Advertisement

Future Classroom Labs in Norwegian Pre-service Teacher Education

  • Ann-Thérèse ArstorpEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11003)

Abstract

This paper is aiming at contextualizing the challenges facing teacher education in a societal perspective and how these changes also must change what teaching and learning is to us and how it is practiced. This paper focuses on pre-service teacher education and I will argue that Future Classroom Labs are a viable path for teacher education to move forward in changing the way learning, teaching and competences are conceptualized and put into practice in pre-service teacher education. This is exemplified by Future Classroom Labs in Norwegian pre-service teacher education and the possibilities as well as challenges these examples bring forth.

Keywords

Teacher education Educational paradigm shift Future classroom lab Teachers’ professional digital competence 

References

  1. 1.
    OECD: How technology and globalisation are transforming the labour market. In: OECD Employment Outlook 2017. OECD Publishing, Paris (2017). https://www.oecd-ilibrary.org/employment/oecd-employment-outlook-2017/how-technology-and-globalisation-are-transforming-the-labour-market_empl_outlook-2017-7-en
  2. 2.
    Trilling, B., Hood, P.: Learning, technology, and education reform in the knowledge age or we’re wired, webbed and windowed, now what? Educ. Technol. 39, 5–18 (1999)Google Scholar
  3. 3.
    Pelgrum, W.J., Anderson, R.E.: ICT and the emerging paradigm for life-long learning an IEA educational assessment of infrastructure, goals, and practices in twenty-six countries. IEA & University of Twente (2001)Google Scholar
  4. 4.
    NIFU: Digital competence in Norwegian teacher education, (NIFU report 28-2008) (2008)Google Scholar
  5. 5.
    OECD: ICT in initial teacher training. Country report, Norway (2009)Google Scholar
  6. 6.
    Enochsson, A., Rizza, C.: ICT in Initial Teacher Training: Research Review. OECD Publishing, Paris (2009)Google Scholar
  7. 7.
    Hammond, M., Reynolds, L., Ingram, J.: How and why do student teachers use ICT? J. Comput. Assist. Learn. 27, 191–203 (2011)CrossRefGoogle Scholar
  8. 8.
    Istenic Starcic, A., Cotic, M., Solomonides, I., Volk, M.: Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. Br. J. Educ. Technol. 4(2016), 29–50 (2016)CrossRefGoogle Scholar
  9. 9.
    Røkenes, F.M., Krumsvik, R.J.: Development of student teachers’ digital competence in teacher education. Nord. J. Digital Literacy 4, 250–280 (2014)Google Scholar
  10. 10.
    Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A.: Preparing pre-service teachers to integrate technology in education: a synthesis of qualitative evidence. Comput. Educ. 1, 134–144 (2011)Google Scholar
  11. 11.
    Freeman, A., Adams Becker, S., Cummins, M., Davis, A., Hall Giesinger, C.: NMC/CoSN Horizon Report: 2017 K–12 Edition. The New Media Consortium, Austin (2017)Google Scholar
  12. 12.
    ITL Research: 21st Century Learning Design Rubrics (2012). http://www.kasc.net/2010/21CLD%20Learning%20Activity%20Rubrics%202012.pdf
  13. 13.
    ISTE Standards for students (2016). https://www.iste.org/standards/for-students

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Directorate of Education and TrainingOsloNorway

Personalised recommendations