Information and computing technology and the gap between school pedagogy and children's culture

Sørensen, Birgitte Holm

doi:10.1080/14681360500200214

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…They have learned to use the new media either by experimenting or by learning from each other (Sørensen, Jessen, & Olesen, 2002) and have thus developed various informal forms of learning which are different from the kind traditionally used in school. These learning forms are particularly effective for children's acquisition of ICT skills (Sørensen, 2005), but they have very little visibility in the traditional school context. With the reorganisation of teaching and learning processes, pupils bring these informal learning forms into the schools.…”

Section: Introductionmentioning

confidence: 99%

Children’s informal learning in the context of schools of the knowledge society

Sørensen¹,

Danielsen

Nielsen

2006

Educ Inf Technol

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This paper builds on a key finding of a 5-year Danish research project concerning children in the 7 to 15 age group: children's principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority of children really learn how to use interactive media. The project shows that in children's spare-time use of ICT they employ informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal forms of learning into the school context. This happens particularly when the school has undergone physical alterations and when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part of the school work and with the media available in the learning environment. Using organisation theory, the school working with ICT and projectbased learning is shown to simultaneously constitute a mixed mode between the school of the industrial and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue with the pupils.

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Section: Introductionmentioning

confidence: 99%

Children’s informal learning in the context of schools of the knowledge society

Sørensen¹,

Danielsen

Nielsen

2006

Educ Inf Technol

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“…Individuals' use of digital media in informal situations develops parallel to institutions. This kind of media use is radically different to that of institutions (Hull, 2003;Willet & Sefton-Green, 2003;Sørensen et al, 2007), and according to Sørensen (2005) there exists a wide gap between the two. Web-based services such as Myspace, Facebook, YouTube, Twitter, delicious, fl ickr, Wikipedia and weblogs have experienced a dramatic increase in users.…”

Section: Christian Dalsgaard From Transmission To Dialoguementioning

confidence: 97%

From transmission to dialogue: Personalised and social knowledge media

Dalsgaard¹

2009

MedieKultur

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The purpose of the article is to develop an approach to the use of digital media to support learning. Based on socio-cultural theory, the article develops the concept of knowledge media and argues that personalised and social media can support new ways of learning with media. Personalised and social knowledge media take the individual as the starting point and support the activities of individuals rather than transmitting or broadcasting content. The concept of knowledge media is intended to describe individuals' use of media for learning in both formal and informal situations inside and outside of institutions. How can cultural and educational institutions learn from informal learning situations, how can they utilise digital media to move beyond their physical boundaries and websites, and how can they move from transmission and broadcasting to a dialogical approach?

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“…Studiar frå Finland og Danmark rapporterer om stor avstand mellom digitale literacypraksisar i skule og fritid (Ilomäki, Talaas & Lakkala, 2012;Sørensen, 2005). Norske studiar rapporterer også om gap mellom skule og fritid, men nyanserer biletet med at nokre praksisar er overlappande, og at for nokre elevar er det band der det er gap for andre (Erstad & Gilje, 2008;Juuhl, 2014).…”

Section: Skuleperspektivet: Fritidsliteracy Som Del Av Tekstpraksisar I Skulenunclassified

Forsking på barn og ungdoms tekstar og tekstpraksisar på fritida, med eit nordisk fokus

Juuhl

Michelsen

2020

NJLR

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Denne artikkelen gjev oversikt over nordisk forsking på barn og ungdoms tekstar og tekstpraksisar på fritida dei siste tjue åra (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019). I denne perioden har vilkåra for barns deltaking i ulike tekstkulturar endra seg som følgje av den teknologiske utviklinga, og artikkelen strekar dermed opp eit forholdsvis nytt forskingsfelt, der saerleg barns deltaking i digitale og multimodale tekstar og tekstpraksisar vert tematisert. Føremålet med den systematiske reviewen er å finna ut kva som kjenneteiknar den nordiske forskinga på feltet teoretisk, metodisk og empirisk. Forskinga vi har funne, dreg i stor grad vekslar på sosiokulturell laeringsteori og new literacy studies, og observasjon, intervju og tekstsanalysar er metodar som vert hyppig nytta. Samla sett gir den nordiske forskinga eit ganske tydeleg bilete av kva barn og unge brukar lesing og skriving til på fritida, korleis barn og unge skaffar seg teksterfaringar, kva område dei frivillige tekstpraksisane er knytte til og kven barn og unge kommuniserer med, men ny forsking bør blant anna supplera den eksisterande forskinga ved å undersøkja deltaking i tekstpraksisar på tvers av kontekstar, på tvers av medium og over lengre tid.

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Information and computing technology and the gap between school pedagogy and children's culture

Cited by 6 publications

References 7 publications

Children’s informal learning in the context of schools of the knowledge society

Children’s informal learning in the context of schools of the knowledge society

From transmission to dialogue: Personalised and social knowledge media

Forsking på barn og ungdoms tekstar og tekstpraksisar på fritida, med eit nordisk fokus

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