2012/10/03 by Rune Johan Krumsvik · 2 citations
Computer Science · Social Sciences · #Digital literacy in education #E-Learning and Knowledge Management #Educational Leadership and Innovation
paper · doi:10.1080/00313831.2012.726273
crossref issued 2012/10/03 · crossref published 2012/10/03 · crossref published-online 2012/10/03 · openalex publication_date 2012/10/03 · crossref created 2012/10/03 · crossref published-print 2014/05/04 · crossref deposited 2025/04/09 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform ‘Knowledge Promotion’ in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level.