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The assumption that increased use of computing technologies is beneficial per se has been questioned in research on workplace computing since the early 1970ies. It is interesting, then, to note how easily such assumptions have become part of the landscape within Education research. The intention of this paper is to encourage stopping and pausing to consider what is happening (an empirical question), and whether what is seen is desirable (a normative question). The paper calls for more debate (among researchers, teachers, parents, school leaders, governmental bodies, and other interested parties) as to what we would want computers for and how to get there. Points of view would differ; possibly never fully settling on agreement. This would constitute an ideal and a practice of attempting to bring Bildung and democracy to computing use in education, and would be a worthwhile lead to equip the young for participation in a technology-intensive society. The issue should be addressed, however, taking into account critiques of normative approaches. In particular, incorporating insight from research which critically examines ways in which scientific truths and their technical counterparts become established, would aid an understanding of why and how obstacles exist. Such a broad exploration would imply further questions about how the maintenance of boundaries between scientific approaches affects applied questions such as the one posed in the title. This paper, then, carries a two-level argument.
Svein Østerud argumenterer for en kompetenceorienteret curriculum-logik, hvor valg af indhold i skolen tager udgangspunkt i en sociologisk og kulturel analyse af det postmoderne samfund. Men der er en kløft mellem Østerud og andres almendidaktiske dannelsesteoriers udpegning af overordnede dannelsesmål og de fagdidaktiske bestemmelser af indhold. The missing link består i fokus på menneskelig handlen i prototypiske situationer, hvorved der kan skabes en argumentationskæde fra de overordnede formål over de konkrete fagmål og til den konkrete undervisningssituation.
The overall picture of the situation relating to gender and Information and Communication Technology (ICT) has so far been that men have been dominating the field and have left the women behind. This has also been the point of departure for policymakers. But, as will be shown in this paper, this male domination of the entire ICT field is not the case anymore. On the contrary, the situation is far more complex. For example, when looking at younger generations, the picture appears to be nuanced; both boys and girls seem to be involved and interested in using different ICT tools, both at school and elsewhere (CERI, 2010). Moreover, along with the new generation, there is the emergence of the new social media, in which girls seem to be highly involved. The present paper explores the ways in which the gender issue appears in youngsters’ use of and attitudes towards ICT and how they perform and interact as producers and consumers of digital content.
“Science 2.0” is still evolving; basically, it is an ongoing, “natural” experiment about a potentially novel way of participating in knowledge construction processes based on Internet applications. The topic of this article is scientific culture and organisation that interact with communities of interests outside of institutions, based on analyses of systematic biology and the mapping of biodiversity. The focus will be on the convergence of professionals and so-called amateurs involved in the production of new knowledge.
Web 2.0 allows young people to engage in new kinds of online participation, e.g. on social network sites. When young people produce digital texts to communicate with their friends or connect with them, they engage and integrate their literacy in their everyday lives. Social network sites are thus examples of how digital media open up spaces where literacy becomes part of young people’s social and cultural practices in new and unprecedented ways. Is this development relevant to school-based literacy learning? If so, how should it be met in the classroom?
In the paper these questions are addressed against the backdrop of empirical work with Norwegian students and teachers. This material particularly reveals how students and teachers experience the relationship between educational and commercial aspects of young people’s cultural and social lives online. The analyses of the empirical material draw on work contained in New Literacy Studies and Media Education Research.
In the discussion section it is argued that the relationship between the educational and commercial aspects of young people’s use of social network sites must be more closely examined in the light of how these activities actually relate to literacy learning in the classroom.
How can actor-network theory (ANT) inform studies of the complexities of recent attempts to change education with the aid of new digital technologies? What are the methodological implications of ANT and how can interaction analysis be used as a resource for analyzing actor-networks? These questions are explored in this article where ANT is also contrasted with sociocultural theory, a theory with a certain impact in studies of ICT use for educational purposes in Norway. I argue that ANT provide insights and conceptual tools that enables analyses of how classroom practices are and become connected to other networks forming assemblages of people and things that produce knowing and learning.
Media education has to respond with innovative approaches to new challenges in the global media environment. However, the didactic methods of global media studies are not well developed. I tested Rantanen’s (2005) method, global mediagraphy, with 45 Master’s degree students at a university. This method can be applied to the study of the role of individuals in the mediated globalization process. The students collected individual life stories from their families over four generations by filling in the globalization factors table and by interviewing family members. The aim was to connect abstract globalization theories to concrete societal, historical and cultural experiences in students’ families against the backdrop of developments in contemporary media. Thus, the students could gain an insight into the globalization process by writing their own family chronicles in the light of contemporary, mediated epoch-making events. In this article I present one such example.
Keywords: Global mediagraphy, digital literacy, globalization, media education, didactics