Interpreting Technologically Fluent Classrooms: Digital Natives' Attitudes towards the Use of Technology in Primary Schools in Norway

Autor/in	Neokleous, Georgios
Titel	Interpreting Technologically Fluent Classrooms: Digital Natives' Attitudes towards the Use of Technology in Primary Schools in Norway
Quelle	(2019), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary School Students; Educational Technology; Technology Uses in Education; Student Attitudes; Cooperation; Active Learning; Authentic Learning; Thinking Skills; Technology Integration; Teaching Methods; Cognitive Style; Norway + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Co-operation; Kooperation; Aktives Lernen; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Norwegen
Abstract	This qualitative study provides baseline data on young learner attitudes towards the use of technology in primary schools. Through individual interviews, the students highlighted the importance of its application and acknowledged its potential in the education process. The benefits that they put forward are grouped into four categories: technology-infused classrooms promote (1) collaboration, (2) active learning, (3) authenticity, and (4) higher order thinking skills. The findings also reveal a general favourable consensus among the interviewees regarding their teachers' efforts to adopt technology in class. Yet, students cautioned that technology-integrated lessons should fulfil specific classroom purposes while stressing at the same time the importance of satisfactory preparation before their implementation. For the students, the use of technology should essentially serve two purposes: (1) provide an engaging and interactive alternative to the traditional approach to teaching, and (2) address different learning styles. Acknowledging the student voice, the study concludes, contributes effectively to the optimisation of the learning experience. [For the complete volume, "Professional Development in CALL: A Selection of Papers," see ED593926.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01