Det ikt-integrerende udviklingsmiljø: Et koncept for støtte og udvikling af teknologisk undervisningskompetence

Abstract

Specialet handler om, hvordan integrering af digitale undervisningsmidler kan styrkes. Etablering og implementering af ny didaktik, ny pædagogik og ny teknologi er alt sammen tiltag, som kan anskues – og bliver anskuet - på mindst tre niveauer: Mikro-niveau, hvor det handler om interaktionen mellem mennesker i lærings-miljøet, meso-niveau, hvor det handler om lokal organisering og ledelse og makro-niveau, hvor det handler om institutionelle rammer. I specialet bevæger jeg mig på meso-niveau, idet jeg analyserer den kommunale organisations mulighed for at støtte op omkring etablering og udviklingen af et ikt-integrerende udviklingsmiljø og på mikro-niveau, om end i et meta-perspektiv, idet jeg undersøger professionelle underviseres dialoger på de sociale medier om integrering af digitale undervisningsmidler. På basis af forskningslitteraturstudier inden for den dialogisk-konstruktivistiske læringsforståelse går jeg ud fra, at det kræver en særlig kompetence hos underviseren succesfuldt at mestre integrering af digitale undervisningsmidler. Jeg definerer med udgangspunkt i litteraturen en sådan kompetence og kalder den fusionskompetence, som jeg udbygger til at omfatte, det jeg kalder ”kollaborativ improvisering”. Med fusionskompetencen defineret, analyserer jeg dialoger i to online-fora som en slags stikprøve på undervisernes parathed i forhold til fusions-kompetencen og på basis af denne stikprøve formulerer jeg konceptuelt en aktuel zone for nærmeste udvikling af undervisernes fusionskompetence. På den baggrund diskuterer jeg en lokal organisering og ledelsesmulighed for at styrke denne kompetence og ledelsesstrategi i en kommune. Disse tråde samler jeg til slut i en redegørelse for et koncept, som kan støtte undervisningspraktikere i udviklingen af deres fusionskompetence

The subject of the thesis is integration of digital technologies in learning environment and how the use of such technologies may be strengthened. The focus on the establishment, integration and implementation of new didactics and pedagogy regarding digital technologies in learning may be conceived in at least three different levels: The micro level, where focus is on the interaction between people in the learning environment, the meso-level, where focus is on organization and management at the local level, and the macro-level, where focus is on the institutional setting and its context. The thesis primarily address the meso-level and micro-level. At the meso-level emphasis is on organisations at the municipality level and their possibilities for supporting the establishment and development of ict-integrated learning environments. At the micro-level – although micro-level in a meta-perspective - emphasis is on the investigation of professionals within teaching and their ways of communication and exchange of ideas using the social media regarding integration of digital technologies. Standing on a foundation rooted in research within the tradition of the dialogical constructivist pedagogical approach, I assume that a complex combination of special skills are required for the teacher, in order to facilitate a successful integration of digital technologies in a learning environment. Inspired by the literature in that research area, I define and denote such skills as “merger-of-competence” (in Danish; fusionskompetence), which I broaden to encompass what I refer to as the ‘collaborative improvisation competence. Having defined the “merger-of-competence”, I then analyze two dialogues in two online discussion fora hosted by two separate social media. The analysis may be perceived as a measure of the teacher’s readiness with regard to the “merger-of-competence”. On that basic, I form a concept for the teacher’s zone of proximal development regarding development of their “merger-of-competence” From there I focus on the local organization and the opportunities of the management to strengthen that special competence in a strategic perspective. Finally, I brings together all the threads in a conceptual description of how teachers, may be supported in the development of their “merger-of-competence”.

A master thesis from Aalborg University

Det ikt-integrerende udviklingsmiljø: Et koncept for støtte og udvikling af teknologisk undervisningskompetence

[An ICT-integrative development space : A concept for development of technological teaching skills]