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oapen-20.500.12657-283122021-11-12T16:11:38Z Chapter 9 Digital Samhandling in Education for the Unforeseen Future Hammer Furnes, Gila Saeverot, Herner Torgersen, Glenn-Egil Furnes, Gila Hammer Saeverot, Herner Torgersen, Glenn-Egil Samhandling digital learning risk interaction learning management systems teacher education unforeseen bic Book Industry Communication::J Society & social sciences bic Book Industry Communication::J Society & social sciences::JW Warfare & defence bic Book Industry Communication::J Society & social sciences::JW Warfare & defence::JWK Defence strategy, planning & research::JWKW Civil defence "This chapter aims to discuss whether digital interaction (samhandling) in education requires a new pedagogy, which, to a greater extent than before, takes into account risks and unforeseen events. The major focus is on digital samhandling between teachers and students. Future education should prepare students for a world in which samhandling between individuals is predicted to be increasingly digital. At the same time, teachers currently refrain from using digital tools in order to interact pedagogically with students. A “mixed methods” survey of 96 randomly-chosen schoolteachers in primary and secondary schools in Norway shows that the respondents give various reasons for using Learning Management Systems (LMS) to a greater extent for administrative purposes than for pedagogical ones. The main obstacle is that teachers do not know exactly how digital samhandling should be facilitated educationally and what the consequences may be for the students and education in general. The conclusion is that the future is unknown, and the unforeseen is partly learned through teachers’ professional judgment. Therefore, “new” pedagogy need not necessarily consist of more educational models and theories of “what works.” Perhaps the “new” pedagogy should be, to a greater extent, based on samhandling literacy and problem-based learning?" 2018-10-08 11:55:48 2020-04-01T12:20:26Z 2020-04-01T12:20:26Z 2018 chapter 1001650 OCN: 1076751546 http://library.oapen.org/handle/20.500.12657/28312 eng application/pdf n/a Interaction_cp9.pdf Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Interaction: 'Samhandling' Under Risk 10.23865/noasp.36.ch9 10.23865/noasp.36.ch9 bf7b42a4-6892-42e3-aaf8-8f32c8470a8b 2724fb8b-60f0-4a89-9f93-98ba00ad6223 20 Oslo open access
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"This chapter aims to discuss whether digital interaction (samhandling) in
education requires a new pedagogy, which, to a greater extent than before, takes into
account risks and unforeseen events. The major focus is on digital samhandling between
teachers and students. Future education should prepare students for a world
in which samhandling between individuals is predicted to be increasingly digital. At
the same time, teachers currently refrain from using digital tools in order to interact
pedagogically with students. A “mixed methods” survey of 96 randomly-chosen
schoolteachers in primary and secondary schools in Norway shows that the respondents
give various reasons for using Learning Management Systems (LMS) to a greater
extent for administrative purposes than for pedagogical ones. The main obstacle
is that teachers do not know exactly how digital samhandling should be facilitated
educationally and what the consequences may be for the students and education in
general. The conclusion is that the future is unknown, and the unforeseen is partly
learned through teachers’ professional judgment. Therefore, “new” pedagogy need
not necessarily consist of more educational models and theories of “what works.”
Perhaps the “new” pedagogy should be, to a greater extent, based on samhandling
literacy and problem-based learning?"
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