**Appendix**

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

experiences and work-related requirements.

digital tools in education.

digital learning technologies.

organizations. Many governments have been active in inducing and reforming both the school system and teacher education. This chapter has presented findings regarding how this affects teacher educators' attitudes towards their professional position. The Norwegian implementation plan positions digital technology in teaching in a way that activates resistance and creates contrasts between teacher educators'

Multiple linear regressions were used to understand the relationships and contributions of SLL and DLL to organizational learning performance. The investigation empirically identified the potential for the development of an SLL and DLL culture

Our study found that Argyris and Schön's separation between SLL and DLL in their theory of action may contribute to a deeper acknowledgement of the fundamental challenges which have to be settled in the domain of educational technology. Both processes exist at the same time and may have different actors. Both actors are important and may make valuable contributions to refining the learning process when technology is involved. However, a policy-induced legitimate system (SLL) is not enough and may create the observed dissonance (SLL trap). Employees are motivated to work within a fixed SLL framework, which does not reflect the complexity of reality. Therefore, there is a risk of developing professional tunnel vision, where employees are forced to abandon what is professionally reasonable. However, teacher education requires flexible and functional team thinking (SSL + DLL) to develop the 'noble art of education'. Technology and high ambitions at the structural macro level are not enough; there is a need for local structures at the meso-level. The political enthusiasm that has prevailed in the field is now, to a greater extent, faced with critical reflections. The ranking of political goals over pedagogical goals hear is mostly contrary to teachers' understanding of teacher proficiency. The observation that digital tools are not successfully integrated into teacher training may be related to optimistic expectations associated with the use of digital technology in our society [42, 43]. In further studies, this technological optimism must critically examined, which has promoted an unrealistic view of the capacity of

Teacher educators have developed an awareness of how digital technology can be integrated into curricula and the types of strategies that are best suited to help pre-service teacher students gain this knowledge for their future work. According to Ertmer et al. [44], fundamental change to use ICT in constructive ways may only occur if academics' inherent attitudes about the role of technology is concurrent with their practice. The present study raises such awareness while clarifying the content and complicated processes of integrating technology into teaching and learning. Faster, better, cheaper, applied to education, is not a productive concept. It is a false economy, since it is very difficult to have all three simultaneously. This requires educational institutions to be professional learning organizations, with communities of school professionals engaged in an ongoing dialog to promote

There are several implications of this study for the field of higher education. First, the idea that technology in itself will transform education if teachers are given access to it has been seriously challenged with empirical data. Second, if society want to meet the high ambitions for digital competence, the repertoire of ICT use in didactically meaningful ways has to grow. Third, the pedagogical landscape is complicated, and the development may preferably be done as an iterative process in its meso-level, between the macro and micro structure. We would suggest that instead of generally focusing on ICT in teacher training, teachers should work systematically at the local level to increase the repertoire—not the use itself—of

cycles of development and reflection in students and teachers.

to foster positive contributions to organizational learning performance.

**12**

Our updated questionnaire is based on Argyris and Schön's theory and involves three main constructs: *Professional Digital Competence*, *Professional Attitude* and *Professional Applications of Tools*. To gain insight into the respondents' theories in use, the questionnaire contained questions regarding the extent of use of different digital technologies. Professional digital competence is operationalized using Tømte and Olsen [45] and Lund, Furberg, Bakken and Engelien [46]. In accordance with the definition, three defined aspects of digital competence structured the questionnaire statements: pedagogic and didactic understanding, subject-specific understanding, and technological understanding. This definition of digital competence is generally in agreement with resent literature regarding its categorical understanding of digital competence. To illuminate attitudes (espoused theories), statements were prepared based on the OECD report 'Connected Minds: Technology and Today's Learners' [21] and its description of the field's existing attitudes towards technology. In the report, the field is described as characterized by stretching from being technology averse to technology positive. Statements were prepared to identify the respondents' own motivations for using digital tools, the respondents' attitudes towards digital tools' position in the public arena and attitudes towards the use of digital tools in educational settings.

PDC and professional attitude were measured on a five-point Likert-scaled where 1 = strongly disagree, 2 = moderately disagree, 3 = neutral, 4 = moderately agree and 5 = strongly agree. Professional application of tools was measured based on the reported frequency of use of 16 digital technologies and work methods of the participants in their own teaching in the past year, with 1 = never, 2 = rarely, 3 = occasionally, 4 = often and 5 = extensively. Some items had a reversed scale, denoted by REV (reversal). The main construct of the surveys is illustrated by the version for the teacher educators. However, the survey should be slightly modified for use among teacher students to reflect the differences in their educational context. The constructs were each based on the following questionnaire items:

#### *Professional Digital Competence (PDC).*

Decide to what extent you agree or disagree with each of the following statements:

