NámUST - mennta.hi.is

NámUST - mennta.hi.is

Hvernig gagnast kenningar rannsknum notkun tkni menntun? Grska og margbreytileiki II slenskar menntarannsknir 2005 Allyson Macdonald Arna Jnsdtir Manfred Lemke Svala Jnsdttir Slveig Jakobsdttir urur Jhannsdttir http://namust.khi.is Rannsknarspurningar Hva hefur notkun UST fr me sr fyrir skla sem stofnanir? Hva hefur notkun UST fr me sr fyrir

kennara og fyrir kennslu? Hva hefur notkun UST fr me sr fyrir nemendur og fyrir nm? Rannsknarttir Aferir leiksklum grunnsklum framhaldssklum hsklum Sameiginlegir ttir llum klastigum Greining nmskrm og kennsluvefjum Spurningarlistar fyrir: - Nemendur, kennara,

sklastjrnendur Vettvangsathuganir Vitl Anna tttakendur Allyson Macdonald Anna Magnea Hreinsdttir Anna lafsdttir Arna H. Jnsttir Auur Kristinsdttir srn Matthasdttir Hildur Svavarsdttir Karl Jeppesen Kristn Gumundsdttir Kristn Nordahl Manfred Lemke Michael Dal Samuel Lefever

Sigrur Einarsdttir Sigurjn Mrdal Slveig Jakobsdttir Svala Jnsdttir Torfi Hjartarson urur Jhannsdttir orsteinn Hjartason Greining notkun UST nmi Computer Practice Framework (CPF) Kerfi til a greina eli tlvunotkunnar sklastarfi, a beinir athygli a nmi og notkun tlva og v samhengi sem nmi fer fram , Tilgangur CPF er a skra betur a sem vi erum a leita eftir egar vi tlum um notkun UST sem miils nmi og kennslu.

CPF-ramminn er byggur upp af remur ttum: hlutfalli tmans sem fer notkun tlva, hvernig r eru notaar, og til hvers. Twining (2002) Greining notkun UST nmi Computer Practice Framework (CPF) Hversu miki? Hvernig? a) Efling UT-frni b) Nmstki c) Anna Til hvers? a) Sem stuningur b) Til tvkkunar

c) Til umbreytingar Agnethe Ljung Djarf Hvers viri ykir tlvunotkun? Hvernig er tlvuvinnan skipulg? Er liti tlurnar sem varhugaverar ea sem mguleika? hrif vihorfa kennara eli tlvunotkunar barna leiksklum rjr mismunandi nlganir Valmguleikar barnsins Forgangsrun leiksklakennarans Hlutverk leiksklakennarans ll brn eiga a gera

Allir taka tt Strt ofan fr. Liti tlvunotkun barna sem mikilvgan tt starfinu Strir/leiir og tekur byrg tlvustarfinu ll brn mega gera Brnin velja sjlf innan kveins ramma lagi a nota tlvur, en htt ef a fara a gera eitthva. Sr til ess a skapa astur svo brnin geti

veri tlvum og kemur hugsanlega me uppstungur ll brn mega gera a fengnu leyfi starfsflks Brnin velja sjlf, en urfa a bija um leyfi. lagi a nota tlvur, en htt ef a fara a gera eitthva. Sr til ess a skapa astur svo brnin geti veri tlvum, gefur leyfi, tekur ltinn tt en astoar ef beinn Skilgreining self-efficacy

Tr getu sna til a skipuleggja og framkvma a sem til arf til a ra vi astejandi verkefni Self-efficacy (Albert Bandura) Einstaklingurinn sjlfur og tiltekin verkefni. Computer self-efficacy (m.a. Judy Wade, Paul Webb) Einstaklingurinn og hvernig hann hugsar (hverju hann trir) um tilteknar afmarkaar agerir

svii tlvunotkunar. (fjallar ekki um Tlvunotkun heild sinni). Teacher efficacy (m.a. Anita Woolfolk Hoy, Megan Tschannen-Moran) Tr kennarans a kvein ager af hans hlfu kalli fram breytingu hj nemendum. Collective (self-)efficacy(Albert Bandura o.fl.) Tr hps, t.d. samstarfsmanna a au geti tekist vi tilteki fyrirliggjandi verkefni og sigrast v. http://www.des.emory.edu/mfp/self-efficacy.html Lkan menningar- og sgulegrar athafnakenningar Verkfri Afrakstur/tkoma SAMHENGI Gerandi Reglur

Vifang Samflag Verkaskipting Lkan fr hp um Workplace Learning and Developmental Transfer mist athafnakenningarinnar Helsinki Dreifrannsknir (distributed research)? Dreifir vitsmunir (distributed cognition)

Uppbygging ekkingar me samvinnu (collaborative knowledge building) Lrlinganm (apprenticeship model; cognitive apprenticeship) myndar-skpun einstaklinga (identity construction/shaping) crossing boundaries (kennari/nemandi rannsakandi) Uppbygging nms- og fagsamflaga (learning communities, communties of practice) Neti (online) run/notkun rannsknarmdels sem mtti kalla dreifrannsknir (distributed research).... Hva eru dreifrannsknir? Hugsa mtti sr dreifrannsknir me eim htti a nemendur/einstaklingar (sem eru dreifir um mismunandi svi) su virkjair msum stigum rannsknar t.d. gagnasfnun en er t.d. hgt a safna umfangsmiklum ggnum sem skemmstum tma.

Slveig Jakobsdttir. (2004). Distributed research in distributed education: How to combine research & teaching online. Netla veftmarit um uppeldi og menntun 3 (2). Dmi: Tlvumenning skla 1998 og 2002 1998 and 2002 (safna tveimur vikum af nemendum nmsbraut tlvu- og upplsingatkni). Rannskn sara r partur af NmUST Mlitki, spurningalisti vef: http ://soljak.khi.is/tolvumenning

1998 2002 Sklar 10 14 Frhnemar 10 17 tttak. 760 1400

Nnar.. (SJ, 2004) In relation to a social theory of learning, Wenger (1998) emphasized the importance of communities of practice for learning, shaping of identities, practice and meaning. The methods associated with cognitive apprenticeship aim to enculturate students to do authentic practices (Brown et al.), and may therefore be especially appropriate when helping a group of graduate students to cross boundaries or make a transition from being students/teachers to being teachers/future researchers within both learning and professional communities. Brown, John Seely, Collins, Allan, & Duguid, Paul. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 3242.

Tuomi-Grhn, Terttu, & Engestrm, Yrj (Eds.). (2003). Between school and work: new perspectives on transfer and boundary-crossing. Amsterdam: Pergamon in association with Earli. Wenger, Etienne. (1998). Communities of practice. Cambridge: Cambridge University Press. Leiksklastjrar og UST Hefur ori breyting hlutverki eirra me aukinni notkun UST? Hafa eir fengi meiri tmi til faglegra verkefna? Leiksklastjri er lykilaili vi mtun nmsmenningar (Senge, 1990; Sergiovanni, 1996; Fullan, 2002) Leiksklastjrar finna oft fyrir togstreitu milli faglegs og rekstrarlegs hluta starfsins. a getur leitt til vtahrings; egar leiksklastjrar skynja auki vinnulag og tmaskort,

erfiar gengur a forgangsraa og tminn fer fremur daglega stjrnun en fagleg langtmaverkefni (Gotvassli 1999) Leiksklastjrar og UST UST hefur hrif starf leiksklastjra, en einnig arir ttir. Auknar faglegar og rekstrarlegar krfur. Leiksklastjri ntir UST fremur rekstrarleg verkefni en fagleg, fremur til skrslugerar en til starfsrunar hpsins. Ekki voru alfari tengsl milli astu/frni UST og tma til faglegra verkefna.

ar sem m.a. nst hefur a byggja upp lisheild (team work) og ekki er stugt veri a slkkva elda finnst leiksklastjra hann hafa tma til faglegra verkefna (Rodd, 1998).

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