Making Use of ICT: Glimpses from Norwegian Teacher Practices

This paper presents the Norwegian results of a baseline study of teacher practices with ICT. Through semi-structured interviews, six Norwegian teachers explain how digital technology not only changed aspects of their planning and classroom teaching, but also assessment and feedback. The results, together with similar results from England, Denmark, Germany, and Austria, contribute to the development of ICT support for formative e-assessment in the 21st Century classroom. Furthermore, through an analysis of the baseline interviews, tweets, blogs, forum posts, and discussions with teachers at conferences, we identified nine ICT-supported assessment methods being used in Norwegian classrooms. Our conclusion is that the interviewees are active users of ICT in all aspects of professional teacher practice, using both the tools provided and finding new tools to integrate technology into their professional practice.