In-Service Training as a Learning Trajectory
Abstract: This paper presents a teachers’ in-service training course in Norway integrating ICT in the school subjects Natural Science, History, and English as a Second Language (ESL). The course was longitudinal with four course days and one online conference adding up participants’ learning trajectories. The analysis of the course draws on Activity Theory and examines potentially shared objects as well as tensions and contradictions that influenced the outcomes of the course. The purpose of the course was to raise teachers’ awareness of the non-separable aspects of tasks, digital tools, activities and assessment. However, this proved to be a challenging undertaking. The purpose of the present paper is to examine the development of the program and to which extent it reached its purpose.
Presider: Lesia Lennex, Morehead State University