Abstract
The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greater focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where “to do” something with the computer seems to be more important than to understand the content in different subjects.
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Jedeskog, G., Nissen, J. ICT in the Classroom: Is Doing More Important than Knowing?. Education and Information Technologies 9, 37–45 (2004). https://doi.org/10.1023/B:EAIT.0000024260.17501.e6
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DOI: https://doi.org/10.1023/B:EAIT.0000024260.17501.e6