You are here:

Teacher Educators Moving from Learning the Office Package to Learning About Digital Natives' Use of ICT PROCEEDINGS

, University of Skovde, Sweden

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This case study reports results from interactive research within the development project CompLETE, a Swedish project granted equivalent to USD 3 million, aimed at enhancing use of ICT in teacher education. The research project rationale is that teachers and teacher students belong to a different generation than K12 students; grown-ups are “Digital Immigrants” while K12students are “Digital Natives”. A problem is that teachers know about MS Office, which is expressed as a high priority to learn. Students are into a different culture that teachers know little about. Teachers believe in learning the Office package first, before learning about K12 student's use of ICT. New applications, such as chatting or podcasting, has to become part of the culture of teachers in order to teach students of the 21st Century. One conclusion is that relying on teachers participating through “bottom-up processes” may not be sufficient for extensive changes in teachers' practice.


Karlsson, M. (2007). Teacher Educators Moving from Learning the Office Package to Learning About Digital Natives' Use of ICT. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 100-107). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from .


View References & Citations Map


  1. Bassey, M. (2002). Case Study Research. In M. Coleman& A. Briggs (Eds.) Research Methods in Educational Leadership and Management (pp. 108-121) London: Paul Chapman Publishing
  2. Becker, J. (1999): Teaching, Learning and Computing: 1998 Survey. Report #1. Center for Research on Information Technology and Organizations. The University of Irvine, CA and The university of Minnesota. Http://
  3. Donmoyer, R. (2000). Generalizability and the Single-Case Study. In R. Gomm, M. Hammersley, & P. Foster Case Study Method; key issues, key texts. (pp. 45-68). London: SAGE Publications Ltd.
  4. Prensky (2001): Digital Natives, Digital Immigrants. From NCB University Press, Vol.9No5, October 2001. Retrieved from,%20Digital%20Immigrants%20-%20Part1.pdf on 200703-18
  5. Schön (1983): The Reflective Practitioner. How Professionals Think in Action. New York: Basic books Svensson, L; Brulin, G; Ellström, P-E; Widegren, Ö. (eds.) (2002): Interaktiv forskning – för utveckling av teori och praktik. (Interactive research– for development of theory and practice]. Arbetslivsinstitutet: 2002:7
  6. Tapscott, D. (2001). Growing Up Digital. Retrieved from (last updated 011201)
  7. Turkle, S. (1995). Life on the Screen. New York: Simon and Schuster UFB 3. 1997/98, SFS 1996:913. Utbildningsväsendets författningsböcke. Universitet och Högskolor. [Constitutional books on the educational system. Universities and College Universities].
  8. Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. USA: Cambridge University Press
  9. Wenger, E (2005): Learning for a Small Planet. A research agenda.
  10. Wenger, E., McDermott, R. & Snyder, W. (2002). Cultivating Communities of Practice. Massachusetts: Harvard Business School Press

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact