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| 001 | https://directory.doabooks.org/handle/20.500.12854/35002 | ||
| 020 | _anoasp.36.ch9 | ||
| 024 | 7 |
_a10.23865/noasp.36.ch9 _cdoi |
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| 041 | 0 | _aEnglish | |
| 042 | _adc | ||
| 072 | 7 |
_aJ _2bicssc |
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_aJW _2bicssc |
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_aJWKW _2bicssc |
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| 100 | 1 |
_aHammer Furnes, Gila _4auth |
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| 700 | 1 |
_aSaeverot, Herner _4auth |
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| 700 | 1 |
_aTorgersen, Glenn-Egil _4auth |
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| 700 | 1 |
_aFurnes, Gila Hammer _4auth |
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| 700 | 1 |
_aSaeverot, Herner _4auth |
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| 700 | 1 |
_aTorgersen, Glenn-Egil _4auth |
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| 245 | 1 | 0 | _aChapter 9 Digital Samhandling in Education for the Unforeseen Future |
| 260 |
_aOslo _bCappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) _c2018 |
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| 300 | _a1 electronic resource (20 p.) | ||
| 506 | 0 |
_aOpen Access _2star _fUnrestricted online access |
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| 520 | _a"This chapter aims to discuss whether digital interaction (samhandling) in education requires a new pedagogy, which, to a greater extent than before, takes into account risks and unforeseen events. The major focus is on digital samhandling between teachers and students. Future education should prepare students for a world in which samhandling between individuals is predicted to be increasingly digital. At the same time, teachers currently refrain from using digital tools in order to interact pedagogically with students. A “mixed methods” survey of 96 randomly-chosen schoolteachers in primary and secondary schools in Norway shows that the respondents give various reasons for using Learning Management Systems (LMS) to a greater extent for administrative purposes than for pedagogical ones. The main obstacle is that teachers do not know exactly how digital samhandling should be facilitated educationally and what the consequences may be for the students and education in general. The conclusion is that the future is unknown, and the unforeseen is partly learned through teachers’ professional judgment. Therefore, “new” pedagogy need not necessarily consist of more educational models and theories of “what works.” Perhaps the “new” pedagogy should be, to a greater extent, based on samhandling literacy and problem-based learning?" | ||
| 540 |
_aCreative Commons _fby-nc/4.0/ _2cc _4http://creativecommons.org/licenses/by-nc/4.0/ |
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| 546 | _aEnglish | ||
| 650 | 7 |
_aSociety & social sciences _2bicssc |
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| 650 | 7 |
_aWarfare & defence _2bicssc |
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| 650 | 7 |
_aCivil defence _2bicssc |
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| 653 | _aSamhandling | ||
| 653 | _adigital learning | ||
| 653 | _arisk | ||
| 653 | _ainteraction | ||
| 653 | _alearning management systems | ||
| 653 | _ateacher education | ||
| 653 | _aunforeseen | ||
| 773 | 1 | 0 |
_0OAPEN Library ID: 1001650 _tInteraction: 'Samhandling' Under Risk _7nnaa |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/28312/1/Interaction_cp9.pdf _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/28312/1/Interaction_cp9.pdf _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/28312/1/Interaction_cp9.pdf _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/35002 _70 _zDOAB: description of the publication |
| 999 |
_c37638 _d37638 |
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