Lærerens didaktiske valg i et teknologirikt læringsmiljø

Abstract

Denne kasusstudien fokuserer på om, og i tilfellet hvordan, laererens didaktiske valg i teknologirike laeringsmiljøer kan stimulere elevenes evne til selvregulering, og om dette kan bidra til laeringsutbytte til eksamen. Studien har foregått i en klasse i medie-og informasjonskunnskap i videregående skole, der elevene som gikk opp til sentralt gitt eksamen, fikk et høyere karaktersnitt til eksamen enn det de fikk i standpunktkarakter. Undersøkelsen indikerer at laererens undervisningsdesign med bruk av teknologi bidro til at elevenes laeringsutbytte økte. Det er mye som tyder på at laererens didaktiske valg for å skape et laeringsfellesskap med fokus på vurdering for laering og teknologi, etablerte fleksible og transparente laeringsprosesser som utviklet elevenes selvregulering. Undersøkelsen viser at den kritiske suksessfaktoren er laereren og dennes evne til å skape en didaktikk der bruk av teknologi begrunnes ut fra didaktiske valg og ikke omvendt. Nøkkelord: didaktikk, vurdering for laering, selvregulering, bruk av digitale verktøy i laeringsarbeid.

Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort

“…Through the teacher's didactical choice, there is evidence that the teacher, by creating a learning community focusing on assessment for learning and technology, established flexible and transparent learning processes that developed the pupils' self-regulation. The study shows that the critical success factor is the teacher and his or her ability to create a teaching plan where the use of technology is justified by didactic choices and not vice versa (Kongsgården and Krumsvik 2016;Kongsgården and Krumsvik 2019).…”

“…Norway has had a high technology density both in homes and in schools during the last 10 years, and it is therefore interesting to examine how tablets affect school achievements variables. A recent doctoral thesis from Norway by Kongsgården (Kongsgården, 2019;Kongsgården and Krumsvik, 2016;Kongsgården and Krumsvik, 2019), shows that the implementation of tablets in schools is a complex process with both new educational possibilities and pitfalls. The study shows that tablets play a certain role in the learning process, especially in the achievement of learning goals and access to the Internet.…”

Writing with iPads in Grade 7: Studentsʼ perspectives on possibilities and limitations

“…Recent Norwegian research on the use of iPads has been concerned with whether tablet technology facilitates collaboration (Engen et al, 2017), enhances learning (Kongsgården, 2019;Krumsvik et al, 2018Krumsvik et al, , 2019, contributes to student participation (Kongsgården & Krumsvik, 2016), and how iPads are integrated into teaching and learning processes (Gilje et al, 2020). Two large-scale effect studies on the implementation of iPads in Norwegian primary schools conclude that iPads have rather limited effects on students' learning outcomes (Krumsvik et al, 2018(Krumsvik et al, , 2019.…”

Digital communication and collaboration in lower secondary school

“…However, it may be worth asking whether a teacher, no matter how positive about digital methods, can facilitate the full range of skill areas in the framework for digital competence. Meaningful choices, related to open, constructive, reflective and cognitively based collaborative tasks (Kongsgården & Krumsvik, 2019, p. 3), will probably be harder to make without professional digital competence at the intersection between pedagogy, technology and content in the TPACK framework (Mishra & Koehler, 2008). A teacher has to be able to use a piece of technology in specific teaching situations, not just in isolation (Koehler et al, 2013, p. 61;Zhao et al, 2002, p. 490).…”