Når teknologi møter fagtradisjoner i norsk og mediefag på videregående skole
DOI:
https://doi.org/10.5617/adno.1298Keywords:
Lærere, fagtradisjoner, teknologi, endringAbstract
I dag har norske elever på videregående skoler PC på pulten, både i timer og når de svarer på oppgaver. I artikkelen analyseres intervjuer med, og observasjoner av medielærere og norsklærere for å undersøke hvordan de erfarer og tenker om praksisene som vokser frem med elevers tilgang til teknologi. Norsklærerne forteller i hovedsak om utfordringer, mens medielærerne beskriver hvordan digitale verktøy brukes som redskap i arbeid med å løse oppgaver. Studien viser at tradisjonelle didaktiske praksiser i mediefag støttes av teknologi, mens møtet mellom norskfaglige undervisningstradisjoner og teknologi er spenningsfullt. For at satsingen på teknologirike skoler skal bli en god investering, er det avgjørende å lære av de didaktiske praksiser som fungerer godt i moderne klasserom.
Abstract
Today Norwegian upper secondary school students have access to computers during lessons and during testing. To explore how teachers teaching Norwegian and Media-subjects experience the practices that emerge with students’ access to technologies, I have analyzed interviews and observations of their meetings. The teachers who teach Norwegian mostly mention challenges, while teachers of Media-subjects tell how the students use digital tools when solving tasks. The study shows that technology supports traditional didactical practices in the Media-subjects, while it puts educational practices typical for lessons in Norwegian under pressure. To make sure that developing technology-rich schools is a good investment, it is crucial to learn from didactic practices that seem to work well in technology-rich classrooms. Keywords: Teachers, technology, didactics, traditions, subject, cultural historical activity theory
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