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Between “Special Interest” and “a Social Duty”: Reflections on Teachers and ICTs

Between “Special Interest” and “a Social Duty”: Reflections on Teachers and ICTs. Who am I?. NOT a sosiologist Society, sociality, community, social system? Knowledge society, epistemic society, scientific community? Computer scientist Teacher. Objects?.

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Between “Special Interest” and “a Social Duty”: Reflections on Teachers and ICTs

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  1. Between “Special Interest” and “a Social Duty”: Reflections on Teachers and ICTs

  2. Who am I? • NOT a sosiologist • Society, sociality, community, social system? • Knowledge society, epistemic society, scientific community? • Computer scientist • Teacher

  3. 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

  4. Objects of knowledge • Shared, open, and under-defined • Lack of completeness • Unfulfilment of wants

  5. Activity theory? Boundary objects? Object?

  6. Teacher’s 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

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

  9. 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.

  10. What makes a profession? • Knowledge objects moving from experts to everybody • Changing the meaning of membership in the teacher profession.

  11. “Special Interest” “a Social Duty”

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