Sammenhengen mellom dannelse og kompetanse - elevens metakognitive læringsprosess

Gran, Lillian

doi:10.7146/lom.v9i15.23367

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…9. Questions that were used to investigate teachers digital Bildung perspectives were constructed using the core curriculum (Norwegian Board of Education, 2005), the general skills of the students (Utdanningsdirektoratet, 2012) and the cohesion between Bildung and competence (Gran, 2016). 10.…”

Section: Discussionmentioning

confidence: 99%

Digital Bildung from a teacher´s perspective

Gran

2019

Nordic Journal of Studies in Educational Policy

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This article investigates digital Bildung from the teachers' perspectives by analysing how the teachers reflect on the phenomenon. To understand the teachers' perspectives on digital Bildung, this article introduces a theoretical framework constructed from three analytic perspectives: inner process, Self-Bildung and democracy. These perspectives represent allsides of Bildung by Wilhelm von Humboldt with a democratic understanding from Dewey. Based on this framework, the article outlines a paradox in education between the increasing focus on the use of digital tools and the blurry, unclearcommunication regarding schools' 'digital mandate'.

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Section: Discussionmentioning

confidence: 99%

Digital Bildung from a teacher´s perspective

Gran

2019

Nordic Journal of Studies in Educational Policy

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“…Earlier arguments maintained that a new curriculum was necessary to develop students' usage of ICT related to their Bildung development, in other words their digital Bildung (Gran, 2016). This curriculum would need to take into account that today's education system is producing students for the knowledge society (Søby, 2003).…”

Section: Perspective 3: Digital Restrictionsmentioning

confidence: 99%

Digital Bildung: Norwegian Students’ Understandingof Teaching and Learning with ICT

Gran

Petterson

Mølstad

2019

NJDL

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The aim of this paper is to elaborate on how students perceive their own learning and democratic development in relation to their digital interactions and competencies. This paper seeks an understanding of students' perspectives on digital Bildung. We investigate these issues by comparing different notions of Bildung perspectives among young students from four Norwegian schools. The study consists of interviews with 12 focus groups of 3 students in each. The results indicate that the students experienced unwanted interference by the teachers during the school day, and that they felt a lack of democratic involvement in social conflicts, digital usages and other daily forms of decisionmaking. Further, the interviews indicated that students perceived their teachers as biased when it came to helping students in situations of bullying or other relationship challenges. In investigating digital interactions and competencies among Norwegian students, we identified a visible gap in the notion of Bildung and identity development between the students and the teachers. This finding suggests a need to further discuss the role of students in creating a better school system based on democratic ideals.

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Sammenhengen mellom dannelse og kompetanse - elevens metakognitive læringsprosess

Cited by 2 publications

References 7 publications

Digital Bildung from a teacher´s perspective

Digital Bildung from a teacher´s perspective

Digital Bildung: Norwegian Students’ Understandingof Teaching and Learning with ICT

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