Monitor 2011 – The Digital State of Affairs in Norwegian Schools

Abstract

Monitor 2011 is the fifth quantitative survey in a series of studies on the use of digital tools in schools, teachers', and learners' digital competence, as well as the digital priorities of school principals. The quantitative surveys have been conducted every other year since 2003 in order to provide information on the digital condition in schools. The respondents are school principals, teachers, seventh and ninth grade learners, and upper secondary school learners (second year).

Teacher education as design: technology-rich learning environments and trajectories

“…They function increasingly as the gateway to and glue of the network society (Castells, 1996), and they have the potential to transform our culture in fairly dramatic ways, whether in respect of research and education or of interpersonal contact. For example, in Norway we have statistics to show that, on an average day, 76% of children between the ages of 9 and 12, and 91% of adolescents between the ages of 13 and 19, use the Internet (Egeberg et al, 2012). In schools, we can see how digital technologies open up to multimodal genres, dynamic and interactive forms of representation (maps, simulations etc.…”

Samhandling During Crisis Work � A Three-Level Model

“…The challenge with these goals is as follows: Digital samhandling is still a relatively new and untested phenomenon in education, and there are various factors -inside and outside of school -which both promote and inhibit the use of digital means of samhandling between teachers and students. As a result of encountering various obstacles, teachers use samhandling technology to a greater extent for administrative purposes rather than academic ones (Egeberg et al, 2012;Furnes, 2015;Hatlevik, Tømte, Skaug, & 4 Refers to the Norwegian term 'samhandlingskompetanse' (samhandling competency, a comprehension of samhandling as a literacy that may facilitate people's ability to participate and express their opinions in democratic societies (Kunnskapsdepartementet, 2015). Ottestad, 2011;Kunnskapsdepartementet, 2008).…”

“…Teachers and students have interacted digitally to varying degrees since the 1990s. Studies show that LMS technology is mainly used for administrative purposes (such as submission of tasks, registration of absence and grades) and to a lesser degree, for educational purposes (such as peer-learning, knowledge development and exchange of knowledge) (eg Egeberg et al, 2012;Furnes, 2015;Hatlevik et al, 2011;Håland & Strømme, 2009;Kunnskapsdepartementet, 2008). A probable reason for this practice is that digital samhandling for educational purposes is a relatively new phenomenon in education, and there is a limited amount of research on the subject.…”