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

Karin Levinsen, Birgitte Holm Sørensen

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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 & 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.
Original languageEnglish
JournalInternational Journal of Digital Literacy and Digital Competence
Volume2
Issue number1
Pages (from-to)7-26
Number of pages19
ISSN1947-3494
Publication statusPublished - 2011
Externally publishedYes

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informal learning
learning
interview
participant observation
Denmark
action research
life cycle
research planning
primary school
stakeholder
curriculum
classroom
participation
Teaching
teacher
school
Group
student

Cite this

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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.

Research output: Contribution to journalJournal articleResearchpeer-review

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