Category: Educational ICT

Anticipated outcomes

The last twenty years of research have shown that under appropriate conditions, information and communication technologies (ICT) can make a valuable contribution to improve educational outputs. Some of…

Music industry as potential model

New this year to the NMC Horizon Project and to the list of top challenges facing Scandinavian education is the focus on how schools can learn from the…

New pedagogies for deep learning

Global education stakeholders are working together in partnership to address a key education challenge: how educators can design and practice teaching and learning that leads to more successful…

Sleep disorders, anxiety, depression

Some of the benefits identified by researchers regarding the use of ICT are as follows (Taylor, 2012), (Shirky, 2010):  – Improves visual skills and spatial capabilities– Boosts multitasking…

We suggest blended learning etc

We suggest setting up a nationwide workforce plan in which expected needs are broken down in detail and expected necessary skills forecast. In Denmark, the public debate indicates…

Blossom to enrich our cultures

In short, we are in a position to discover learning methods and experiences that are deeply engaging, and that I am going to say easier to accomplish because…

Hidden strategies

By making an implicit demarcation between the two concepts (your) ‘data’ and (collected) ‘information’ Google can disguise the presence of a business model for online marketing and, at…

Multimodal potentiale

Forsøgsprojekterne viser således to forskellige muligheder for at øge elevernes faglige udbytte via brugen af teknologi: – Faglig inklusion: En række teknologier og organiseringsformer, der tillader elever, der…

Hvad er digitale læringsteknologier?

Der findes et stort udvalg af læringsteknologier med forskellige funktioner og anvendelsesmuligheder. De enkelte teknologiers muligheder og begræns-ninger gør, at én teknologi sjældent lever op til samtlige målsætninger…

Potentialet i at formalisere videndelingen

Styrker mulighed for undervisningsdifferentiering

It styrker lærerens muligheder for at undervisningsdifferentiere og giver dermed en øget mulighed i forhold til elever med særlige behov. Undersøgelser* viser, at når digitale læringsmidler bruges som…

Potentialer i forhold til læring

Anvendelse af it og digitale læremidler har en lang række potentialer i forhold til at understøtte elevernes læring. Samtidig er det vigtigt at være opmærksom på de barrierer,…

It og digitale medier er kommet for at blive

Flere dagtilbud oplever, at digitale redskaber rummer unikke muligheder i forhold til at udvikle børnenes sans for demokrati og medbestemmelse. […] Der er dermed sket en udvikling, der…

Siloed knowledge

It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact…

Klasseværelset som eksperimentarium

Nye teknologier deler en række grundlæggende fællestræk med teknologi, der ikke fungerer. […] Ved nærmere eftertanke indser man dog let, at selve potentialet for en teknologi kan være…

Potential for increased motivation

Current education reform strategies are inadequate or failing. ACOT2 assumes as its starting point that time-honored yet outmoded approaches to education and education reform must be replaced with…

Difficult to draw clear conclusions

In reviewing the included studies, it becomes clear that educational technology is not a single homogenous intervention but a broad variety of modalities, tools, and strategies for influencing…

Assessment Experiences (Brazil)

These seven dimensions of results clearly show the wide potential and diversity of the impact that digital technologies may have in the school universe. Theassessment must back projects…

Evaluation of Evidence-Based Practices in Online Learning

How does the effectiveness of online learning compare with that of face to-face instruction? Looking only at the 27 Category 1 effects that compared a purely online condition…

Vigtige MOOC-erfaringer

Hvad er de vigtigste erfaringer efter otte år med MOOCs? I takt med at mange videregående uddannelsesinstitutioner og platforme haropsamlet erfaringer med at udvikle og udbyde MOOCs, er…

Ingen ideologisk præget modstand

Hos lærerne findes ingen ’ideologisk’ præget modstand mod at integrere IKT i undervisningen. Lærernes IKT-kompetencer er dog meget forskellige. kjeld sten iversen & carsten rønn Københavns Kommune (2016)….

Bruge teknologi kreativt og kritisk

En bedre brug af it skal også understøtte øget inklusion af elever med særlige behov i den almindelige undervisning i folkeskolen. Digitaliseringen gør det muligt at lære på…

Mindre motiverede end normalt

Det Nationale Videncenter for e-læring og Tænketanken DEA har spurgt elever på 70 ungdomsuddannelser om deres erfaringer med undervisning under Corona-krisen. Flere end 12.000 har svaret, og to…

Finger paint

Like finger paint, blocks, and beads, computers can also be used as a “material” for making things—and not just by children, but by everyone. Indeed, the computer is…

Blufærdighed

Lærerne og lederne vurderer, at der er markante kulturelle barrierer for en øget systematisk anvendelse af digitale redskaber i undervisningen. De kulturelle barrierer er knyttet til lærernes usikkerhed…

Digitalisering løser ikke sektorens problemer

Lærere og elever yder en kæmpe indsats for at få tingene til at lykkes så godt som muligt med nødundervisning og gradvis genåbning af skolerne. Meget er lykkedes…

Tid til at stoppe op

Vi har drevet den digitale udvikling frem i bedste mening. Vi har gjort investeringerne i en tro på fremskridtet, og vi har villet det bedste for vores børn….

Demonstrationsskole-forsøgene

Projekterne viser samtidig en umiddelbart overraskende sammenhæng mellem læreres negative holdning til it og innovativ undervisning. En lærer, som er skeptisk over for it, underviser mere innovativt end…

Implementering af digitale læringsplatforme

Folkeskolen er i gang med en digital omstilling, hvor der i stigende grad anvendes digitale løsninger. I forlængelse af folkeskolereformen har KL og staten indgået en aftale om…

Unesco and new techniques in education

The present crisis in education shows that attempts to meet the demand by linear expansion are financially illusory and pedagogically outdated. In the years to come the human…

Where is the theory?

Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth…

20 years of EdTech

…edtech has frequently failed to address the social impact of advocating for or implementing a technology beyond the higher education sector. MOOCs, learning analytics, AI, social media—the widespread…

Le discours educapital

On peut resumer celle-ci en quelques points, qui se retrouvent en filigrane dans la plupart des discours des marchands d’éducation, articulant dogme libéral et neutralisation de toute forme…

Towards the learning society

The information society, notwithstanding the new knowledge techniques it heralds, raises the question of whether the educational content it carries will enhance or, on the contrary, diminish the…

Well-established potential

Mobile devices are often banned from schools and other centres of education, despite considerable and, in many instances, well-established potential to enhance learning. Such bans project a view…

Is it any different this time?

Enter information and communication technologies: compact discs and CD-ROMs, videodiscs, microcomputer-based laboratories, the Internet, virtual reality, local and wide area networks, instructional software, Macs, PCs, laptops, notebooks, educational…

Bâtir une école créative et juste dans un monde numérique

Le numérique n’est pas un moyen pour les savants ou les apprenants : il constitue le nouveau milieu mnémotechnique du savoir sous toutes ses formes, au sein duquel…

Lagging behind the promise

This analysis shows that the reality in our schools lags considerably behind the promise of technology. In 2012, 96% of 15-year-old students in OECD countries reported that they…

Assessing the effects of ICT in education

Despite the fact that education systems have been heavily investing in technology since the early 1980s, international indicators on technology uptake and use in education are missing. This…

Fair amount of uncertainty

It is generally believed that ICTs can empower teachers and learners and that their overall impact is positive. There is, however, little scientific evidence of the concrete contribution…

Digitalisering kan bidrage til øget kvalitet

– Nitten ud af tyve lærere i undersøgelsen mener, at øget brug af it, digitale læremidler og digitale redskaber kan bidrage til, at skolen udfordrer alle elever, så…

Kina omfavner ny undervisningsteknologi

Kina er præget af en stor teknologiparathed, som skinner igennem på det enorme marked for e-commerce og på det store antal apps, der findes til enhver tænkelig service…

Anvendelse af digitale læremidler effektmåling

Det skal her nævnes, at der særligt er tre vigtige forbehold, som analysens resultater skal ses i lyset af: 1: Der måles på oplevet effekt, ikke reel effekt….

IT i Folkeskolen

It skal være et fremherskende pædagogisk værktøj i den danske folkeskole, og eleverne skal bruge computeren som et personligt redskab, hvor de kan lære med de værktøjer, de…

Den pædagogiske effekt af ITiF-læremidlerne

Undersøgelsen af læremidlerne og deres anvendelse i udvalgte klasser peger på en række potentialer, som der i praksis åbnes mere eller mindre for på skolerne ved den aktuelle…

Delrapport 1 (EMU)

Lærerne oplevede især, at platformen medførte enstandardiseret tilgang til undervisning, fordi den var designet ud fra best practice-eksempler. Snarere end at understøtte professionel frihed og dømmekraft oplevede lærerne,…

Bred anerkendelse

Der er bred anerkendelse af, at menneskers optimale måde at lære på er meget forskellige, men i den danske skoleverden kniber det med at anvende it til at…

Three common myths about digital ICT in education

Myth 1: Providing schools with ICT is enough to improve education There is little evidence to sustain that investments in digital technologies have significant returns in teachers transforming…

What’s the matter with ‘Technology Enhanced Learning’?

In most instances, when we speak of ‘technology enhanced learning’ we are in fact referring to technology enhanced teaching, and to institutional goals, rather than to the aims…

The emperor’s new clothes

The purpose of this paper is to add to the growing volume of work which adopts critical stance towards the new media afforded by ICTs. In particular we…

Media literacy or media addiction?

As more and more new technologies get introduced into educational institutions at an earlier age, today’s research efforts indeed fail to meet a number of sound research criteria:…

ICT in education: fundamental problems and practical recommendations

 This paper critically explores the intended and unintended consequences of ICT in education. Research across the sciences has found that ICT is neither benign nor neutral in its…

Critical reflections on the benefits of ICT in education

While there are many reasons to remain optimistic about new initiatives to transform the learning process, it must be acknowledged that, first, traditional exam results and, indeed, possession…

A Resource for Future Pedagogies

This review shows that much of the literature supports the use of the IWBs, but does so on very flimsy evidence. The more rigorous studies that have been…

Selling tech to teachers: education trade shows as policy events

Digital technology is an expanding area of education policy. There is growing interest, therefore, in how networks of corporate and state policy actors implicit in the formation of…

Video-conferencing fatigue

A friend made me aware of these two articles that try to explain reasons for the very special, and peculiar fatigue one can feel after video-conferencing. A Theory…

Realising the potential of technology in education

Yet all too often technology initiatives have failed to deliver value for money and, crucially, failed to have a positive impact. We know that not all education settings…

Rådgivningsgruppe for digital læring

En række eksperter i teknologiens muligheder og samfundspåvirkning skal som medlemmer af en ny rådgivningsgruppe sparre med undervisningsminister Merete Riisager om en langsigtet handlingsplan for digital læring. Første…

What are teachers worried about?

What are teachers worried about in students? • 84% believe that digital technologies are a growing distraction in the learning environment. More than nine of ten educators think…

Evidence of a potential, Ph.D. thesis

Abstract: Along with the popularization of digital technologies in education from the early 1980s, there has been a practice of evaluating the effects of educational technology on educational…

Acting on the belief

The meaningful question isn’t whether these technologies work as advertised. It’s whether someone believes that they do, and acts on that belief. Adam Greenfield Quoted in Selwyn, N….

On reflection

What this eclectic selection of passages essentially conveys is a conceptualization of reflection as a mode of thought that entails mulling over ideas that have no necessary connection…

Reticence bordering on fear

Controversial impact

How should policy-makers decide whether computer education will achieve the particular objectives they have in mind? This study reviews a number of analyses that have already been done…

Human dignity

The same problem arises in relation to the information society. The ‘information highways’ to which young people and even children will have increasingly easier access, could well find…

Digital Literacy

Recalling key tenets of theoretical debates about the term, I traced a gradual expansion of the concept’s range of address from reading and writing skills via communication in…

Those who cannot remember the past

To paraphrase the dictum of George Santayana: those who cannot remember the past, should definitely consider the opportunities in educational technology. Langdon winner Winner, L. (2009). Information technology…

Educational amnesia

An accomplice for the continuing amnesia about the history of education is, surprisingly enough, educational research itself. Instead of asking – What do children need? What are our…

Incuriosity

On the other hand, while this is a field that likes to talk continuously about learning, it is striking how little of substance is said on the topic….

24 spørgsmål til professoren

Startled animals

I repeatedly noticed how hard it was for me to observe absence-in-class during group work: As soon as I left my position at the back of the classroom…

Forløbet bobler med potentialer

Forløbet giver kun mening i det digitale mediemiljø og kan kun gennemføres i det digitale mediemiljø. De forskellige former for praksis, angår alle det digitale, og er hertil…

Inscriptions

…curriculum reform programs, including reports, curriculum and pedagogical guidance, manifestoes, pamphlets, articles, and essays, as well as websites, infographics, diagrams, interactive devices, and other multimedia. These ‘inscriptions’ are…

Kritik af den digitale fornuft

April 2018 Kritik af den digitale fornuft i uddannelse handler om digitaliseringen af vores samfund, som den har udfoldet sig i de seneste årtier især inden for uddannelsesområdet. Bogen…

Unlikely

The implications from these findings suggest that we should not expect large positive (or negative) impacts from ICT investments in schools or computers at home. Schools should not…

Edb-teknologi og datalære, 1972

De sidste 15 års teknologiske udvikling inden for edb kan karakteriseres som særdeles markant; det gælder såvel materiel som programmel. Det ses bl.a. af udviklingen i antallet af…

AIed

Based on the combination of these models with data analytics and machine learning processes, Pearson’s proposed vision of AIed includes the development of intelligent tutoring systems (ITS) which…

Impact on learning

Yet achieving any degree of confidence or certainty over a discernable ‘cause-and-effect’ relationship between technology and learning is nigh on impossible. Put simply, it has proved tremendously difficult…

Lars Qvortrup 1983

“Hvis der skal udvikles datamatformidlede og datamatunderstøttende undervisningssystemer – og som sagt er de nationale demografiske argumenter herfor ikke stærke – så må minimumskravet være, at der etableres et udviklingsarbejde, hvor det er udviklingspsykologer, dannelsesteoretiekre, uddannelsessociologer, der fører det store ord, og hvor der hele tiden sikres en brugerdialog – med pædagoger og elever – med indbygget vetoret.