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Youth – Voice of the futureReykjavik, October 28th 2010
Workshop 2:
Education and computers
Presentation by:Arnt Louw Vestergaard, PhD-fellow ([email protected])
Center for Youth researchThe Danish school of Education, Aarhus University
Hours of reading per week? - Articles on the internet
- Other material on the Net
Agree or disagree to the following:- My school has good computer facilities
- Internet access is good in my school
How often do you use computers at the following locations? - At school
How often do you do any of the following? - Use computer for homework or school tasks
- Search for info on the internet (for school tasks or leisure-time interests)
Jakob (business college, 1. year): Of course there are some, who are more participating than others. But for me it’s like day and night. I take part in some subjects, and in others I don’t take part at all. But it all comes down to, if I open my computer. It doesn’t matter which subject – if I open my computer and for instance lock on to Facebook – well then I’ve lost that session. That’s how it is for me anyway. If I don’t open my computer, then it almost doesn’t matter which subject it is - I can’t help to pay a little bit attention. Int.: But why do you open your computer then?Karen: It’s more exiting. Int.: But what you say is that it is actually an obstruction to your learning. Jakob: Pure obstruction. If I don’t bring the computer, I would benefit more from the education – no doubt about that. On the other hand, I might think it was so boring, that I would go home thinking, that I don’t want to do this anymore. So I don’t know. But I haven’t had the guts to leave it at home yet.
Concentrationen and learning
Education and computers-Information- and Communications Technology (ICT) in the
teaching and learning of young students in the Nordic countries
Workshop theme:
What do we understand by ICT in the classroom?
How can ICT be put to learning-enhancing purposes?
What are the pedagogical and didactical challenges of ICT in the classroom?
3 key questions:
