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Integrating ICT without throwing the baby out with the bathwater
PROCEEDINGS

, , Faculty of Education and International Studies, Oslo University College, Norway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper presents a case study of how novice schoolteachers experience the usefulness of ICT skills in their work context as professionals in compulsory schools in Norway. The first part describes the general framework for teaching ICT in schools in which ICT is one of five basic prioritised skills and introduces the analytical framework that we apply in our analysis. This framework has three dimensions: technology, pedagogy and organisation. To guide our analysis, we use the critical-constructivist theory on categorical formation. The second part is an empirical analysis of the conditions for teaching ICT in schools. This analysis describes novice teachers, their digital literacy, their teaching practice with ICT, and how they experience the conditions in which ICT is used to support learning activities in classrooms.

Citation

Engen, B.K. & Ogrim, L. (2009). Integrating ICT without throwing the baby out with the bathwater. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2555-2561). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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