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There is great interest in adopting digital tools in the nursery, and ICT is formally introduced towards the nursery, among other things, through various formulations in the curriculum for kindergarten content and tasks. This is despite... more
There is great interest in adopting digital tools in the nursery, and ICT is formally introduced towards the nursery, among other things, through various formulations in the curriculum for kindergarten content and tasks. This is despite the fact that there is little Norwegian research in this area. The study covers two main thematic areas: Theme 1: Digital play, language and interaction. In this context it is interesting and relevant to examine how ICT objects, like digital games, are used in the nursery. Theme 2: Roles and inclusion of child-child and child-adult interaction in which digital multimedia technology are part of the interaction. Here we wish to develop nuanced knowledge of how children benefit from digital technology in contemporary Norwegian kindergartens. Survey data at the national level and qualitative interview data from regions of Hordaland and Rogaland has been collected in the study. Survey data will be made available for further research through NSD.
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... Mappevurdering i praktisk‐pedagogisk utdanning [Individual or collective learning process? Portfolio in practical‐pedagogical education] , University of Tromsø. PhD diss. View all references;Hamp‐Lyons and Condon 200013. Hamp‐Lyons,... more
... Mappevurdering i praktisk‐pedagogisk utdanning [Individual or collective learning process? Portfolio in practical‐pedagogical education] , University of Tromsø. PhD diss. View all references;Hamp‐Lyons and Condon 200013. Hamp‐Lyons, L. and Condon, W. 2000. ...
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Both national and international evaluation studies have criticised Norwegian teachers for not being sufficiently specific and learning-oriented in their feedback practice. The feedback is largely characterised by general comments such as... more
Both national and international evaluation studies have criticised Norwegian teachers for not being sufficiently specific and learning-oriented in their feedback practice. The feedback is largely characterised by general comments such as “Excellent” and “Good work”, and less by feed-forwardoriented messages informing students about what to do to improve their learning. In this paper we examine teachers’ feedback practice as part of a 3-year research and development project in two Norwegian primary schools. The students involved cover ages 9 to 12. Through the study we have aimed to develop a deeper understanding of how assessment practices among teachers are developed during practice and in dialogue with theory and research evidence, with a particular emphasis on how the teachers differentiated their teaching in relation to students with different abilities. The findings suggest that the teachers provide little and vague learning promoting to low-achieving students. It appears that these students most often receive feedback that is meant to strengthen their self-efficacy, rather than informative learning-oriented, feed-forward comments. A key question seems to be how to help those students in order to empower them as self-regulated learners. Keywords: assessment, feedback, feed-forward, self-regulation, professional development (Published: 1 December 2010) Citation: Education Inquiry Vol. 1, No. 4, December 2010, pp.415–431