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ICT in the Classroom: Is Doing More Important than Knowing?
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
ITUF Linköpings universitet.
2004 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, Vol. 9:1, 37-45 p.Article in journal (Refereed) Published
Abstract [en]

The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greaer focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where "to do" something with the computer seems to be more important than to understand the content in different subjects.

Place, publisher, year, edition, pages
2004. Vol. 9:1, 37-45 p.
Keyword [en]
ICT, Internet, classroom, individualization, responsibility
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-23957Local ID: 3507OAI: oai:DiVA.org:liu-23957DiVA: diva2:244273
Available from: 2009-10-07 Created: 2009-10-07 Last updated: 2011-01-12

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Jedeskog, Gunilla

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