Digital inclusion in Norwegian and Danish schools-analysing variation in teachers' collaboration, attitudes, ICT use and students' ICT literacy

Abstract

The capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers' attitudes are found to contribute significantly towards collaboration between teachers.