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The qualitative component draws on interviews, focus groups, observations and quasi-statistics, while the quantitative component uses a survey (N=2579) and statistical regression analyses. Conducted in Norway’s seven counties from 2012–2013, the study shows a close attachment between digital competence and classroom management, as perceived by teachers, school owners, leaders, and students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relationship-between-teachers-perceived-classroom-management-abilities-and-their-professional-digital-competence-mixed-method-study/601023/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relationship-between-teachers-perceived-classroom-management-abilities-and-their-professional-digital-competence-mixed-method-study/601023.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of the SMIL study presented in the paper?","Question",{"text":112,"@type":113},"It examines teachers’ professional digital competence and their classroom management experiences, focusing on how qualitative experiences relate to quantitative associations in upper secondary classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ professional digital competence and classroom management measured?",{"text":117,"@type":113},"The study uses a qualitatively driven mixed method design: interviews, focus groups, observations and quasi-statistics for the qualitative part, and a quantitative survey (N=2579) with regression analyses for the quantitative part.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study conclude about the relationship between digital competence and classroom management?",{"text":121,"@type":113},"It suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology-rich classroom settings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601023,1792165176,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Moltudal, S., et al. (2019). The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence. Designs for Learning, 11(1),80–98. DOI: [https://doi.org/10.16993/dfl.128](https://doi.org/10.16993/dfl.128)  \n\n| RESEARCH\u003Cbr>The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence\u003Cbr>Experiences from Upper Secondary Classrooms. A Qualitative Driven Mixed Method Study Synnøve Moltudal*, Rune Krumsvik†, Lise Jones†, Ole Johan Eikeland‡ and Burke Johnson§ |\n| --- |\n| The aim of this study was to examine teachers’ professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, focus groups, observations and quasi statistics. The first part of the study aims to examine these qualitative experiences and associations with a quantitative survey (N = 2579). The quantitative data examines the strength of the associations and the qualitative data show the nature of those associations with regard to upper secondary teachers’ professional digital competence and their classroom management abilities in ICT dense classroom environments. The SMIL-study was conducted in seven counties in Norway from 2012 to 2013. The qualitative part with observational data were analyzed in relation to the other qualitative data (interviews and focus groups) and then in relation to the quantitative part of the study. This part shows how teachers, school owners, school leaders and students perceived a relationship between teachers’ professional digital competence and their classroom management. The quantitative is related to the qualitative part and presents statistical regression analyses indicating that teachers’individual professional digital competence predicted their classroom management abilities. The conclusion of the paper suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology rich classrooms settings. The SMIL-study contributes toa broader understanding of teachers’ professional digital competence in the digitized school. |\n| Keywords: Professional digital competence; upper secondary school; teachers; classroom management; Mixed Method Research |\n\nIntroduction  \nDespite heavy investments by national and local authorities to make the latest educational technologies available at education facilities internationally and in Norway, there has been a lack of uptake in teachers’ utilization of such technologies both in Norway (Krumsvik et al. 2013) and internationally (Cuban, Kirkpatrick & Peck, 2001; Tamim et al. 2011; OECD 2015; Escueta, Quan, Nickow & Oreopoulos 2017). One of the reasons for this situation is mentioned in the PISA study, Students, Computers and Learning, which reveals that: “(…) we have not yet become good enough at the kind of pedagogies that make the most of technology”(OECD 2015, p. 5) . At the same time research into computer literacy and educational use of Information and Communication Technology (ICT) has exploded in recent  \n* Volda University College, NO † University of Bergen, NO ‡ Eikeland Research and Teaching, NO  \n§ University of South-Alabama, US  \nCorresponding author: Rune Krumsvik ([rune.krumsvik@uib.no](rune.krumsvik@uib.no))  \nyears, but there is less documented research into how new technologies influence general classroom management. Classroom management means how teachers manage to create a good learning climate in classroom settings and facilitate both academic and social-emotional learning among the students (Evertson & Weinstein 2006) . In such classrooms contexts teachers’ fear of losing authority and control over their classrooms, has notably been pointed out as a challenge in ICT-related classroom management matters (Bolick & Bartels 2015, Bolick & Cooper 2006) . Despite being suggested as especially prominent i","cbCaiotMWQX2ouyG","https://ap.wps.com/l/cbCaiotMWQX2ouyG","pdf",1458240,"English","# Introduction\n## Technology uptake and teacher utilization\n## ICT classroom management challenges and authority\n## Purpose and research gap","[{\"question\":\"What is the aim of the SMIL study presented in the paper?\",\"answer\":\"It examines teachers’ professional digital competence and their classroom management experiences, focusing on how qualitative experiences relate to quantitative associations in upper secondary classrooms.\"},{\"question\":\"How were teachers’ professional digital competence and classroom management measured?\",\"answer\":\"The study uses a qualitatively driven mixed method design: interviews, focus groups, observations and quasi-statistics for the qualitative part, and a quantitative survey (N=2579) with regression analyses for the quantitative part.\"},{\"question\":\"What did the study conclude about the relationship between digital competence and classroom management?\",\"answer\":\"It suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology-rich classroom settings.\"}]","The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence - Mixed Method Study | PDF",1792091826,48]