Jörgen Nissen
Uppsala University
Education and Information Technologies | 2004
Gunilla Jedeskog; Jörgen Nissen
The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greater focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where “to do” something with the computer seems to be more important than to understand the content in different subjects.
Archive | 2002
Jörgen Nissen; Gunilla Jedeskog
Archive | 1993
Jörgen Nissen
Utbildning och Demokrati | 2006
Per-Anders Forstorp; Jörgen Nissen
Utbildning och Demokrati | 2006
Jörgen Nissen
Utbildning och Demokrati | 2001
Magnus Johansson; Jörgen Nissen
International Technology, Education and Development Conference | 2017
Linnéa Stenliden; Jörgen Nissen
8th International Conference of Education, Research and Innovation, Seville, Spain, 18-20 November, 2015 | 2015
Linnéa Stenliden; Jimmy Johansson; Jörgen Nissen
Archive | 2011
Per-Anders Forstorp; Jörgen Nissen
Archive | 2005
Jörgen Nissen; Per-Anders Forstorp
