection videos in the Pedagogical Information and Communication Technology (ICTPED) massive open online course aimed at developing Norwegian teachers’ professional digital competence. The study also considers how teachers’ engagement with reflection videos might have enhanced their digital identity. The analyses of the teachers’ experiences draw on the cultural-historical perspective, in particular, Galperin’s conceptual contribution. Mixed methods were used to analyse the data through the provision of evidence regarding the teachers’ engagement with the reflection videos in 2016–2020. The findings reveal that the teachers’ engagement with the reflection videos contributed to the development of their conceptual understanding and their agentic capacity to learn online. In doing so, their digital agency might have been enhanced.