Ove Edvard Hatlevik

Examining Factors Predicting Students' Digital Competence.

The purpose of this study was to examine factors predicting lower secondary school students’ digital competence and to explore differences between students when it comes to digital competence. Results from a digital competence test and survey in lower secondary school will be presented. It is important to learn more about and investigate what characterizes students’ digital competence. A sample of 852 ninth-grade Norwegian students from 38 schools participated in the study. The students answered a 26 item multiple-choice digital competence test and a self-report questionnaire about family background, motivation, and previous grades. Structural equation modeling was used to test a model of the hypothesised relationship between family background, mastery orientation, previous achievements, and digital competence. The results indicate variation in digital competence among the ninth-graders. Further, analyses showed that students’ conditions at home, i.e., language integration and cultural capital, together with mastery orientation and academic achievements predict students digital competence. This study indicates that that there is evidence of digital diversity between lower secondary students. It does not seem like the development of digital competence among the students happens automatically. Students’ family background and school performance are the most important factors. Therefore, as this study shows, it is necessary to further investigate how schools can identify students’ level of competence and to develop plans and actions for how schools can help to try to equalize differences.

Newly qualified teachers’ professional digital competence: implications for teacher education

Abstract The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers’ ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers’ ICT self-efficacy in ITE.

Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School

ABSTRACT Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers’ self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to a multiple-choice test on digital competence. Structural equation modelling was used to test a hypothesized model of the relationship between self-efficacy in basic ICT, self-efficacy in online collaboration, strategies to evaluate information, digital competence, and the use of ICT. The analysis confirmed that the empirical data supported the hypothesized model. Significant factor loadings and positive relationships between the factors were found. Overall, the factors in the model explained 41% of teachers’ digital competence, 49% of their self-efficacy in online collaborative, and 36% of their use of ICT at school.

Using Multilevel Analysis to Examine the Relationship between Upper Secondary Students Internet Safety Awareness, Social Background and Academic Aspirations

Abstract: Since 2009, most Norwegian students in uppe r secondary have had access to their own personal computer at school. Hence, with the increased access to technology, the importance of online connectedness has increased for adolescents’ social interaction and communication. It is, therefore, important to identify and understand the concept of Internet safety among upper secondary school students. A total of 4216 students from 238 classrooms in 23 upper secondary schools completed an Internet safety assessment. The aim of the study was to operationalize and measure Internet safety in a school context, and to further examine the factors predicting students’ Internet safety awareness and responsibility. Our analysis revealed substantial variation in Internet safety awareness between schools, classrooms and students. Overall, the findings indicate that students’ social backgrounds are determining for their development and understanding of Internet safety awareness. Keywords: internet safety; multilevel analysis; uppe r secondary school; classical test theory; cultural capital; language integration; academic aspirations; reading proficiency

An airman's personal attitude: pilots’ point of view

Abstract The purpose of this study was to examine airline pilots’ own formulation of desirable non-technical skills. Qualitative and quantitative methods were used to identify the pilot communitys own perception of desirable personal attitudes. Group interviews formed the basis for developing statements. A sample consisting of 174 pilots were questioned on their perception of desirable attitudes. The major finding indicated clusters of attitudes pilots perceived as desirable. The attitudes pilots called attention to were intimately linked to the concept of airmanship. Factor analysis revealed at least four factors in pilots’ conception of desired personal attitudes of an airman: “knowledge”, ‘flying skills’, ‘CRM’, and ‘self-awareness’.

Ninth Graders’ Use of and Trust in Wikipedia, Textbooks, and Digital Resources From Textbook Publishers

Recent research has examined the role of information and communication technology (ICT) in learning and teaching (Balanskat & Gertsch, 2010; Binkley et al., 2012; Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014; Law, 2009). Both commercial and non-profit actors have developed specific learning resources for school, teachers, and students.

Challenges Arising When Using Field Notes and Video Observations

It is often useful for educational researchers to visit schools and follow teachers and pupils during lessons. However what is the role of the researchers when visiting schools? Are they supposed to be silent observers or to provide feedback to the schools? Feedback from researchers to teachers can have impact on and change teachers practice.

Examining the Relationship Between Teachers’ ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice

Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers’ working days. However, among today’s teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers’ ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers’ self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers’ self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts.

Standard Setting in a Formative Assessment of Digital Responsibility Among Norwegian Eighth Graders

Students’ digital responsibility is an important topic in a digital society. Since 2016, a learning supportive 50-item test in digital responsibility is available for Norwegian eighth-graders. Rasch model was used to select tasks to the test. Our study addresses experiences from using two standard setting methods, Angoff and bookmark, to set the cut-off scores and to define the proficiency levels of digital responsibility. In this process, as this is a learning supportive assessment, the decision makers had to take into consideration both the implied expectations from teachers who would use the assessment in their classroom practices and the results of psychometric analyses. A sample test with 1026 students from 26 schools was used to define three proficiency levels. The use of two standard setting methods, Angoff and bookmark, gave different results, and this difference addresses uncertainty about where to set the cut-off score. What are the validity arguments for considering different expectations when setting cut scores?

Examining Gender Differences in ICT Literacy, Interest, and Use

Today, information and communication technology (ICT) has become part of our professional lives, our leisure activities, and students’ learning activities. It can be seen as a transversal skill (Norwegian Directorate for Education and Training, 2012), or it can be seen as a specific competence such as coding and programming (European Schoolnet, 2014).