25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents
This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on W...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-09-01
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| Series: | Education Inquiry |
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| Online Access: | http://dx.doi.org/10.1080/20004508.2021.1972594 |