Sammendrag
In the present information-rich society, it is important to adapt approaches to teaching and learning to characteristics of this society. We believe that digital tools adapted to learning goals combined with socio-cultural thinking are promising approaches to meet future challenges.
Connectivism is a learning theory where social-constructivistic approaches meet today’s information- and communication technology-rich society. Individuals taking part in the learning process can be described as nodes in a learning network. Today this landscape of nodes is accessible for all through internet, and knowledge is a result of extracting information and self-organized participation. Participating students in such an approach are active and seen as resources rather than passive listeners, and knowledge on extracting information, critical judgment and ability to make connections in the network of information is more important than remembering facts (Siemens, 2005). Inquiry based teaching and teachers scaffolding students in their meaning-making related to science subject matter knowledge is also important.
In this symposium, we will bring together three different approaches to these cross-subject challenges. We will present literature reviews, and empirical data from three different research groups working with augmented reality in lower secondary school, geographical information technology (GIT) in field courses within eight different university disciplines, and from classroom studies on science teacher students using GIT. The analyses from the three presentations are based on several methods, such as questionnaires, interviews with students and lectures, students' written reflections, and recorded dialogues between students. Our results suggest that students value the use of such technology for learning; that the facilitator role of the teacher is important; and that subject matter knowledge is very important in order to be able to produce relevant content for learning with GIT.
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