Digital fordobling af lærere

It-didaktisk design med digitale læringsplatforme

Abstract

Digital learning platforms are expected to be more and more utilized in all subjects in the Danish public schools, but this does not always seem meaningful in subjects like music, craft and design where learning is rather performed practically, bodily, analogous than digitally. As participating school in the large project on Use of Digital Learning Platforms in the Public School, a group of teachers experimented with their digital learning platform in the creative subjects like music, needlecraft, woodwork and design with the intension of letting the platform contribute with solutions to teaching challenges instead of being be the fulcrum of the project itself. On the background of these experiments, this paper describes and discusses how teachers in public schools can integrate and utilize a digital learning platform in meaningful ways in creative subjects.

The paper contributes with narratives and case descriptions of the ICT learning designs and design patterns that are illustrated through the teachers' observations and evaluations of the experiments with the digital platform. Moreover, the paper introduces and discusses the concept of 'the digitally doubled teacher' and it highlights how it can be integrated in classrooms with students that need repetition, practice and clear presence of the teacher.