**Chapter 2**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

[39] Langset, I. D., Jacobsen, D. Y., & Haugsbakken, H. Digital professional development: Towards a collaborative learning approach for taking higher education into the digitalized age. Nordic Journal of Digital Literacy,

[40] Vandeyar T. The academic turn: Social media in higher education.

[41] Freathy R., Doney J., Freathy G., Walshe K. & Teece G. Pedagogical Bricoleurs and Bricolage Researchers: The Case of Religious Education', British Journal of Educational Studies 2017: 64(4): 425-443. https://doi/abs/10.1080/

[42] Player-Koro, C. Hype, Hope and ICT in teacher education: A Bernsteinian perspective. Learning. Media and Technology, 2013: 38(1), 26-40.

[43] Macgilchrist, F. Cruel optimism in Edtech: When the digital data practices of educational technology providers inadvertently hinder educational equity" Learning, Media and

Technology 2019: 44 (1): 77-86. https:// doi.org/10.1080/17439884.2018.1556217

[44] Ertmer, P. A. et al. Teacher beliefs and technology integration practices: A critical relationship. Computers & Education. 2012:59(2):423-435. DOI: 10.1016/j.compedu.2012.02.001

[45] Tømte, C., & Olsen, D. S. IKT og læring i høyere utdanning. 2013:

[46] Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 2014: 9(4), 281-299. https://www.idunn.no/ dk/2014/04/what\_does\_professional\_ digital\_competence\_mean\_inteacher\_e

[Accessed: 2020-12-09]

Oslo: NIFU.

2020: 25:5617-5563. https://doi. org/10.1007/s10639-020-10240-1

00071005.2017.1343454

Education and Information Technologies.

2018:13(1), 24-39.

[30] Keane T, Blicblau AS. (Trans) formation through educational technologies. Paper presented at the 29th Annual Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2012), Wellington: New Zealand

[31] Keane T, Keane WF, Blicblau AS. Beyond traditional literacy: Learning and transformative practices using ICT. Education Information and Technology. 2016;21: 769-781. https:// doi.org/10.1007/s10639-014-9353-5

[32] Ministry of Education. (2007). The New Zealand curriculum for Englishmedium teaching and learning in years

Performance = motivation × ability: An integration-theoretical analysis. Journal of Personality and Social Psychology,

[34] Bolman LG, Deal TE. (2018). Nytt perspektiv på organisasjon og ledelse. Struktur, HR, politikk og symboler (6thed.). Gyldendal Akademisk

[35] Maier NRF. Psychology in Industry.

[36] Herzberg F. One more time: How do you motivate employees? Harvard Business Review. 1968; 81:1:87-96

[37] Elstad, E. Why is there a wedge between the promise of educational technology and the experiences in a technology-rich Pioneer School? In E. Elstad (Ed.), Digital expectations and experiences in education. 2016:77-96.

[38] Edmondson, A. C. Three faces of Eden: The persistence of competing theories and multiple diagnoses in organizational intervention research. Human Relations, 1996:

Rotterdam: Sense Publisher.

2nd ed. Boston, MA: Houghton

[33] Anderson NH, Butzin CA.

1-13. Auckland.

1974;30:5: 598-604.

Muffin; 1955

**18**

49(5), 571-595.
