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Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
2014 (English)In: NGL 2014. Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun: Högskolan i Dalarna , 2014, 52-62 p., ISBN: 978-91-85941-58-2Conference paper (Refereed)
Abstract [en]

This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implica- tions of different technological offerings in compulsory school teaching practices. The research study also aims to develop strate- gies to promote learning through open knowledge processes in Swedish educa- tional contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, educa- tion-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technologi- cal offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technolog- ical challenges in the context of compulsory school. 

Place, publisher, year, edition, pages
Falun: Högskolan i Dalarna , 2014. 52-62 p., ISBN: 978-91-85941-58-2
, Arbetsrapport / Högskolan Dalarna, ISSN 1653-9362 ; 2014:01
Keyword [en]
School, didactics, democracy, IT, open source, open standards
National Category
Research subject
URN: urn:nbn:se:su:diva-115091ISBN: 978-91-85941-58-2OAI: diva2:795633
Next Generation Learning Conference (NGL), March 19-20, 2014, Dalarna University, Sweden
Available from: 2015-03-16 Created: 2015-03-16 Last updated: 2015-08-12Bibliographically approved

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Olson, Maria
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