Media education is regaining its impact in Norwegian education, both due to the development of a ... more Media education is regaining its impact in Norwegian education, both due to the development of a new subject at the upper secondary level and due to a renewed interest in media literacy across the curriculum. From being defined as a marginal issue in educational curricula and development during the 1980s and 1990s, media literacy has now become a key concern linked to technological developments in the Nordic societies over the past ten years. With the Norwegian context as a point of departure, the present article looks especially at media literacy as an expression of certain practices, and at how media education represents a distinctive prerequisite for understanding what young people do with media outside and inside the schools. The article presents results from the first national survey on media education in Norwegian upper secondary schools. A special focus is directed towards the diverse production practices among what are called “school producers” (SP) and “crossover producers”...
This book offers a case study of children and young people in Groruddalen, Norway, as they live, ... more This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.
Methodological Challenges When Exploring Digital Learning Spaces in Education, 2014
When studying young people’s learning activities across contexts in contemporary societies, it is... more When studying young people’s learning activities across contexts in contemporary societies, it is almost impossible to ignore the role and impact of digital media, implying new methodological challenges for researchers. As this volume points out, it is hard to imagine how future fieldwork in educational studies can be “unplugged” from the digital realm.
Research and experiences from three national ICT development programs for schools and teacher edu... more Research and experiences from three national ICT development programs for schools and teacher education in Norway (2000 - 2010) are presented and critically examined by the use of Cultural-Historical Activity Theory. Future perspectives on the development of digital technologies and media use in schools are discussed. All the authors in the book have been involved in follow-up work of ICT reform projects. Denne boka fokuser på hvilke krav en må stille til en framtidsrettet skoleutvikling. Ut fra ulike perspektiver og temaer viser forfatterne at en må ta hensyn til mangfold, kompleksitet og ekspansiv læring for utvikling av norsk skole generelt, og for nye medier og teknologiformer spesielt. Boka viser også at implementeringen av slike verktøy og virkemidler representerer en rekke utfordringer for skolens rolle og funksjon i samfunnet. Dette gjelder ikke minst i spørsmålet om hvordan utdanningssystemet forholder seg til de nye kunnskapsformene som er en integrert del av den digitale ...
ABSTRACT This article elaborates on the competencies, often referred to as 21st century competenc... more ABSTRACT This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one of the core competencies for the 21st century. This is followed by an analysis of the learning approaches that are considered appropriate for acquiring 21st century competencies, and the specific role of technology in these learning processes. Despite some consensus about what 21st century competencies are and how they can be acquired, results from international studies indicate that teaching strategies for 21st century competencies are often not well implemented in actual educational practice. The reasons for this include a lack of integration of 21st century competencies in curriculum and assessment, insufficient preparation of teachers and the absence of any systematic attention for strategies to adopt at scale innovative teaching and learning practices. The article concludes with a range of specific recommendations for the implementation of 21st century competencies.
As a frame of reference we will use some major research initiatives in Norway studying the impact... more As a frame of reference we will use some major research initiatives in Norway studying the impact of new technology on learning activities among students. Several ongoing projects in Norway have a strong focus on qualitative methods and action research in trying to search out the ...
Media education is regaining its impact in Norwegian education, both due to the development of a ... more Media education is regaining its impact in Norwegian education, both due to the development of a new subject at the upper secondary level and due to a renewed interest in media literacy across the curriculum. From being defined as a marginal issue in educational curricula and development during the 1980s and 1990s, media literacy has now become a key concern linked to technological developments in the Nordic societies over the past ten years. With the Norwegian context as a point of departure, the present article looks especially at media literacy as an expression of certain practices, and at how media education represents a distinctive prerequisite for understanding what young people do with media outside and inside the schools. The article presents results from the first national survey on media education in Norwegian upper secondary schools. A special focus is directed towards the diverse production practices among what are called “school producers” (SP) and “crossover producers”...
This book offers a case study of children and young people in Groruddalen, Norway, as they live, ... more This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.
Methodological Challenges When Exploring Digital Learning Spaces in Education, 2014
When studying young people’s learning activities across contexts in contemporary societies, it is... more When studying young people’s learning activities across contexts in contemporary societies, it is almost impossible to ignore the role and impact of digital media, implying new methodological challenges for researchers. As this volume points out, it is hard to imagine how future fieldwork in educational studies can be “unplugged” from the digital realm.
Research and experiences from three national ICT development programs for schools and teacher edu... more Research and experiences from three national ICT development programs for schools and teacher education in Norway (2000 - 2010) are presented and critically examined by the use of Cultural-Historical Activity Theory. Future perspectives on the development of digital technologies and media use in schools are discussed. All the authors in the book have been involved in follow-up work of ICT reform projects. Denne boka fokuser på hvilke krav en må stille til en framtidsrettet skoleutvikling. Ut fra ulike perspektiver og temaer viser forfatterne at en må ta hensyn til mangfold, kompleksitet og ekspansiv læring for utvikling av norsk skole generelt, og for nye medier og teknologiformer spesielt. Boka viser også at implementeringen av slike verktøy og virkemidler representerer en rekke utfordringer for skolens rolle og funksjon i samfunnet. Dette gjelder ikke minst i spørsmålet om hvordan utdanningssystemet forholder seg til de nye kunnskapsformene som er en integrert del av den digitale ...
ABSTRACT This article elaborates on the competencies, often referred to as 21st century competenc... more ABSTRACT This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one of the core competencies for the 21st century. This is followed by an analysis of the learning approaches that are considered appropriate for acquiring 21st century competencies, and the specific role of technology in these learning processes. Despite some consensus about what 21st century competencies are and how they can be acquired, results from international studies indicate that teaching strategies for 21st century competencies are often not well implemented in actual educational practice. The reasons for this include a lack of integration of 21st century competencies in curriculum and assessment, insufficient preparation of teachers and the absence of any systematic attention for strategies to adopt at scale innovative teaching and learning practices. The article concludes with a range of specific recommendations for the implementation of 21st century competencies.
As a frame of reference we will use some major research initiatives in Norway studying the impact... more As a frame of reference we will use some major research initiatives in Norway studying the impact of new technology on learning activities among students. Several ongoing projects in Norway have a strong focus on qualitative methods and action research in trying to search out the ...
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