Satu-Maarit Korte

This chapter describes how Sámi pre-service teacher education at Sámi allaskuvla (the Sámi University of Applied Sciences) integrates and highlights the Sámi perspectives and traditional knowledge in its study programmes. In Norway, Sámi teacher education programmes, as well as national Norwegian teacher education study programmes, take into account Sámi cultural and linguistic contents in their curricula, plans and implementation. In addition, in Sámi administrative regions, the Sámi language compulsory school curriculum is offered. Sámi pre-service teacher education seeks to guarantee both children’s and Indigenous rights, and at the same time, emphasise the general need to secure knowledge building and transmission of Sámi perspectives. This chapter presents educators’ shared ideas about organising Sámi teacher education content, with a land education-based approach. The potential of land education-based learning, to pragmatically equip future teachers, and thereby Sámi communities, with the competence to preserve the cultural and linguistic heritage of the Sámi, is highlighted. The objective is to inspire other educators through the authors’ experiences, with similar goals to ensure quality and equality in education for Indigenous children and youth.

In this chapter, embodied cognition is discussed in the context of different writing methods, specifically handwriting and typing on a laptop, a tablet computer, or a smartphone touchscreen keyboard. The significance of these writing methods for memorising written texts amongst children, adolescents, and adult university students has been investigated in two previous studies with the objective of identifying key features and conceptualising the principles involved in writing with diverse methods. We reflect on the findings and implications of these studies by discussing them in light of recent literature. We seek to explore the latest research and distinguish the embodied dimensions of cognition through writing, providing practical instructional recommendations and examples that may be used to support the development of embodied ways of learning.

The digitalisation of all aspects of society has necessitated the integration of digital technologies in education, which has affected teachers’ pedagogical approaches. Because learning is embodied, much of the digital tools and multimedia in learning environments are rooted in interaction and the use of body movements and gestures. This highlights the need to consider affects and emotions, as well as individual aspects of learning. To prepare learners for tomorrow’s technology-rich society, there is a need for embodied digital pedagogical practices that respect learners’ emotions and have a holistic perspective on learning. This chapter discusses pedagogical practices that can support technology-enhanced embodied learning. More specifically, it aims to provide a theoretical background for practical recommendations that are adaptable to any age group in the form of educational design principles for the implementation of technology-enhanced embodied learning.