Keynote presentation

The digital challenges of school and teacher education - Some urgent questions and some search for answers within pedagogy and didactics.

Dr. Rune J. Krumsvik

Associate Professor Dr. Rune J. Krumsvik

University of Bergen, Norway
Faculty of Psychology
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Abstract

This keynote highlights the digital challenges within education in Norway and explains how the digital revolution creates new possibilities, dilemmas and challenges for school and teacher education in our contemporary society. Today we find a consensus among policy-makers, researchers, teacher educators and school management that digital competence and ICT implementation must be given high priority and needs to be explored more deeply in our contemporary educational institutions. Despite this consensus, previous ICT efforts have revealed that implementation of ICT in the Norwegian context has been more strongly anchored rhetorically, than in practice. Consequently, the keynote focuses on whether we now have learned from the past and are entering a time of upheaval within technology implementation and asks what kind of possibilities, challenges and dilemmas teacher educators and teachers face in this new pedagogical terrain. The keynote focuses on some urgent pedagogical and didactical questions and the search for answers within this educational area, based on research findings, policy documents, socio-cultural development and theoretical foundations.

Selected publications

  • Krumsvik, R. & Smith, K. (In press). Video papers – an attempt to narrow the notorious gap between theory and practise in Teacher Education. Special issue, Technology, Pedagogy and Education.
  • Krumsvik, R. (2009). Digital didaktikk. I H. Otnes (red), Å være digital i alle fag (s. 227-254) Oslo: Universitetsforlaget (In Norwegian).
  • Krumsvik, R. (2009). Situated learning in the network society and digitized school. European Journal of Teacher Education, 2(32), 167-185.
  • Krumsvik, R. (2008). Situated learning and digital competence. Education and Information Technology, 4(13), 279-290.
  • Almås, A.G. & Krumsvik, R. (2008). Teaching in Technology-Rich Classrooms: is there a gap between teachers’ intentions and ICT practices? Research in Comparative and International Education 2(3), 103-121.
  • Krumsvik, R. & Grov, A. (2009). A new digital didactic? In R. Krumsvik (Ed), Learning in the Network Society and the digitized school. (pp. 1-34). New York: Nova Science Publishers.
  • Krumsvik, R . (2008). The Emerging Digital Literacy among Teachers in Norway (The Story of One Digital Literate Teacher). In, Riko Kobayashi (ed.), New Educational Technology, pp. 105-125. New York: Nova Science Publishers.
  • Smith, K. & Krumsvik, R. (2007). Video papers - a means for documenting practitioners' reflections on practical experiences: The story of two teacher educators. Research in Comparative and International Education, 2 (4), 272-282.
  • Almås, A.G. & Krumsvik, R. (2007). Digital literate teachers in Leading Edge schools in Norway. Journal of In-Service Education, 4, 479-497.
  • Krumsvik, R. & Jones, L.(2007). Situert læring, digital kompetanse og tilpassa opplæring. Norsk pedagogisk tidsskrift 4(91), 316-328. (In Norwegian).
  • Krumsvik, R. (2007). R. Krumsvik (red.), Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget. (In Norwegian).
  • Krumsvik, R. (2006). The digital challenges of school and teacher education – some urgent questions and the search for answers. Education and Information Technologies, 3 & 4(11), 239-256.
  • Krumsvik, R. (2006). ICT in the school. ICT-initiated school development in lower secondary school . Doctoral thesis, Dr. Philos-graden. Universitetet i Bergen.
  • Krumsvik, R. (2005): ICT and community of practise. Scandinavian Journal of Educational Research, 49, 1, 26-50.
  • Krumsvik, R. (2005): ICT and innovations in lower secondary school. Nordisk Pedagogik, 25(3), 206-233.
  • Krumsvik, R. (2004): Elevar som kunnskapsprodusentar. Norsk Pedagogisk Tidsskrift, 88, 467 – 480. (In Norwegian).
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