Dator-/IT-stöd och lärande: En ansats till problematisering i ett forskningsperspektiv
Abstract
Computer support can be defined "as the way in which computers are used as an aid in the teaching process" (Lindh, 1993, p 302). Whether or not computer support functions as an aid in the learning process cannot be answered in a clear cut way.
During the last decade, the research on computer-aided learning shows a great deal of inconsistency (Pedersen, 1998). The reason is mainly "the difficulties encountered in evaluating computer-aided teaching" because of the "many factors that influence the results" (Lindh, 1993, p 317). That leads us to the question of how and when computer support can be considered an aid in the learning process. In what subject or subjects can it generally be used? In which context can it be used? In what kind of learning process can it be used? What kind of traditional teaching situation do pupils refer to when they maintain that they learn better in computer-aided education?
If one agrees that learning must be related to context and content in the teaching process, one has to stress the importance of making a detailed description of the context and the content in question when a certain kind of computer-aided learning occurs. If learning is defined as an activity that consists of interpreting, valuing and understanding the subject studied (Marton et al, 1987), the question is if and how computer support can develop learning in some respect. The fact that in several studies (Jedeskog, 1993; Edström et al, 1997; Riis et al, 1997; Isaksson, 2000) pupils claim that they learn better with computer support, cannot be viewed as evidence that they have actually interpreted, valued and understood the subject.
During the last decade, the research on computer-aided learning shows a great deal of inconsistency (Pedersen, 1998). The reason is mainly "the difficulties encountered in evaluating computer-aided teaching" because of the "many factors that influence the results" (Lindh, 1993, p 317). That leads us to the question of how and when computer support can be considered an aid in the learning process. In what subject or subjects can it generally be used? In which context can it be used? In what kind of learning process can it be used? What kind of traditional teaching situation do pupils refer to when they maintain that they learn better in computer-aided education?
If one agrees that learning must be related to context and content in the teaching process, one has to stress the importance of making a detailed description of the context and the content in question when a certain kind of computer-aided learning occurs. If learning is defined as an activity that consists of interpreting, valuing and understanding the subject studied (Marton et al, 1987), the question is if and how computer support can develop learning in some respect. The fact that in several studies (Jedeskog, 1993; Edström et al, 1997; Riis et al, 1997; Isaksson, 2000) pupils claim that they learn better with computer support, cannot be viewed as evidence that they have actually interpreted, valued and understood the subject.
Full Text:
PDF