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Real Integration of ICT into Subject Content and Methodology Requires More than Technology, Infrastructure and Standard Software
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, Stord/Haugesund University College (HSH), Stord, Norway, Norway ; , University of Agder, Grimstad, Norway

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: A survey involving around 1000 teachers in 172 different Norwegian schools reveals that the dominant uses of ICT in classrooms are related to LMS, standard software and Internet browsing. Very few teachers indicate that they apply software or technology going deeper into their subject teaching, tools that could promote extra understanding and insight. Revision of teacher training, e.g. by exposing teachers to ICT supported, flexible and collaborative constructivist learning may change their attitude and willingness to change their own practice. Theoretical backgrounds as well as practical examples are crucial. As an example of subject integration, they may work with system dynamics, i.e. the construction of dynamic models, class discussions of flows and accumulations, mutual interactions of dependant variables etc. This may illustrate a possible exploitation of ICT in the learning of several school subjects and topics. Today’s high computer capacity, access to broadband and user friendly software, should count in favour of a growing potential here.

Citation

Haugen, H. & Ask, B. (2010). Real Integration of ICT into Subject Content and Methodology Requires More than Technology, Infrastructure and Standard Software. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 107-117). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 29, 2020 from .

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