Full title
ICT in the Classroom – Didactical Challenges for Practitioners and Researchers
Abstract
Digital competence is considered to be a crucial aspect of education, and the discourse around digital technologies has been full of promises of more and better learning. It has also been quite general and not taking into account subject specific differences in what digital competence may be across disciplines and grades. In this chapter, I will discuss why access to technology it not enough to digitalize education, and what kind of knowledge specific educational research we need to address digitalization in the classroom. I will draw on empirical data from two different projects to shed light on these questions: the large scale video study Linking Instruction and Student Achievement (LISA) and a national survey to parents in Norway about what characterized teaching when schools went 100% digital overnight in March 2020, due to the global outbreak of COVID-19. I will point to important implications of these studies for the field of didactical research and underscore the need for more studies looking systematically into what digital competence means within specific didactical contexts.
Full info
Blikstad-Balas, M. (2023). ICT in the Classroom – Didactical Challenges for Practitioners and Researchers. In: Ligozat, F., Klette, K., Almqvist, J. (eds) Didactics in a Changing World: Transdisciplinary Perspectives in Educational Research, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-031-20810-2_13.