Abstract

Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a ‘professional digitally competent teacher’ may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the ‘domestication of technology’.

Abstract

The increased number of transports with dangerous goods (TDG) increases the risk of both accidents and terrorist attacks. Digitalisation is crucial in order to avoid human errors and to increase safety, security and efficiency, however there are few research studies that analyse digitalisation for the TDG, this being the first time, to the author’s knowledge, that barriers to the implementation of information and communication technology (ICT) solutions for the transport of dangerous goods has been analysed. A new elicitation methodology called the ‘implementation acceleration methodology for ICT (IAM-ICT)’ has been created, with the aim of identifying and hierarchizing potential barriers to the implementation and integration of ICT solutions involved in the multimodal TDG, and with a view to overcoming the most relevant problems at an early stage. This methodology combines user-driven innovation (UDI), the analytic hierarchy process (AHP) and Bayesian networks. The application of this methodology, which is easily replicable in other fields, will enable a better design of ICT solutions so that they can be implemented and integrated in SMEs and large companies. The results show a hierarchy of potential barriers for a multi-modular ICT solution used as use case study, in two different co-designed schemes for a small and medium enterprise (SME) and for a large company. Document type: Article