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Page 1: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

Vestfold Vestfold University CollegeUniversity College

Training for Pre-school Teachers and General

Teachers

Assistant ProfessorMattias Øhra

Page 2: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

Information and Communication Information and Communication Technology (ICT) and new learning Technology (ICT) and new learning

processesprocesses

Page 3: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

ICT and new learning processesICT and new learning processes

• Increased focus on how ICT can help Increased focus on how ICT can help improve the quality of teaching and improve the quality of teaching and learning.learning.

• Greater access to learning materials Greater access to learning materials and the development of new and and the development of new and varied learning methods to stimulate varied learning methods to stimulate activity, autonomy and cooperationactivity, autonomy and cooperation

Page 4: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

ChallengesChallenges

• The pedagogical challenge we face is that of how The pedagogical challenge we face is that of how we can manage to create a pedagogy that unites we can manage to create a pedagogy that unites technological and human considerations. technological and human considerations.

• On the one hand, technology must be given a On the one hand, technology must be given a social dimension and be placed in the centre of a social dimension and be placed in the centre of a field of social relations. field of social relations.

•On the other hand, education cannot deny On the other hand, education cannot deny technology its place in the sphere of culture and technology its place in the sphere of culture and the humanities. (Øhra 98).the humanities. (Øhra 98).

ICT and new learning processesICT and new learning processes

Page 5: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

• To legitimate the use To legitimate the use of (ICT) in education, of (ICT) in education, we are forced to we are forced to question our basic question our basic understanding of the understanding of the

nature of knowledge.nature of knowledge.

learning perspectivelearning perspective..

ICT and new learning processesICT and new learning processes

1.1. The behaviourist The behaviourist perspectiveperspective

2.2. The cognitive The cognitive perspectiveperspective

3.3. The sociocultural The sociocultural

learning perspectivelearning perspective. .

Page 6: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

From:From:

• Linear/serialLinear/serial

• InstructionInstruction

• Teacher-centredTeacher-centred

• Absorbing materialsAbsorbing materials

• On-size-fits-allOn-size-fits-all

• Teacher: transmitterTeacher: transmitter

(Don Tapscott 1998)

TTo:o:

• Hypermedia learningHypermedia learning

• Construction/discoveryConstruction/discovery

• Learner-centeredLearner-centered

• Learning how to learnLearning how to learn

• CustomizedCustomized

• Teacher: facilitatorTeacher: facilitator

ICT and new learning processesICT and new learning processes ICT, organisation and new ICT, organisation and new pedagogical competencepedagogical competence

Page 7: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

FROM:FROM:• Teacher centered Teacher centered

classroom activity:classroom activity:

• Curriculum and facts Curriculum and facts

• Teacher; fact teller Teacher; fact teller (expert)(expert)

TO MORE:TO MORE:• Learner centered Learner centered

activities :activities :

• Working with given Working with given ideas in relation to a ideas in relation to a given representation given representation

• Relation to students Relation to students previous-knowledgeprevious-knowledge

ICT and new learning processesICT and new learning processes

Page 8: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

CollaborativeCollaborative learning learning

• Relation: students background and Relation: students background and culture/ previous-knowledge culture/ previous-knowledge

• Working with given ideas in relation Working with given ideas in relation to local - global discoursesto local - global discourses

ICT and new learning processesICT and new learning processes

Page 9: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

CollaborativeCollaborative learning learning

• Systematic Collaborative Activities: Systematic Collaborative Activities:

-construction, manipulation of -construction, manipulation of materialmaterial

-problemsolving: reasoning concepts, -problemsolving: reasoning concepts, integration of understanding of integration of understanding of conceptsconcepts

ICT and new learning processesICT and new learning processes

Page 10: Vestfold University College Training for Pre-school Teachers and General Teachers Assistant Professor Mattias Øhra

CollaborativeCollaborative learning learning

• Student and Teacher roles - Student and Teacher roles - CollaborationCollaboration

• Internet/multimedia -reflections in Internet/multimedia -reflections in projects, portofoliosprojects, portofolios

ICT and new learning processesICT and new learning processes