16 SES 08 A, Student Opinions About ICT in Education
Parallel Paper Session
More than any other country Norway has invested in digital equipment in schools. Program for digital competence, 2004-2008 (MER, 2003) claimed that during this period Norway should be ranked on top of the world list concerning digital equipment in schools. That goal was reached. Every pupil in upper secondary school in Norway was granted a computer from the political authorities since 2007. The National Curriculum plan in 2006 (MER, 2006) states that digital competence is one of five basic competences together with reading, oral expression, writing and mathematics. All classrooms are equipped with wireless connection. Pupils have their computer on their desk and are continuously connected to Internet. Learning Management Systems (LMS) like i.e. Itslearning are systematically used for communication between teachers and pupils. Results from PISA (2009) concerning digital literacy show that Norwegian pupils are on the average or even below average of other countries. Political expectations concerning increased learning results are a great challenge for pupils as well as teachers.
In an explorative study by Kirschner & Karpinski (2010) the main finding shows that there is a significant negative relationship between Facebook use and academic performance. Mifsud & Mørch (2010) on the other hand, make a distinction between teacher-defined activities and off-task activities. The latter is referred to as negative activities and disruption of lessons. Based on classroom studies they argue that the assumption that learning is restricted to teacher defined activities need to updated. Instead of off-task they want to use the term student-defined activities because these activities also may provide educational gains. When pupils’ computers are connected to internet while they are at school this means that they also have a possibility for digital activities that are unintended from teachers like i.e. contact through SNS (Social networking sites) and playing games. According to Roblyer et al (2010) pupils are more likely to use SNS like i.e. Facebook as support for classroom work. Teachers tend to use LMS. Few studies ask the pupils themselves what they think about the network classroom which is the focus of this paper.
The research questions are:
- What do pupils think about continuous internet connection in classrooms?
- How do they experience Itslearning as a tool for learning?
What are their experiences with social media?
Kirschner, P.A. & Karpinski, A. C. (2010). Facebook and academic performance, Computers in Human Behavior. 26, 1237-1245. MER (2003).[Undervisings-og forskningsdepartementet] [UFD]. The Program for digital competence 2004-2008[Program for digital kompetanse 2004-2008]. Retrieved October 23, 2008, from: http://odin.dep.no/kd/norsk/satsingsomraade/ikt/045011-990066/dok-bn.html MER (2006). [Undervisings-og forskningsdepartementet] [UFD]. National curriculum plan⌠Kunnskapsløftet⌡ http://www.regjeringen.no/nb/dep/kd/tema/grunnopplaring/kunnskapsloeftet.html?id=1411 Mifsud, L. & Mørch, A.I. (2010). Reconsidering off-task: a comparative study of PDA- mediated activities in four classrooms. Journal of Computer Assisted Learning, 26(3), 190-201. Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: a comparison of college faculty uses and perceptions of social networking sites. The Internet in higher education, 3(13), 134-140. PISA (2009). Digital litteracy. Retreived 20012 from: http://www.udir.no/Tilstand/Forskning/Forskningsrapporter/
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