Abstract
Since 1970 school books have first been supplemented by photocopies and later PDF files and the use of Internet sites. Chalkboards have been replaced by Smart Boards and notebooks by laptops and IPADS. Digital media has made its way into the classroom and into everyday school life. This has been highly connected to technological innovation that across the period has inspired hope as well as fear in teachers, pupils and parents.
I take my starting point in the changing teaching aids of everyday school life to analyse how the technological development has been dealt with in the Danish school in the period 1970-2011. I wish to discuss how the analysis can benefit from a focus on the parallel introduction of thoughts concerning children’s culture, the competent child and the linkage of ‘Play & learn’. Looking at everyday life I also aim at discussing how the introduction of the new teaching aids has consequences for the sensual and embodied experience of school.
I will end the paper by reflecting on my use of an everyday perspective in the writing of school history. I will discuss its potentials but also the challenges it rises. This involves a discussion of the wide variety of sources I draw on: from pedagogical journals, journals from the teacher’s trade union and parents’ organisation, national and local news papers as well as reports from conferences and school developments to academic (especially anthropological) studies, and own observations from school visits, teachers’ and school’s digital platforms as well as educational trade shows
I take my starting point in the changing teaching aids of everyday school life to analyse how the technological development has been dealt with in the Danish school in the period 1970-2011. I wish to discuss how the analysis can benefit from a focus on the parallel introduction of thoughts concerning children’s culture, the competent child and the linkage of ‘Play & learn’. Looking at everyday life I also aim at discussing how the introduction of the new teaching aids has consequences for the sensual and embodied experience of school.
I will end the paper by reflecting on my use of an everyday perspective in the writing of school history. I will discuss its potentials but also the challenges it rises. This involves a discussion of the wide variety of sources I draw on: from pedagogical journals, journals from the teacher’s trade union and parents’ organisation, national and local news papers as well as reports from conferences and school developments to academic (especially anthropological) studies, and own observations from school visits, teachers’ and school’s digital platforms as well as educational trade shows
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 9 mar. 2012 |
| Antal sider | 1 |
| Status | Udgivet - 9 mar. 2012 |
| Udgivet eksternt | Ja |