Presentation of Marijana Kelentrić at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia

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Professional Digital Competence for Teachers in
Norway
Marijana Kelentrić
PLA meeting
Zagreb, December 7, 2017

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Digital competence in Norway
• ”Knowledge Promotion” reform (2006)
– Focus on ’digital skills’ as one 1 of 5 basic skills that are to be strengthened in all
subjects
– Renewed Framework for basic skills (2017)
• Digital skills: Use and understand, Search and process, Produce, Communicate and cooperate, Digital
judgement
• White paper 27 “Digital agenda for Norway” (2015)
– One of five goals: Strengthened digital competence and inclusion
• From primary education throughout all of life’s phases, digital competence must be improved to ensure
inclusion and confidence in digital solutions.
• Advanced ICT competence and ICT research constitute fundamental preconditions for the digitisation
of Norway.
• Ministry of Education 87m NOK ≈ 9m € (2017)
– development large scale projects to enhance professional digital competence in
teacher education and spread nationally

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Strategic commitments in 2017
• Digitalisation strategy for basic education 2017–2021
– Some of the goals:
• technology and coding into all the subjects
• demand for a universal design of digital teaching materials
• common solutions for cloud services
• better handling of information and personal safety
• strengthened digital competence in teacher education
• strengthened research and dissemination of ICT and learning
• Teacher education 2025 strategy
– One of the goals of this national strategy for quality and cooperation
• Professionally strong, well-organized teacher education environments: Strengthened professional
digital competence for teachers
• Digitalisation strategy for universities and university colleges 2017 -
2021
– Professional digital competence for teachers considered important

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What do we know?
• 2014: Norwegian results from ICILS 2013
– 52% of Norwegian teachers say that they do not have a opportunity to
develop their own digital competence
• 2014: ”Newly qualified teachers" (Norwegian Centre for ICT in
Education)
– Digital competence is to a limited extent developed through demands and
working methods in teacher education
• 2015: Report No. 5 (Follow-up Group for Teacher Education Reform)
– 35% of teachers believe that they do not have the necessary skills to
support students in their learning about digital tools for use in assessing
pupils
• 2016: "School Monitor" (Norwegian Centre for ICT in Education)
– There is a lack of systematic approach to development of professional
digital competence for teacher students, especially during practice in
schools

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Professional Digital Competence
Framework for Teachers

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• a guiding document
• a research-based document
• a practice-oriented document
• a dynamic document
Professional Digital Competence
Framework for Teachers is:

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The framework is
already used for
1) Developing national frames and guidelines for pre-
service teacher education
2) Planning and implementing pre-service and in-service
teacher education
3) Evaluating and following up on teachers' professional
digital competence

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Teacher’s digital competence in a
national context
“A competence framework
for digital skills of teachers
can be helpful, particularly
when it is integrated into
national professional
frameworks of HE teachers.”

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• Norway: integration of digital competence in existing
definition of teacher profession

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Framework is based on:
• White paper ”Teacher. Role and education.”
– St. Meld.. 11 (2008-2009)
• Framework for basic skills
– Pupils’ digital skills as one of 5 basic skills
• National Curriculum
– Pupils’ digital skills integrated in subjects
• National guidelines and frames for teacher education
– Teacher students’ digital skills
• National Qualifications framework
– Based on European Qualifications Framework

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Content

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Terminology

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Redecker & Punie (EK, 2017)

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Digitally competent organisations
and a national context
“Adopting the European
Framework for Digitally-
Competent Education
Organisations can help
institutions to overcome the
limitations of individual
competence frameworks: over-
reliance on individual teachers,
resulting in uneven student
experience.”

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Digital maturity
The term “digital maturity” describes ICT
integration in schools at an organisational
level. A range of ICT conditions can affect a
school’s operations, and a digitally mature
school is characterised by a systematic
approach to the ICT field.

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Dimensions
Strategy
Equipment
Organisation Competence
Leadership
• Visibility
• Technical and educational perspectives
• Budget
• Resources
• Follow-up
• Feedback
• Systematic competence
development
• Sharing and coaching
• Digital learning resources
• Teaching
• Administrative work
• Sharing and
cooperation
• Access and quality
• Satisfaction
• Organization

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Correlations
Strategy
Equipment
Organisation Competence
Leadership

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Thank you.
Marijana Kelentrić
contact:
mk@iktsenteret.no
mkn@udir.no