Hvordan kan teknologi påvirke pædagogiske og didaktiske praksisser?
DOI:
https://doi.org/10.7146/lom.v10i18.96986Nøgleord:
LMS, Læringsplatform, Uddannelse, teknologi, constraint, binding,Resumé
Denne artikel introducerer en bestemt forståelse af uddannelsespraksisser som socio/tekniske begivenheder. Formålet er at fremkomme med et bud på teknologiens betydning for pædagogiske og didaktiske praksisser uden at forfalde til teknologisk determinisme (Heilbroner, 1967) eller blot at konstatere teknologiens effekter som en ‘kulturkraft’ (Hasse & Storgaard, 2015). I artiklens første del præsenteres en analyse af en skoles økologi som en heterogen socio/teknisk konstellation der muliggør bestemte begivenheder. Analysen baserer sig på en teori om bindingers (eng. constraints) (Bjørn & Østerlund, 2014; Fraser, 1989; Shogan, 1999) betydning for iværksættelsen af begivenheder, hvor teknologi forstås som social først og teknisk sekundært (Deleuze, 1999). Ud fra denne forståelsesramme bliver det muligt, i artiklens anden del, at analysere empiri fra den igangværende introduktion af læringsplatforme i danske folkeskolers økologier.
Vi konkluderer at teknologier såsom læringsplatforme på sigt vil revolutionere uddannelse, men at brugerportalsinitiativet i dets nuværende form ikke ændrer afgørende på bindinger på didaktisk og pædagogisk praksis.
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