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首页> 外文期刊>Education and information technologies >A new direction? Digital literacy, student participation and curriculum reform in Norway
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A new direction? Digital literacy, student participation and curriculum reform in Norway

机译：一个新的方向？挪威的数字素养，学生参与和课程改革

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摘要

Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms 'information society' and 'knowledge society' has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998.
机译：现在，数字素养被定义为挪威学校新的国家课程的关键能力领域。对于决策者而言，“信息社会”和“知识社会”一词被用来主张在教育中实施新技术以及改善学习。这些观点一直存在很大问题，部分原因是它们没有考虑年轻人如何使用新技术或学校如何作为社会实践开展工作。本文将重点介绍如何在概念上概念化学校中与数字技术使用有关的学生观点。将学校课程对数字素养的关注与对学生参与的关注相结合，对我们的学龄学习者的概念提出了挑战。在讨论这些问题时，我将借鉴我自1998年以来参与的许多基于学校的ICT项目的成果。

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