NTED: New Technologies and Educational Design Research Group

Forskning – Institutt for lærerutdanning

NTED: New Technologies and Educational Design Research Group

NTED info

Forskningsgruppen NTED ser på ny teknologi, design og læring i utdanningen. Vi ønsker å utvikle ny kunnskap om digitale teknologier og læringsprosesser i utdanningen.

Vi forsker på bruken av informasjon og kommunikasjonsteknologi (IKT), utviklingen av profesjonsfaglig digital kompetanse og design av læringsaktiviteter i forskjellige fagdisipliner og utdanningskontekster

De vi forsker på inkluderer blant annet lærere og elever i skolen (fra barnehage til videregående opplæring), studenter og ansatte i høyere utdanning, lærerutdannere og lærerstudenter i lærerutdanningen, og studenter i etter- og videreutdanning.

Vi tar i bruk en rekke ulike forskningstilnærminger slik som design-basert forskning, mixed methods research, case studier og etnografi. Forskningsgruppen ble opprettet høsten 2017 og ledes av førsteamanuensis Fredrik Mørk Røkenes og førsteamanuensis Mari-Ann Letnes


Forskningsprosjekter

Forskningsgruppen har for tiden forskningsprosjekter innen disse temaene:

  • Profesjonsfaglig digital kompetanse (PfDK)
  • Digitalisering av grunnskolelærerutdanningen
  • Pedagogisk bruk av video i nettbasert læringsarenaer/flipped classroom learning
  • Digital dannelse
  • Massive Open Online Courses (MOOCs)

Forskningsprosjekter NTED

  1. Hvordan utvikler lærerutdannere sin PfDK gjennom DigGiLU Online, et nettbasert kompetansehevingskurs og hvordan tar de i bruk digital teknologi på en faglig og pedagogisk måte i undervisningen
  2. Hvordan utvikles lærerstudenters PfDK i lærerutdanningen og i praksisfeltet?
  3. I hvilken grad det er en sammenheng mellom bruken av digital teknologi i lærerutdanningen og lærerstudentenes undervisningspraksis etter endt utdanning
  4. Hvordan utvikles teori og konseptuell forståelse for begrepet PfDK i skole og lærerutdanning?

Dette prosjektet er et følgeforskningsprosjekt på DigSkole gjennom fire forskningsspørsmål:

  1. Hvordan utvikler lærere sin profesjonsfaglige digitale kompetanse (PfDK) gjennom pågående DeKom prosjekter som (å lære med digital teknologi) og hvordan tar de i bruk digital teknologi på en faglig og pedagogisk måte i undervisningen?
  2. Hvordan utvikles elevers læringsstrategier når de bruker digital teknologi i læringsarbeidet?
  3. I hvilken grad er det sammenheng mellom elevers formelle og uformelle læringssituasjoner når det gjelder bruk av digital teknologi?

The exceptional situation we are experiencing due to the corona virus crisis has greatly disrupted our daily lives and the ones of our children. NTED with the folloving researchers Mari-Ann Letnes, Fredrik Mørk Røkenes, Nicole Veelo and Siw Fjørtoft works along the UIO and European Commission to conduct a mixed method study across Europe. The goal of this study is to collect information on how children and youths engage with (online) technology and to identify potential benefits and risks associated with their (online) interactions with digital technology in and post CoVID-19 times.  

Since the start of the coronavirus crisis, we’ve completely shifted our efforts to focus on an international research project, based on surveys and interviews with families in Europe. Our research focuses on five aspects:

  • How children and young people have been using digital technologies at home during lockdown;
  • What is new in this;
  • Is it safe and secure?
  • The role that parents and teachers play;
  • What it means for the future.

In these times of unprecedented crisis, most children in Europe and beyond were affected by lockdown. Schooling, leisure time and social contact have all taken place at home and very often on digital platforms.  This means that children are, more than ever, consumers of digital media and content. 

Read more about the KiDiCoTi project

The purpose of the project No Teacher Educator Left Behind (NOTELEB) is to contribute to the quality development in higher education in general and in teacher education and training in particular, by planning, implementing and assessing a model based on informal learning in the workplace, comprising of hands-on, innovative activities to initiate and support teacher educators' development of their Professional Digital Competence (PDC). Teacher educators are our primary target group, and pre-service and in-service teachers a secondary one. Compared to teachers in schools and their professional development, there has been little attention and systematic support directed to development of teacher educators' PDC.

Further, “excellence” and effectiveness in teaching and skills development must in today's information society, incorporate digital competence, not least pedagogical skillfullnes in using various digital tools. However, the practice in mainstream teacher training in most European countries largely still seems to be very different: the use of digital tools for pedagogical purpose and development of PDC lacking systematic national or even institutional approach and/or support, being instead rather haphazard; driven often by single enthusiasts among the staff; with little place to digital skills in curricula, thereby failing the newly qualified teachers' PDC to meet the reality and needs out in the schools. Consequently, it is clear that all too many teacher educators have serious skills gaps and mismatches in regards what is/could be expected from them in their work to promote 21st Century learning.

NOTELEB will importantly support teacher educators’ lifelong learning in the context of their work with children and youth through continuous professional development.

The project objectives are:

Objective 1: to tackle skills gaps among teacher educators by supporting of and contributing to development of their PDC.

Objective 2: to contribute to modernizing teacher education by promoting technology-supported teaching methods and tools, through linking PDC development with research, innovation, and work-based informal learning.

The project comprises of the four main activities to reach the goals:

Activity 1: designing, implementing, evaluating and validation of a model for development of PDC in teacher education.
Activity 2: building, testing and implementing a pedagogic-digital toolkit.
Activity 3: producing a video and other interactive learning materials (including also smaller videos).
Activity 4: development and implementation of an online course for PDC development among teacher educators. Related to the implementation and evaluation of the PDC model, a follow-up case will be carried out, each partner institute constituting one case. Major events for disseminating project outcomes are two transnational conferences to be arranged.

The project is planned for three years, 2020-2023. It will be implemented in collaboration between five partners:

  • University of Stavanger, Norway (coordinator)
  • University of Jyvaskyla, Finland
  • Tallinn University, Estonia
  • Norwegian University of Science and Technology (NTNU), Norway
  • Technische Universität Berlin, Germany

Hensikten med TIER er å undersøke ny teknologi, design og læring i utdanningen, og har som mål å utvikle ny kunnskap om digitale teknologier og læringsprosesser i hele utdanningsløpet.

NTED tekst 2

Samarbeidspartnere og eksterne medlemmer

Forskningsgruppen har for tiden samarbeid med disse institusjonene/forskerne:

Institusjoner

  • Sintef – Siw Olsen Fjørtoft
  • Trondheim kommune – Eirik Hellan

Forskere


person-portlet

Medlemmer i forskningsgruppe