ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: from a lifelong learning paradigm to a traditional paradigm?

Inge Bryderup; Anne Larson; Marlene Quisgaard Trentel

doi:10.1007/s10639-009-9095-y

ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: from a lifelong learning paradigm to a traditional paradigm?

Inge Bryderup, Anne Larson, Marlene Quisgaard Trentel

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

11 Citationer (Scopus)

Abstract

Gennem en årrække har brugen af IKT i undervisningen været en del af dansk uddannelsespolitik, og antallet af computere på skolerne og den faktiske anvendelse af IKT er øget. Samtidig synes skoleledernes og lærernes pædagogiske paradigme i grundskolen at ændre sig fra et livslangt læringsparadigme (fokuseret på elev-centreret, aktiv og autonom læring) til et mere traditionelt paradigme (fokuseret på læreplans-orienteret undervisning og instruktioner). Artiklen beskriver denne udvikling i relation til anvendelsen af IKT og ændringer i uddannelsespolitikken. Beck-Gernsheims (2002) teori om "institutionaliseret individualisering" som et karakteristika ved det refleksive samfund fungerer som teoretisk grundlag for forståelse af de observerede ændringer.
Udgivelsesdato: December

Originalsprog	Engelsk
Tidsskrift	Education and Information Technologies
Vol/bind	14
Udgave nummer	4
Sider (fra-til)	365-379
Antal sider	14
ISSN	1360-2357
DOI	https://doi.org/10.1007/s10639-009-9095-y
Status	Udgivet - 2009
Udgivet eksternt	Ja

Bibliografisk note

Paper id:: 1360-2357

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10.1007/s10639-009-9095-y

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Citationsformater

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title = "ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: from a lifelong learning paradigm to a traditional paradigm?",

abstract = "For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders' and teachers' pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gernsheim's (2002) theory about {\textquoteleft}institutionalized individualization' as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.",

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ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: from a lifelong learning paradigm to a traditional paradigm? / Bryderup, Inge; Larson, Anne; Trentel, Marlene Quisgaard.
I: Education and Information Technologies, Bind 14, Nr. 4, 2009, s. 365-379.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

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N2 - For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders' and teachers' pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gernsheim's (2002) theory about ‘institutionalized individualization' as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.

AB - For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders' and teachers' pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gernsheim's (2002) theory about ‘institutionalized individualization' as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.

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