Abstract Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practicing teachers. The development of professional digital competence (PDC) is emerging as an essential part of teacher education. Due to the increasing use of ICT and the growing number of online teaching and learning resources, the responsible use of ICT has become one of the key aspects of PDC. For the purpose of this paper, the responsible use of ICT includes privacy issues, cyberbullying and the ability to evaluate digital content. We examine Spanish and Norwegian student teachers' perceived competence in privacy issues and in handling cyberbullying and their ability to evaluate digital content. In a survey conducted in autumn 2017, 681 Spanish and 563 Norwegian first-year student teachers in Spain and Norway answered questions on the responsible use of ICT. The findings show that in both countries the three concepts are recognised as distinct and that there is a positive relationship between student teachers' perceived understanding of the concepts. This implies that these concepts should be taught as separate components of PDC. However, it is challenging to compare student teachers’ perceived knowledge of the concepts across two countries and to create an integration model that fit both countries. This is partly due to cultural and language differences. The study provides a baseline in terms of knowledge about responsible use at the participating universities. It also details general implications for policy, practice and ITE programmes.

中文翻译：

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学生教师负责任地使用 ICT：检查西班牙和挪威的两个样本

摘要 信息和通信技术（ICT）已成为欧洲初级教师教育（ITE）和执业教师持续专业发展的重要组成部分。专业数字能力 (PDC) 的发展正在成为教师教育的重要组成部分。由于信息通信技术的使用越来越多，在线教学和学习资源的数量不断增加，负责任地使用信息通信技术已成为 PDC 的关键方面之一。就本文而言，负责任地使用 ICT 包括隐私问题、网络欺凌和评估数字内容的能力。我们研究了西班牙和挪威学生教师在隐私问题和处理网络欺凌方面的感知能力以及他们评估数字内容的能力。在 2017 年秋季进行的一项调查中，西班牙和挪威的 681 名西班牙语和 563 名挪威语一年级学生教师回答了有关负责任地使用 ICT 的问题。研究结果表明，在这两个国家，这三个概念被认为是不同的，并且学生教师对这些概念的感知理解之间存在正相关关系。这意味着这些概念应该作为 PDC 的单独组成部分来教授。然而，比较两国学生教师对概念的感知知识并创建适合两国的整合模型具有挑战性。这部分是由于文化和语言的差异。该研究提供了有关参与大学负责任使用知识的基线。它还详细说明了对政策、实践和 ITE 计划的一般影响。