Den digitale hverdagen i et finsk klasserom etter læreplanreformen i 2014
DOI:
https://doi.org/10.5617/adno.7839Keywords:
pedagogical practices with ICT, Finnish core curriculum 2014, ICT-strategy, primary schoolAbstract
Artikkelen presenterer funn fra en kasusstudie som ser på hvordan lærerne på en finsk barneskole praktisk realiserte den nye IKT-strategien i den finske læreplanen fra 2014. De sentralt gitte målene for strategien er felles for hele landet, men lokale handlingsplaner kan variere mellom kommunene. Utført i et finsktalende klasserom i Helsinki i løpet av et 3-måneders forskningsopphold høsten 2017, viser studien at den sentralt gitte IKT-strategien ble iverksatt i et pedagogisk og teknologisk miljø som var mangelfullt forberedt på de sentralt gitte kravene. Studien indikerer videre at læringen i den gitte situasjonen til syvende og sist ikke skjedde gjennom tilgangen på datamaskiner, men at den snarere var en funksjon av lærerens erfaring, ferdigheter og evne til å velge en didaktikk som er uavhengig av mulige begrensninger satt av teknologien
Nøkkelord: digital didaktikk, finsk læreplan 2014, IKT-strategi, grunnskole
English title: The digital everyday life in a Finnish classroom after the new core curriculum reform in 2014
Abstract
This study focuses on how teachers at a Finnish primary school handled the implementation of the new ICT-strategy in Finland’s core curriculum for basic education (2014). The core curriculum provides the common ground for the municipalities varying local curricula. Undertaken in a Finnish-language primary school class in Helsinki during a three-month internship in the fall 2017, the study indicates that the central ICT-strategy is realized and completed in a technological and pedagogical environment that was not sufficiently prepared for the reform. Moreover, the study shows, learning outcome is in the final account often less a function of available computers than of the teacher’s experience, improvational skills and ability to select a didactic approach independently of possible limitations imposed by new digital learning tools.
Keywords: pedagogical practices with ICT, Finnish core curriculum 2014, ICT-strategy, primary school
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