Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
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Digital teknologi i kunst og håndverksundervisning : – en lærerrolle i endring
No full textIn 2017, Norway’s first Framework for Teachers\u27 Professional Digital Competence (PfDK) was established. The aim was to create a shared understanding of what was expected from teachers in digital environments and to enhance their digital competence. The initial version of the framework introduced four roles that teachers are expected to adopt interchangeably: transmitter, facilitator, participant, and leader. This article presents an a/r/tographic exploration of what these roles entail for art and crafts teachers. The study is based on the premise that certain challenges emerge for teachers in art and crafts that do not arise to the same degree in other subjects. This is attributed to the subject\u27s unique nature as a creative, hands-on, and practical discipline, where digital technology introduces a distinct form of materiality. In the article, I employ the four roles from the initial version of the framework as analytical tools to examine how these roles influenced a project in a first-grade classroom, where digital technology was central. The analysis focuses on how the different roles prompted various dynamics and illuminated specific challenges for the role of the art and crafts teacher in digital environments.
I 2017 ble det utarbeidet et rammeverk for lærerens profesjonsfaglig digitale kompetanse (PfDK) for å skape en felles forståelse av hva som ble forventet av lærere i digitale omgivelser og for å øke lærerens digitale kompetanse. I rammeverket nevnes det fire roller som læreren skal kunne variere mellom; formidler, veileder, deltaker og retningsgiver. I denne artikkelen bruker jeg a/r/tografisk metode for å se nærmere på hva disse rollene innebærer for kunst og håndverkslæreren. Bakgrunnen for undersøkelsen er en forståelse av at det oppstår utfordringer for læreren i kunst og håndverk som ikke oppstår i samme grad i andre fag. Det skyldes både dualiteten ved det digitales materialitet, fagets egenart som kreativt og skapende fag og lærerens balanse mellom å være sammen med og å stå foran elevene. Jeg ville derfor bruke de fire rollene fra rammeverket som analyseverktøy til å undersøke hva de ulike rollene betydde for et prosjekt i en første klasse, hvor digital teknologi var omdreiningspunktet. Dette gjør jeg med blikk på hva de ulike rollene satte i gang, og hvilke utfordringer de synliggjorde for kunst og håndverkslærerens rolle i digitale omgivelser
Finding objects, connecting dots: Exploring serendipity as interruptive artistic strategy for audience interaction in public spaces
No full textBetween 2017 and 2019, I created three temporary artistic interventions in public spaces in which passers-by could discover, interact with or ignore different materials related to libraries as social, public systems. During my work with the first, Expired Outdoors (2017), serendipity emerged as a principle I became interested in exploring further. In two consecutive installations, serendipity gradually manifested itself both as an interface between my installations and their audience and as a creative strategy guiding my choices of contexts and materials. Upon invitation from editor Olga Schmedling, in this article I discuss aspects of serendipity in the three projects, proposing to understand serendipity as instances of interruption rather than as accidental discovery
High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation
No full textIn 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed
Teaching and Learning Sustainable Consumption: A Guidebook: D. Fischer, M. Sahakian, J. King, J. Dyer, & G. Seyfang (Eds.) (2023). Taylor & Francis.
No full textStrategic Planning within Ministries in Iceland: Lessons and Development
No full textFollowing the 2008 financial crisis, an extensive examination of Icelandic public administration, its policies, procedures, and practices was undertaken. This era spawned various programs, including an assessment of strategic plans issued by the Government Offices (ministries in Iceland). The purpose was to identify strengths and weaknesses within the strategic planning process, leading to the development of a strategic planning manual and efforts to enhance collaboration between ministries through the establishment of a policy council. More than a decade has passed since the comprehensive study of 11 strategies was published in the Icelandic Review of Politics and Administration. This article aims to take stock of progress within the Government Offices by reviewing 11 updated versions of the 2012 strategies, applying the same analytical framework used in 2012. Additionally, 22 new strategies and plans are analyzed for the first time, with the results compared to the updated versions of the original 11 strategies. The analysis highlights that the administration excels in the formulation stage, encompassing preparation, analysis, and goal setting. Moreover, there is an augmented presence of action plans across more strategies, and ministries seem more focused on ensuring compatibility and coordination among them. However, a persistent weakness is observed in the limited connection between actions and the allocation of funds, as well as evaluations of strategies
The Smell of Sunshine: Smellwalks and the Re-Conceptualisation of smell
No full textThis paper explores the experience of trialling smellwalks during the pandemic for use in educational contexts. It details how these walks were designed and mobilised in a small coastal town in Aotearoa-New Zealand to explore how the pandemic transformed life at a daily and local level. The paper has two aims which entail a theoretical examination of smellwalk methodology. Firstly, to rethink a multisensory conceptualisation of smell where human senses are understood as distinct but overlapping. And secondly, to theorise the act of smelling as unbounded and involving non-humans. A series of research moments are examined to demonstrate how smelling involves a multisensory experience that emerges with/through the material landscape. Barad’s (2007) notion of intra-action is drawn upon to re-conceptualise the idea of smell as led by the nose and reconfigure it as an indeterminate bodily experience.
Evaluation of Digital Technology Management in Mathematics Learning: A Sequential Explanatory Design in Eastern Indonesia
No full textThe rapid advancement of digital technology necessitates that teachers enhance their competencies in the teaching and learning process of mathematics. This study aims to evaluate the demographic factors affecting teachers\u27 use of digital technology and their digital skills, explore the frequency of online learning platform usage in relation to teachers\u27 digital skills, and identify challenges while providing recommendations for integrating technology into mathematics instruction through a Sequential Explanatory Design mixed-methods approach. The quantitative sample consisted of 104 mathematics teachers, with 14 teachers selected as respondents for the qualitative phase. Data collection instruments included questionnaires, structured interviews, and non-participant observations, with quantitative data analyzed using Jamovi 2.4.8.0 software, and qualitative data manually coded and thematically analyzed using an inductive-deductive approach. The findings indicate that employment status, teaching experience, and school level significantly influence the use of digital technology in teaching mathematics. Teachers who are government employees under contract, have over 10 years of teaching experience, and teach at the middle or high school level tend to integrate technology more effectively. Consequently, government policies and educational programs for technology development should prioritize teachers irrespective of their employment status, offering continuous training (both online and offline) focused on mathematics
Three approaches to multi-materiality through co-taught learning projects
No full textThree approaches to multi-materiality through co-taught learning projects
This study examines the implementation of multi-material crafts in Finnish basic education from the viewpoint of utilizing co-teaching to enhance craft education. With the removal of gender-segregated craft subjects and the merger of textile and technical subjects into a common craft subject, room for new pedagogical strategies has emerged. The study involved 17 teachers who had participated in a national development program aimed at integrating multi-material and co-teaching methods into the learning process in crafts. Data were collected through interviews, focusing on how these teachers planned and executed multi-material craft projects in a co-teaching setup. The results showed that teachers adopted diverse approaches to multi-material crafts, depending on their pedagogical aims and the resources available. Three major categories of multi-material, co-taught learning projects were identified – fixed, teacher-directed, and open choice – each offering varying degrees of material and technological integration and pedagogical freedom. The study also found that newly acquired technological skills significantly influenced the roles and collaboration dynamics between co-teachers, positively affecting the division of labor and the overall teaching and learning experience.
Keywords: co-teaching, craft teaching, multi-material crafts, material technologies, co-regulationThree approaches to multi-materiality through co-taught learning projects
This study examines the implementation of multi-material crafts in Finnish basic education from the viewpoint of utilizing co-teaching to enhance craft education. With the removal of gender-segregated craft subjects and the merger of textile and technical subjects into a common craft subject, room for new pedagogical strategies has emerged. The study involved 17 teachers who had participated in a national development program aimed at integrating multi-material and co-teaching methods into the learning process in crafts. Data were collected through interviews, focusing on how these teachers planned and executed multi-material craft projects in a co-teaching setup. The results showed that teachers adopted diverse approaches to multi-material crafts, depending on their pedagogical aims and the resources available. Three major categories of multi-material, co-taught learning projects were identified – fixed, teacher-directed, and open choice – each offering varying degrees of material and technological integration and pedagogical freedom. The study also found that newly acquired technological skills significantly influenced the roles and collaboration dynamics between co-teachers, positively affecting the division of labor and the overall teaching and learning experience.
Keywords: co-teaching, craft teaching, multi-material crafts, material technologies, co-regulatio
Assessing Computational Literacy in First Language (L1) Teaching
No full textThis article addresses the multifaceted challenges of assessing computational literacy (CL) within the context of first language (L1) teaching. The article commences by examining the theoretical foundations and the need for an expanded understanding of CL, moving beyond the popular notion of computational thinking (CT). We then present an example from a 5th-grade classroom in a Danish middle school to illustrate how pupils integrate computational skills into their writing practices through a design-based intervention. Subsequent to this example, we propose a cross-disciplinary framework designed to assess CL in L1 settings, focusing on four principles that bridge traditional language arts with computational approaches. Finally, we reflect on how the application of these principles can help formulate new learning goals that better align with the emerging demands of 21st-century education. Throughout the article, we argue that a CL approach provides a more socially rooted and context-sensitive method for integrating computational methods into non-computer science subjects, offering theoretical clarity and practical benefits for both educators and researchers alike. The article commences with a discussion of the CL approach related to assessment