Det digitale instinkt

Gymnasieelevers digitale praksis

Forfattere

  • Mette Alma Kjærsholm Boie Aarhus Universitet
  • Christian Dalsgaard
  • Francesco Caviglia

DOI:

https://doi.org/10.7146/lom.v13i23.121737

Nøgleord:

digitale kompetencer, digital dannelse, gymnasieelever, digital teknologi, handlingsduelighed

Resumé

Formålet med artiklen er at undersøge den digitale elevpraksis på gymnasiet fra elevernes perspektiv: Hvordan anvender elever digitale teknologier i deres skolearbejde, og hvad er deres opfattelse af teknologierne? Artiklen præsenterer en empirisk undersøgelse med interviews af 37 elever, observationer i 14 klasser og 100 gymnasieelevers levede erfaringsbeskrivelser, hvor eleverne har beskrevet situationer, hvor de har lært noget, fundet ud af noget eller er blevet klogere gennem brugen af digitale teknologier i forbindelse med skolearbejde. Undersøgelsen viser, at eleverne ofte anvender teknologier ud fra, hvad en elev betegner som et “digitalt instinkt”. Eleverne udviser primært en høj grad af handlingsduelighed, og erfaringsbeskrivelserne giver mange eksempler på, at eleverne anvender digitale teknologier som en kognitiv partner til at løse opgaver, de ikke havde løst uden teknologi. Eleverne udviser en adfærd af “long-time practitioners”, der er udtryk for, at de har oparbejdet solide erfaringer med brug af digitale teknologier. Samtidig viser undersøgelsen, at der er en grænse for instinktets rækkevidde. Artiklen konkluderer i en diskussion af, hvordan man med afsæt i det digitale instinkt kan styrke elevers digitale kompetencer ved at arbejde hen imod en mere reflekteret og bevidst digital elevpraksis med øget fokus på procesbevidsthed og arbejdsmetoder.

Referencer

Bereiter, C. & M. Scardamalia (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.

boyd, D. (2014). It’s complicated. The social life of networked teens. Yale University Press. http://www.danah.org/books/ItsComplicated.pdf

Brandt, D. (2015). The rise of writing: Redefining mass literacy. Cambridge University Press. https://doi.org/10.1017/CBO9781316106372

Braun, V, & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, pp. 77-101.

Bundsgaard, J. (2008). Søgning er læsning. Viden om Laesning, (3), 5-10. https://www.videnomlaesning.dk/media/1560/jeppe_bundsgaard.pdf

Bundsgaard, Jeppe (2017). Digital Dannelse. Aarhus Universitetsforlag.

European Commission (2013), DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe, Luxembourg: Publications Office of the European Union, http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=DSTI/ICCP/IIS%282015%2910/FINAL&docLanguage=En

EVA (2015). It på ungdomsuddannelserne. Danske Evalueringsinstitut. https://www.eva.dk/ungdomsuddannelse/it-paa-ungdomsuddannelserne

Gee, J. P., & Hayes, E. R. (2011). Language and learning in the digital age. Routledge.

Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage.

Hargittai, E. (2010). Digital na(t)ives variation in internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92-113.

Hargittai, E., Fullerton, L., Menchen-Trevino, E., & Thomas, K. Y. (2010). Trust online: Young adults’ evaluation of web content. International Journal of Communication, 4, 468–494.

Howe, N., and W. Strauss. 2000. Millennials rising: The next greatest generation. New York: Vintage Books.

Husserl, E. (2019). Fænomenologiens idé: fem forelæsninger. Kbh.: Hans Reitzels Forlag.

Itō, M. (Red.). (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press.

Kahneman, D. (2007). Grænser for rationel tænkning i forbindelse med vurdering og valg. I: Jørgen Lyhne & Hans Henrik Knoop (red). Positiv psykologi - positiv pædagogik. Kbh: Gyldendal.

Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge. https://doi.org/10.4324/9780429061523

Kvale, S. (1997). Interview – En introduktion til det kvalitative forskningsinterview. Hans Reitzels Forlag.

Lumley, T. og Mendelovits, J. (2012) . How well do young people deal with contradictory and unreliable information on line? What the PISA digital reading assessment tells us. Paper presented at the the Annual Conference of the American Educational Research Association (AERA), Vancouver. http://works.bepress.com/juliette_mendelovits/4

Manen, M. v. (2014). Phenomenology of Practice. Walnut Creek, CA: Left Coast Press, Inc.

OECD (2005). The Definition and Selection of Key Competencies [Executive Summary], http://www.oecd.org/dataoecd/47/61/35070367.pdf

OECD (2015). Students, computers and learning: Making the connection. OECD. https://doi.org/10.1787/19963777

OECD (2016), “Skills for a Digital World: 2016 Ministerial Meeting on the Digital Economy Background Report”, OECD Digital Economy Papers, No. 250, OECD Publishing, Paris, http://dx.doi.org/10.1787/5jlwz83z3wnw-en

OECD (2019). OECD Future of Education and Skills 2030. OECD Learning Compass 2030. A Series of Concept Notes. OECD. http://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf

Ong, W. J. (2002 [original: 1982]). Orality and literacy: The technologizing of the word. Routledge. http://site.ebrary.com/id/10428071

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5): 1–6. https://doi.org/10.1108/10748120110424816

Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in Cognition: Extending Human Intelligence with Intelligent Technologies. Educational Researcher, 20(3), 2-9. https://doi.org/10.3102/0013189X020003002

Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. Continuum.

Shaffer, D. W., & Clinton, K. A. (2006). Toolforthoughts: Reexamining Thinking in the Digital Age. Mind, Culture, and Activity, 13(4), 283. https://doi.org/10.1207/s15327884mca1304_2

Tapscott, D. (1998). Growing up digital: the rise of the Net generation. New York: McGraw-Hill.

Toyama, Kentaro (2015). Geek Heresy: Rescuing Social Change from the Cult of Technology. Public Affairs.

Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.

Tække, J & Paulsen, M. (2013). Sociale medier i gymnasiet – mellem forbud og ligegyldighed. Unge Pædagoger.

Tække, Jesper & Michael Paulsen (2015). Digital dannelse – udfordringer, erfaringer og perspektiver fra Randers HF & VUC. Unge Pædagoger.

UNESCO (2011) Digital Literacy in Education, http://iite.unesco.org/publications/3214688/

UMV (2017a). Læreplaner 2017 for gymnasiale uddannelser. Undervisningsministeriet. https://www.uvm.dk/gymnasiale-uddannelser/fag-og-laereplaner/laereplaner-2017

Downloads

Publiceret

2020-12-08

Citation/Eksport

Boie, M. A. K., Dalsgaard, C., & Caviglia, F. (2020). Det digitale instinkt: Gymnasieelevers digitale praksis. Tidsskriftet Læring Og Medier (LOM), 13(23), 19. https://doi.org/10.7146/lom.v13i23.121737