Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice (Routledge Research in Digital Education and Educational Technology)

Cover
Half Title
Series
Title
Copyright
Contents
About the contributors
Acknowledgments
Preface: New digital practices in education: talking about the (r)evolution
Introduction
Editors’ introduction to Part 1 Policy
	1 Norwegian professional digital competence and Danish technology comprehension in teacher education – two peas in a pod?
	2 ‘This Is How We Do It!’ – rural resilience in local translation work on national school digitalization policy
Editors’ introduction to Part 2 Digital leadership and organization
	3 From national digital strategy to local practice: a leadership challenge
	4 Overcoming barriers to the digitalization of education
	5 Reflections on leading for digitalization: digging deeper into professional digital competence for school leaders using the PEAT-model
Editors’ introduction to Part 3 Sustainable digital ecosystems
	6 A learning analytics-driven intervention to support students’ learning activity and experiences
	7 Qualification, socialization, and subjectification in the teaching practice: when considering student experience in a digital society
	8 Multimodality in students’ meaning-making via technological designs
Editors’ introduction to Part 4 Subjects, tools, and teaching in flux
	9 Exploring the role of digital textbooks in education
	10 Co-constructing teacher education: student agency and teacher educators’ responses to a student-created podcast
	11 Transforming teacher training through simulation-based practice designs
Editors’ introduction to Part 5 Digital competence for teachers
	12 Adequate digital competence: Swedish teachers’ pedagogical digital readiness in subject-based curricula
	13 Swedish teachers’ digital competence – infrastructures for teaching and working
Conclusion – knowing in a digital world: learning, development and the hybrid nature of cognitive practices
Index