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Rohatgi A.,University of Oslo | Scherer R.,University of Oslo | Hatlevik O.E.,The Norwegian Center for in Education
Computers and Education | Year: 2016

Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (N = 2410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed. © 2016 Elsevier Ltd


Hatlevik O.E.,The Norwegian Center for in Education | Arnseth H.C.,University of Oslo
Nordic Journal of Digital Literacy | Year: 2012

The purpose of this study was to explore the relations between teachers' experiences with ICT-supportive school leaders, perceived usefulness of computers, perceived learning outcomes for students and teachers' use of computers in their teaching. A total of 386 teachers from a nationwide sample of primary and lower secondary schools participated in the study. The correlation analysis revealed that teachers with higher levels of ICT-supportive leaders reported higher levels of perceived usefulness of computers, perceived learning outcomes for students and more frequent use of computers compared with teachers reporting lower levels of ICT-supportive leaders. Regression analysis indicated that two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 25 percent of the variation in perceived usefulness of computers. Finally, these two factors, ICT-supportive school leaders and perceived learning outcomes for students using computers, explained 5 percent of the variation in how frequently teachers were using computers for reading and writing. The results indicated a need for further studies in order to examine factors that predict teachers' use of computers in their teaching. © Universitetsforlaget.


Gudmundsdottir G.B.,The Norwegian Center for in Education | Dalaaker D.,The Norwegian Center for in Education | Egeberg G.,The Norwegian Center for in Education | Hatlevik O.E.,The Norwegian Center for in Education | Tomte K.H.,The Norwegian Center for in Education
Nordic Journal of Digital Literacy | Year: 2014

In this paper, we examine findings on the pedagogical use of interactive whiteboards and tablets in schools, gathered over the last five years. The findings reveal how challenging it can be to utilise the opportunities provided by interactive technology. The paper then introduces two case studies focusing on how teachers prepare when beginning to use interactive technologies. Both cases show how teachers develop new ways of using the technology in a pedagogical setting, but also how they face challenges in terms of continuous professional development and implementation of technology in practice. © Universitetsforlaget Nordic Journal of Digital Literacy.


Koch S.K.,The Norwegian Center for in Education | Sevik K.,The Norwegian Center for in Education
Nordic Journal of Digital Literacy | Year: 2013

The website Min Stemme has been developed for the centennial of women's right to vote and universal suffrage in Norway in 2013 and the bicentennial of the Constitution of Norway in 2014. It is a website for teaching and learning about democracy and inspiring democratic participation in K-13 (preschool through upper secondary school). Institutions and organizations that already produce and distribute resources related to the two jubilees or relevant topics provide most of the content to the website.© Universitetsforlaget.


Hardersen B.,The Norwegian Center for in Education | Gudmundsdottir G.B.,The Norwegian Center for in Education
Nordic Journal of Digital Literacy | Year: 2012

The digital universe of young children (Gu{eth}mundsdóttir & Hardersen, 2012) is the first research report by the Norwegian Centre for ICT in Education on children below school age. The main findings show large differences in access to ICT, in the media experiences and digital competence that children from 0 to 6 acquire at home. In the analysis we examine how the picture of children's digital daily life can help to strengthen the digital competence of kindergarten employees and of the new kindergarten teacher training. As a next step, this may help to strengthen the kind of pedagogical content kindergartens offer in the future.


Hardersen B.,The Norwegian Center for in Education
Nordic Journal of Digital Literacy | Year: 2012

The kindergarten project at the The Norwegian Centre for ICT in Education will help to promote the development of digital competence in Early Childhood Education and Care and in pre-school teacher-training in a secure and professionally-oriented way. The main goal of the kindergarten project is to develop and strengthen use of ICT for improved quality, a better learning outcome and learning strategies for children in kindergartens and for students in pre-school teacher training. The key aim is to strengthen the digital competence of the entire kindergarten sector in the future. In December 2011 in Norway, 282,732 children attended kindergartens, and there were 88,823 employees in the kindergarten sector (Utdanningsdirektoratet 2012). © Universitetsforlaget, Nordic Journal of Digital Literacy.

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