| dc.description.abstract | In the evolving landscape of education, digital tools have become integral to teaching
methodologies, particularly in the context of the Norwegian education system's recent
reforms. This thesis investigates how primary school teachers in Southern Norway use and
reflect on digital tools in their English language instruction, offering an analysis of the
pedagogical implications of technology use in classrooms. Employing a mixed-method
approach, this study conducted observations and semi-structured interviews with four teachers
from two schoolsin Agder County, focusing on classes from sixth to eight grade.
The research reveals that digital tools are predominantly used to enhance engagement,
facilitate access to resources, and support collaborative and individual learning processes.
Teachers strategically employed devices such as tablets and software like Google Docs,
PowerPoint, and educational platforms like Quizlet to cater to diverse learning needs and
enrich the instructional environment.
Findings suggest that while digital tools are incorporated within pedagogical strategies to
foster a conducive learning environment, their effectiveness depends on teachers' digital
competencies and the educational policies that shape these practices. This research adds to the
growing body of knowledge on digital education by clarifying the intricate connections that
exist between pedagogical advances, technology, and teacher agency | |