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<p>The Nordic countries were early adopters of digital technologies in education. Thus, implementations of 1:1 digital device coverage in schools have been widely studied in this context. However, the studies tend to apply cross-sectional data and focus primarily on short-term effects. There is also a lack of studies which follow the same sample of schools over several years combining the perspectives of both students, teachers, school leaders, and school districts. The purpose of the paper is to examine how a school district in Norway supported professional development with 1:1 digital device coverage, the roles of school leaders in the implementation, and teachers’ perceptions of pedagogical change. The study uses longitudinal mixed-methods data over six years, from 2017 to 2023, including surveys (<i>n</i> = 448, <i>n</i> = 110), interviews (<i>n</i> = 58), and observations of meetings (<i>n</i> = 76).&#xa0;Key findings reveal a shift from a ‘one-size-fits-all’ approach to a model tailored to individual schools’ needs. Over time, school leaders became facilitators of pedagogical change, enhancing teachers’ digital competence. Teachers increasingly recognised the pedagogical possibilities and constraints of 1:1 digital device coverage. Insights provide a comprehensive understanding of the complexities and impacts of 1:1 digital device coverage on stakeholders, including teachers, school leaders, and school owners, and how their competencies develop and interconnect over time.</p>

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A systemic and longitudinal examination on professional development initiatives followed by the implementation of 1:1 coverage of digital device in primary and secondary schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月1日

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  • Cathrine E. Tømte,
  • Sabine Wollscheid,
  • Cathrine Pedersen,
  • Frida F. Vennerød-Diesen,
  • Markus M. Bugge

摘要

The Nordic countries were early adopters of digital technologies in education. Thus, implementations of 1:1 digital device coverage in schools have been widely studied in this context. However, the studies tend to apply cross-sectional data and focus primarily on short-term effects. There is also a lack of studies which follow the same sample of schools over several years combining the perspectives of both students, teachers, school leaders, and school districts. The purpose of the paper is to examine how a school district in Norway supported professional development with 1:1 digital device coverage, the roles of school leaders in the implementation, and teachers’ perceptions of pedagogical change. The study uses longitudinal mixed-methods data over six years, from 2017 to 2023, including surveys (n = 448, n = 110), interviews (n = 58), and observations of meetings (n = 76). Key findings reveal a shift from a ‘one-size-fits-all’ approach to a model tailored to individual schools’ needs. Over time, school leaders became facilitators of pedagogical change, enhancing teachers’ digital competence. Teachers increasingly recognised the pedagogical possibilities and constraints of 1:1 digital device coverage. Insights provide a comprehensive understanding of the complexities and impacts of 1:1 digital device coverage on stakeholders, including teachers, school leaders, and school owners, and how their competencies develop and interconnect over time.