Formalized informal learning: ICT and Learning for the 21st Century

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Formalized informal learning : ICT and Learning for the 21st Century. / Levinsen, Karin; Sørensen, Birgitte Holm.

In: International Journal of Digital Literacy and Digital Competence, Vol. 2, No. 1, 2011, p. 7-26.

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@article{97097703e9d74a53a14e659d3b23efef,
title = "Formalized informal learning: ICT and Learning for the 21st Century",
abstract = "This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & S{\o}rensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.",
author = "Karin Levinsen and S{\o}rensen, {Birgitte Holm}",
year = "2011",
language = "English",
volume = "2",
pages = "7--26",
journal = "International Journal of Digital Literacy and Digital Competence",
issn = "1947-3494",
publisher = "I G I Global",
number = "1",

}

RIS

TY - JOUR

T1 - Formalized informal learning

T2 - International Journal of Digital Literacy and Digital Competence

AU - Levinsen,Karin

AU - Sørensen,Birgitte Holm

PY - 2011

Y1 - 2011

N2 - This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.

AB - This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.

M3 - Journal article

VL - 2

SP - 7

EP - 26

JO - International Journal of Digital Literacy and Digital Competence

JF - International Journal of Digital Literacy and Digital Competence

SN - 1947-3494

IS - 1

ER -

ID: 61313416