Nr 01 - 2014 - Nordic Journal of Digital Literacy - Idunn

The aim of this article is to raise some key issues about how spatial relationships between learning contexts can inform us on the implications of using ICT in classroom settings. Data from an international research project on using social media for learning in school is presented. The findings show the relevance and importance of studying learning practices using digital media as a way to expand traditional conceptions of spatial relationships in classrooms, challenging ways of understanding where learning takes place, and of what and how students learn.

Open access

Interactive Technology. Traditional Practice?

Vitenskapelig publikasjon

(side 23-43)

av Gréta Björk Guðmundsdóttir, Dina Dalaaker, Gunstein Egeberg, Ove Edvard Hatlevik og Karoline Hultman Tømte

Engelsk sammendrag

Abstract

In this paper, we examine findings on the pedagogical use of interactive whiteboards and tablets in schools, gathered over the last five years. The findings reveal how challenging it can be to utilise the opportunities provided by interactive technology. The paper then introduces two case studies focusing on how teachers prepare when beginning to use interactive technologies. Both cases show how teachers develop new ways of using the technology in a pedagogical setting, but also how they face challenges in terms of continuous professional development and implementation of technology in practice.

Open access

Making Use of ICT: Glimpses from Norwegian Teacher Practices

Vitenskapelig publikasjon

(side 44-65)

av Barbara Wasson og Cecilie Hansen

Engelsk sammendrag

Abstract

This paper presents the Norwegian results of a baseline study of teacher practices with ICT. Through semi-structured interviews, six Norwegian teachers explain how digital technology not only changed aspects of their planning and classroom teaching, but also assessment and feedback. The results, together with similar results from England, Denmark, Germany, and Austria, contribute to the development of ICT support for formative e-assessment in the 21st Century classroom. Furthermore, through an analysis of the baseline interviews, tweets, blogs, forum posts, and discussions with teachers at conferences, we identified nine ICT-supported assessment methods being used in Norwegian classrooms. Our conclusion is that the interviewees are active users of ICT in all aspects of professional teacher practice, using both the tools provided and finding new tools to integrate technology into their professional practice.

Open access

Technology enhanced learning in a higher education context – Building bridges by student empowerment and regional development

Vitenskapelig publikasjon

(side 66-87)

av Tuija Marstio og Susanna Kivelä

Engelsk sammendrag

Abstract

The aim of this article is to describe how and to what extent an institute of higher education can support the learners and local actors in taking advantage of the new social networking services. The empirical data was collected from three educational pilot studies carried out in higher education contexts. According to our study, collaborative learning and student-entrepreneur cooperation increased the entrepreneur’s social media capabilities and empowered students. Capabilities related to networking in virtual space proved to be more challenging, calling for a long-lasting cooperation and understanding of social networks.

ISSN Online: 1891-943X
ISSN Print: 0809-6724
DOI: 10.18261/issn.1891-943X
Utgiver: Universitetsforlaget