New paths for ICT in Norwegian schools: Five primary school English teachers’ reflections on remote teaching during the covid-19 pandemic and its following impact on ICT usage in school

Abstract

There is a live debate in both the academic and public sphere regarding the implementation of ICT in schools. The lockdown of schools came at a particularly interesting time. Teachers were forced to adapt to a digital teaching practice, while the new curriculum LK20 encourages an increased use of ICT and digital learning materials. There has also been an influx of software and hardware developed for school use. This study has utilized the qualitative research interview to gather data. The data material consists of a semi-structured interview as well as a follow up interview. The goal of the interview(s) has been twofold. The first goal relates to teachers’ experience and reflections around the lockdown of schools, and how teachers have used ICT in this situation. The second goal relates to how these teachers have utilized ICT afterwards, and what they have learned as a consequence of the lockdown of schools. My impression from the teachers is that the lockdown has been something to endure rather than enjoy. Teachers missed the contact with the pupils, and though it was harder to do work that demanded cooperation or oral activity trough the screen. The result from this small selection shows that the use of ICT has increased for 3 out of 5 teachers. Some of the teachers also reported increased competence in using ICT in several areas, such as organization of work, finding learning resources to adapt their education to the level of the pupils and using tools that enable pupil activity. The teachers’ access to ICT, along with their general competence and attitude towards ICT were also strong indicators of the degree in which ICT was used in their teaching practice.