Between

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Between Special Interest and a Social Duty
Reflections on Teachers and ICTs
Leikny ØgrimFaculty of EducationOslo Univ. College, Norwayleikny.ogrim_at_lu.hio.no Eevi E. BeckEducation Research InstituteUniv. of Oslo, Norwayeevi_at_ped.uio.no
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Who am I?

• NOT a sosiologist
• Society, sociality, community, social system?
• Knowledge society, epistemic society, scientific
  community?
• Computer scientist
• Teacher

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Objects?

• Object oriented design and programming
• containers of processes and attributes,
• building bricks of systems
• concrete and well defined
• ICTs and learning
• small, reusable unit of learning material,
• shared in different fields and institutions

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Objects of knowledge

• Shared, open, and under-defined
• Lack of completeness
• Unfulfilment of wants

5
Activity theory?
Boundary objects?
Object?
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Teachers objects of knowledge

• Pedagogy?
• Methods of teaching?
• National curriculum?
• Mathematics?
• ICTs?

7
Three Challenges to teachers

• Weakened control over the learning process
• Weakened control over pupils
• Weakened control over contents

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Teachers as experts

• teachers are experts in teaching, pedagogy and
  didactics.
• Additional knowledge, for instance language,
  mathematics, history, and ICTs.

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ICT knowledge objects

• Computers, programming languages, system
  development methods, human computer interface
  guidelines
• Members of different professions think they are
  experts on ICTs, even if only the usage specific
  to their own profession is a knowledge object to
  them.

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What makes a profession?

• Knowledge objects moving from experts to
  everybody
• Changing the meaning of membership in the teacher
  profession.

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Special Interest
a Social Duty