Hvordan kan teknologi påvirke pædagogiske og didaktiske praksisser?

Nøgleord: 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.


Forfatterbiografier

Rasmus Leth Jørnø, Professionshøjskolen Absalon

Rasmus Jørnø’s primære vidensområde er teknologibårne læringsprocesser, digitale miljøer og værktøjer til videnarbejde og innovationsprocesser. Han er primært optaget af design og udvikling af processer hvor teknologien spiller en afgørende rolle. Teoretiske inspirationskilder inkluderer kognitionsteori, socio-materialitet, STS, Post-moderne filosofi og mikrosociologi.

Karsten Gynther, Professionshøjskolen Absalon

Karsten Gynther forsker i didaktisk design af undervisning og uddannelse understøttet af digitale teknologier. Karsten Gynther har de sidste 9 år ledet et forskningsmiljø, der arbejder designbaseret, empirisk og eksperimentelt i og med praksis primært med afsæt i metoder fra Educational Design Research (DBR) – en metode som har mange fælles træk med aktionslæring og lektionsstudier. Karsten Gynther har ledet en række store nationale og internationale Forsknings og udviklingsprojekter projekter såvel i Folkeskolen som i andre uddannelsesdomæner. Karsten Gynther sidder desuden i ledelsesgruppen for Det nationale videncenter for læremidler – Læremiddel.dk

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Publiceret
2018-01-16
Citation/Eksport
Jørnø, R., & Gynther, K. (2018). Hvordan kan teknologi påvirke pædagogiske og didaktiske praksisser?. Tidsskriftet Læring Og Medier (LOM), 10(18). https://doi.org/10.7146/lom.v10i18.96986