Alex Örtegren (https://www.umu.se/en/staff/alex-ortegren/) er doktorsnemi við Department of Applied Educational Science, Umeå University í Svíþjóð en hefur einnig kennt á grunn- og framhaldsskólastigi. Kennsla hans og rannsóknir tengjast kennaranámi, stafrænni tækni og borgaravitund.
Hann heldur erindi um doktorsverkefni sitt í boði RANNUM 30.9. kl. 16 í stofu H001 í aðalbyggingu Menntavísindasviðs v/Stakkahlíð. Einnig verður hægt að taka þátt í Zoom (nánari upplýsingar síðar).
Teacher Educators’ Views on Teaching for Digital Citizenship in Swedish Subject Teacher Education – A Postdigital Perspective
Education is not only about skills and knowledge but also citizenship formation for which student teachers need preparation. In postdigital society, the blurred boundaries between digital technologies, physical reality, and human and non-human entities lead to new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). Recent examples highlighting the importance of digital citizenship include fake news, post-truth politics, and AI-powered digital surveillance.
As a part of a PhD project grounded in a postdigital perspective, this presentation focuses on a study of TEDs’ views of digital citizenship and the professional digital competence (PDC) required for the dual-didactic task of teaching subject student teachers to teach for digital citizenship. Seven Swedish TEIs spread geographically participated in this case study, and following a purposive sampling approach, 16 semi-structured interviews were conducted with TEDs teaching the Education and Democracy module, which is mandatory for student teachers. The results show that TEDs generally believe that the digitalization of society impacts the democratic assignment of school and that this requires certain dimensions of TED and teacher PDC. TEDs’ conceptualizations of digital citizenship tend to foreground source criticism and ethical, safe and sound use of digital technologies, and to some extent the means of democratic participation. Although believing that TEIs should address questions relating to digital citizenship and that TEDs have an important role in this context, digital technologies are discussed in the module only coincidentally and TEDs are unsure to what degree their student teachers receive such training. Common challenges are lack of time and no explicit Degree Goals linking teacher PDC to the democratic assignment. Therefore, TEIs need to support TEDs’ development of PDC to address digital citizenship in their teaching by providing continuous professional development, for example regarding teaching, course content, and subject-teacher program structure, but policy support is also needed at the national level.
