Self-Control or Crime Control
Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development
Bibliographic Data
| ID | 22041876 |
|---|---|
| Authors | Synnøve H Amdam (0000-0002-9922-2521, Volda University College), Ilka Nagel (0000-0003-1843-5494, Østfold University of Applied Sciences, corresponding author), Morten B Njå (University of Stavanger), Morten Njå (0000-0002-3876-8598, University of Stavanger), Sanna Erika Forsström (0000-0003-4784-9610, University of Stavanger) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 1267 |
| Publication date | 2024-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14111267 |
| OpenAlex | W4404544745 |
| Language | EN |
| References cited | 35 |
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers’ professional use of digital devices vary considerably between schools. This study aims to inform the development of research-practice partnership (RPP) measures focused on professional digital competence development in digitalizing schools internationally by exploring what teachers consider important for good teaching practices in 1:1 computing classrooms. We draw on both closed and open survey responses from 1505 Norwegian teachers in highly digitalized schools where the most experienced teachers have had 1:1 computing since 2014. The findings show that classroom management is seen as gradually more important with higher digital teaching competence and more experience, but that the teachers’ understandings of what digital competence entails and their use of classroom management strategies are rather limited. The study concludes that professional competence development measures that provide broader understandings of digital competence and classroom management are needed, dependent on competence levels and experience, as well as systematic training of students’ digital self-regulation
Classroom management · General partnership · Mathematics education · Medical education · Norwegian · Pedagogy · Political science · Professional development · Child Development and Digital Technology · Digital literacy in education · Educational Innovations and Technology · Medicine · Psychology · Social Psychology
Enhancing relationships between children and teachers.
Pisa 2022 Results (Volume II)
Handbook of Research on Student Engagement
Thematic Analysis
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
Teacher beliefs and technology integration practices
The interplay between theory and method
A review of research exploring teacher preparation for the digital age
Teachers’ views on effective classroom management
Early and late adopter effects between schools in a one-to-one computer initiative
Digital competences for teacher professional development. Systematic review
Fostering educational improvement with research-practice partnerships
Doing Reflexive Thematic Analysis
Addressing first- and second-order barriers to change
Reflecting on reflexive thematic analysis
Teacher educators’ professional agency in facilitating professional digital competence
| Citation velocity | historical |
|---|---|
| Highly cited | No |