ABSTRACT

Norwegian and Danish policy and development regarding digital competence and digital technology have historically had a similar focus on the implementation of digital competence in the educational sector and specifically in teacher education (TE). Both countries have managed to give schools extensive access to technology and internet and put it high on the political agenda. In recent years, Norway and Denmark have introduced new concepts that differ but share the objective of preparing students for an ever-changing future. In Norway, the concept of teachers’ professional digital competence has been introduced in teacher education, while in Denmark, the concept of technology comprehension has been introduced both in teacher education and in schools. The question remains how these two concepts compare when broken down and how the findings compare to other international and European frameworks and research. The study shows that these Scandinavian perspectives have a strong element of digital Bildung, suggesting an orientation toward ontological ambitions related to digital technology. This Scandinavian take on digital competence could be relevant for researchers and policymakers outside Scandinavia.