Abstract
Use of technology challenge traditional concepts of learning in school. But what is actually changing? The paper shows result from a study that finds that the shift from textbook to internet content implicates significant changes. Textbooks present qualified content that is well adapted to the cognitive development of students of certain ages. Using internet content gives no such guarantees. The content validation has to be taken care of by the students. The internet search demands more complex skills than accessing content through the textbook. The students have to find relevant search terms, review and validate the results they find, select relevant content, use relevant strategies for storing and retrieving content and having the ability to present abstracts of their findings that are adapted to their learning purpose.
Collaboration works well for searching for content online because the students can benefit from each other’s prior knowledge when discussing and reflecting during the learning work. Communicative and collaborative skills are important. So are good relations, to able students to work through obstacles and keep focus on the task even when internet searching takes them everywhere. Internet content has a flexibility that makes it easy adaptable to all students’ learning prerequisites. Student collaboration between heterogeneous peers can work well because the complexity of the task involves a lot of different tasks to manage and are easy to distribute. It also makes possible for high performing students to find engaging content that will motivate and nourish the learning motivation.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Hatlevik, O.E., Egeberg, G., Gudmundsdóttir, G.B., Loftsgarden, M., Loi, M.: Monitor skole 2013. Om digital kompetanse og erfaringer med bruk av IKT i skolen. Senter for IKT i utdanningen, Oslo (2013)
Rønningsbakk, L.: Når didaktikken møter de digitalt innfødte: teknologistøttet læringsarbeid i skolen i lys av tradisjonell og nyskapende undervisning. UiT Norges arktiske universitet, Tromsø (2019)
Blaikie, N.: Designing Social Research. Cambridge Polity Press (2000)
Yin, R.K.: Case Study Research: Design and Methods, 3rd edn. Sage, Thousand Oaks (2003)
Flyvebjerg, B.: Five misunderstandings about case study research. In: Seale, C., Gobo, G., Gubrium, J.F., Silverman, D. (eds.) Qualitative Research Practice. Sage Publications, London (2007)
Gilje, N., Grimen, H.: Samfunnsvitenskapenes forutsetninger Oslo. Universitetsforlaget (1993)
Hammersley, M.: Case study. In: Lewis-Beck, M.S., Bryman, A., Liao, T.F. (eds.) The Sage Encyclopedia of Social Science Research Methods. Sage Publications, Thousand Oaks (2004)
Hodgson, J., Rønning, W., Tomlinson, P.: Sammenhengen mellom undervisning og læring. En studie av læreres praksis og deres tenkning under Kunnskapsløftet. NF-rapport, Sluttrapport (2012). http://www.udir.no/Upload/Rapporter/2012/SMUL.pdf?epslanguage=no
Ludvigsen, S.: Fremtidens skole: fornyelse av fag og kompetanser: utredning fra et utvalg oppnevnt ved kongelig resolusjon 21. juni 2013: avgitt til Kunnskapsdepartementet 15. juni 2015, vol. NOU 2015:8). Departementenes sikkerhets- og serviceorganisasjon, Informasjonsforvaltning, Oslo (2015)
Ludvigsen, S., Kunnskapsdepartementet: Elevenes læring i fremtidens skole: et kunnskapsgrunnlag: utredning fra et utvalg oppnevnt ved kongelig resolusjon 21 juni 2013: avgitt til Kunnskapsdepartementet 3 September 2014. In Norges offentlige utredninger (tidsskrift: online), Vol. NOU 2014:7 (2014)
Gundem, B.B.: Europeisk didaktikk: tenkning og viten. Universitetsforlaget, Oslo (2011)
Salomon, G. (Producer) Lecture at NYU Steinhardt, 25 September 2009 (2009). http://vimeo.com/7163245
Salomon, G., Perkins, D.: Learning in Wonderland. What do computers really offer education?. In: Kerr, S.T. (ed.) Technology and the Future of Schooling. Ninety-fifth Yearbook of the National Society for the Study of Education. Part II. University of Chicago Press, Chicago (1996)
Siemens, G.: Connectivism: a learning theory for the digital age. Int. J. Instruct. Technol. Dist. Learn. 2, 3–10 (2005)
Hermansen, M.: Omlæring. Århus Klim forlag (2003)
Hermansen, M.: Motivasjon og den gode læring. In: Postholm, M.B., Tiller, T. (eds.) Profesjonsrettet pedagogikk, pp. 8–13. Cappelen Damm akademisk, Oslo (2014)
Tiller, T., Tiller, R.: Den andre dagen: det nye læringsrommet (2002)
Livet som lærer- og de unges rett til å gjøre ingenting. In: Tiller, R. (ed.), pp. 129–159. Høyskoleforl, Kristiansand
Freire, P., & Berkaak, O. A. (2003). De undertryktes pedagogikkinnledende essay. In S. Lie & O. A. Berkaak (Eds.). [Oslo]: De norske bokklubbene
Freire, P., Freire, P.. Teachers as Cultural Workers. Letters to Those Who Dare Teach. The Edge: Critical Studies in Educational TheoryFirst letter: Reading the word, reading the world, pp. 17–26. Westview Press, Boulder (1998)
Tiller, T.. Hvor går Nord-Norge? B. 2 Et institusjonelt perspektiv på folk og landsdel. Når skolen skulker sin omverden. In: Jentoft, S., Nergård, J.I., Røvik, K.A. (eds.), pp. 127–136. Orkana akademisk, Stamsund (2012)
Lave, J., Lave, J., Wenger, E.: Situeret læring - og andre tekster. Reitzel, København (2003)
Polanyi, M., Ra, E.: Den tause dimensjonen: en innføring i taus kunnskap, vol. nr 5. Spartacus, Oslo (2000)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Rønningsbakk, L. (2020). Digital Natives and Educational Traditions. What Changes When Exchanging Textbook Content with Internet Search?. In: Huang, TC., Wu, TT., Barroso, J., Sandnes, F.E., Martins, P., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2020. Lecture Notes in Computer Science(), vol 12555. Springer, Cham. https://doi.org/10.1007/978-3-030-63885-6_59
Download citation
DOI: https://doi.org/10.1007/978-3-030-63885-6_59
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-63884-9
Online ISBN: 978-3-030-63885-6
eBook Packages: Computer ScienceComputer Science (R0)