Abstract:

Research shows that in spite of that Norway has one of the highest concentration of computers in schools and that national guidelines emphasizes the use of digital tools to support learning, Norwegian teachers do not yet utilize the potential that digital tools offers.

The 21th century teacher are expected to use digital tools in order to enhance learning. To achieve this, educators in teacher education must be role models in regards to integration of technology in education. Teacher educators must therefore have a solid grasp of the potential digital tools gives and how to use it in their own teaching.

In this paper, we analyze results from an ongoing project to enhance digital literacy for educators in teacher education. We will look at dissemination of the method flipped classroom in teacher education to examine its impact on educators’ digital didactical competence.

The project were conducted in second half of 2014. The participants were educators of different background as of disciplines and digital competence. The project consisted of a presentation of flipped classroom, followed by workshops. The main goal was to expand the educators’ digital didactic competence by closer integrating the technological dimension in their didactical practice.

The empirical material consists of interviews and a survey from the process of disseminating flipped classroom. The theoretical framework for this project is based on Mishra and Koehler’s TPACK-model, which present the correlation between Technological, Pedagogical and Content Knowledge.

The results at this point indicates that the participants are interested in expanding their didactical practice by the integration of technology, and this interest is present across multiple disciplines. However, some are hesitant to use new technology, when it challenges their traditional view of student-teacher dialogue.

Our preliminary conclusion is that the participants are eager to utilize technology to expand their didactical repertoire. Their experience through this project with flipped classroom as a digital didactical method increased their digital competence. It remains to be seen whether this leads to a change of practice, but it seems that the participant didactical focus are moving closer to the center of the TPACK-model.

Keywords:

TPACK, Flipped Classroom, Teacher Education, Digital Competence, 21th Century Teacher.