Hvordan kommuniserer lærere med elevene i teknologiprosjekter?

Source at https://journals.uio.no/nordina/article/view/7466.Inquiry-based methods have been seen as important for developing science in school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires that the teachers have an exploratory approach in communicat-ing with students. In this paper, we analyze the communication between teachers and students in six technology projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution the teacher has planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, discussion of conceptual topics seems to provide a more exploratory approach from teachers compared to procedural topics. Likewise, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan for solutions in advance. No school scientific concepts in natural science were used in the discussions between teachers and students

Places of Learning: A Discussion of Radcliffe’s Framework for Learning Spaces in Light of Merleau-Ponty’s Phenomenology

This paper presents a discussion of Radcliffe’s pedagogy-space-technology (PST) framework for the development, implementation, and evaluation of learning spaces in light of Merleau-Ponty’s Phenomenology of Perception. The following research questions have guided the theoretical discussion: In which ways can Merleau-Ponty’s body-subject phenomenology enlighten Radcliffe’s framework? How can Merleau-Ponty’s body-subject paradigm be integrated into the development and implementation of hybrid learning environments? The reference to an exploratory case study within the frame of a larger research project will support the theoretical argumentation. In the study, the genesis of an innovative learning environment linked to a cross-institution master’s program located at two Norwegian universities will serve as an example

Discussions on conceptual knowledge and the use of blogs

In both Australia and Norway and through a number of Technology projects conducted since 2007, the authors – together and with other collaborators - have attempted to create positive learning environments supported by Web 2.0 communication tools. Through protected public sites and the oz-Teachernet [http://www.otn.edu.au], we have consistently chosen to use blogs to support the social construction of knowledge, that is, to allow students the opportunity to discuss, share and collaborate on their classroom activities and engagement with Technology artefacts and processes. Through comparisons with findings from a small-scale project in Norway and a large-scale project in Australia, this paper will argue for the potential of discussion through blogs but recommend that the purposeful use of scientific language in student communication will not occur without teacher intervention and scaffolding

Can web-blogg be used to link student's practical activities to the use of theoretical concepts?

Vi har lange tradisjoner i Norge for å arbeide praktisk i naturfag, uten at dette ser ut til å bedre elevenes prestasjoner (Kjærnsli, Lie, Olsen, & Roe, 2007). Når elever skal arbeide med teoretiske begreper, i naturfag og andre fag, er det sentralt at de får anledning til å formulere sine forestillinger og sin forståelse av begrepsinnhold og årsakssammenhenger (Mortimer & Scott 2003). Aikenhead (1996) fokuserer også betydningen av språket når elevene skal lære å bruke faglige begreper og derigjennom krysse grensene til det han kaller fagkulturer i skolen

Hvordan kommuniserer lærere med elevene i seks teknologiprosjekter? How do teachers interact with students in six technology projects?

Inquiry-based methods have been seen as important for developing science in the school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires teachers having an exploratory approach in communicating with students. In this paper, we analyze the communication between teachers and students in six technology student projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution they have planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan the solutions in advance.Utforskende arbeidsmetoder har blitt sett på som viktig for å utvikle naturfag i skolen. Det er gode grunner for at også arbeidet med å konstruere ulike innretninger i teknologi bør være en del av arbeidet med utforskende metoder. Det krever i så fall at lærerne har en utforskende tilnærming i kommunikasjonen med elevene. I denne artikkelen analyserer vi kommunikasjonen mellom lærere og elever i seks teknologiske elev-prosjekter. Hovedmønsteret er at lærerne opptrer instruerende overfor elevene eller prøver å overtale de til å bruke en løsning de har tenkt ut på forhånd. De åpner i mindre grad for utforskende og modererende kommunikasjon. Dette er i strid med intensjonen i utforskende arbeidsmetoder. Aktive elever, som sjøl prøver å komme opp med en løsning på utfordringene, ser imidlertid ut til å bidra til mer utforskende kommunikasjon fra lærernes side. Det samme gjør oppgaver som er så åpne at lærerne vanskelig kan planlegge løsninger på forhånd

Hvordan kommuniserer lærere med elevene i teknologiprosjekter?

Inquiry-based methods have been seen as important for developing science in the school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires teachers having an exploratory approach in communicating with students. In this paper, we analyze the communication between teachers and students in six technology student projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution they have planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan the solutions in advance

En studie av skolebasert kompetanseutvikling i lokale kontekster

Internasjonal litteratur gir god dokumentasjon av hvilke faktorer som fremmer skoleutvikling. Konteksten som læringsprosesser foregår i, er viktig for læringsutbytte, og norsk skole avviker på mange områder fra den skolen vi finner i mange andre land. Det er derfor god grunn til å stille spørsmål ved om internasjonal forskning alene kan brukes som grunnlag for utvikling av norsk skole. Den studien som presenteres her, omfatter tre skoler i Midt-Norge som deltok i piloteringen av kompetanseutviklingen på ungdomstrinnet i skoleåret 2012/2013. Funnene er hentet fra intervjuer med rektor og en gruppe av lærere på skolene. Skolene i studien var svært ulike. Likevel ser vi at det er stort samsvar mellom skolene i hvilke faktorer som er viktige for å gi utvikling. I tillegg ser vi stort samsvar med de faktorene som internasjonal litteratur legger vekt på at fremmer skoleutvikling. Det viser at det i hovedsak er de samme faktorene som fremmer skolebasert kompetanseutvikling lokalt i Norge som er beskrevet i internasjonale studier, og at lokale, regionale og nasjonale forhold spiller mindre rolle. I artikkelen diskuterer vi hvordan funnene i vår studie er koblet til funn i tidligere studier

Hvordan kommuniserer lærere med elevene i teknologiprosjekter?

Inquiry-based methods have been seen as important for developing science in school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires that the teachers have an exploratory approach in communicat-ing with students. In this paper, we analyze the communication between teachers and students in six technology projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution the teacher has planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, discussion of conceptual topics seems to provide a more exploratory approach from teachers compared to procedural topics. Likewise, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan for solutions in advance. No school scientific concepts in natural science were used in the discussions between teachers and students

The Need to Focus on Digital Pedagogy for Online Learning

As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained little conceptual knowledge from mathematics and science even when their purpose was to do so. Through an inductive analysis informed by perspectives on technology and technological knowledge, we identify four issues that explain why this is the case: (i) Problem solving by other means, (ii) Focus on product quality, (iii) Not the right type of knowledge, and (iv) Concepts and procedures not necessary for the purpose. These issues are related to the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.