Teachers’ Experiences with Networked Classrooms in Norway

Ingrid Helleve,Aslaug Grov Almås

doi:10.1155/2017/8560171

Abstract

The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research shows that teachers seldom are asked about their opinions concerning use of technical device. From 2007 all Norwegian students in upper secondary schools were given a computer from the authorities. Politicians argued for pedagogical use of ICT, for example, through interactive device like social networking sites. However, recent national reports show that teachers mainly use ICT for administrative and not for pedagogical purposes. Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice. To a small extent the technology’s interactive abilities are utilized. Technological device is powerful. Possible consequences of placing technology on every student’s desk are discussed. The teachers’ future concern is to control Internet and to have possibilities to develop and discuss pedagogical use of technology in classrooms with their colleagues.

Highlights

Since 2007 all Norwegian pupils in upper secondary school were given a computer from political authorities [1]
Findings from the current study show that teachers adjust the technology to their existing pedagogy and continue their existing practice
Erstad [2] argues that what he called “the driving forces” of school development pushed in the direction of more student active learning activities where the teacher acts as a supervisor and pupils take responsibility for producing and sharing knowledge supported by technological device

Summary

Introduction

Since 2007 all Norwegian pupils in upper secondary school were given a computer from political authorities [1]. Pajares [30] used the term teachers’ beliefs and asserted that research has not put enough emphasis on the fact that it is teachers’ attitudes and values, which means what teachers believe in, that is guiding their pedagogical practice Another concept that may be fruitful in order to understand teachers’ resistance and the reason why political visions may be difficult to transform into practice in classrooms is teachers’ agency. In spite of the strong wish from educational authorities in the direction of student active learning activities, classrooms are often furnished Pupils have their individual desks turned against the teacher’s desk and the teacher communicates with one pupil at the time [33]. On the contrary Kompf [45] argues that the technology’s self-organizing capacity may lead to control over education passing out of the hands of educators into the hands of administrators

Methods

Findings

Discussion