Monica Johannesen

The Role of Virtual Learning Environments in a Primary School Context: An Analysis of Inscription of Assessment Practices.

Virtual Learning Environments (VLEs) appear to be one of the most widely used computer-based technologies for teaching and learning, and may emerge as a potential tool for e-assessment. However, little is known about how VLE tools are used in various forms of assessment and what kinds of teaching practice the use of such technologies brings about. Based on interviews and personal diaries, actor-network theory is applied to describe and understand emerging teaching practices with VLE tools, such as multiple-choice tests, portfolios and collaborative writing tools. A tight relationship is found between the documentation of student attainment, the teacher-student-parent conference and the use of VLE tools, all constituting a network of aligned interests in assessment. Practitioner Notes What is already known about this topic The use of educational technology (e-assessment) brings about new assessment practices such as peer- and self-assessment., Most studies in e-assessment are related to higher education and further education., There is a growing interest in how e-assessment can foster new educational goals, such as metacognition, creativity, project work and communication skills., What this paper adds A primary school perspective on e-assessment, in particular the implementation of e-assessment in a school system where traditional grading is not applied., An insight into how the virtual learning environment plays a part in establishing a new assessment practice., Deeper knowledge about the usefulness of actor-network theory in empirical educational research., Implications for practice and/or policy There is a need for a critical perspective on virtual learning environments as tools for assessment and what kinds of pedagogical philosophies they can support., The use of a virtual learning environment can foster certain assessment practices, and has the potential to influence assessment policies at all levels of education. [ABSTRACT FROM AUTHOR]

Virtual learning environments as sociomaterial agents in the network of teaching practice

This article presents findings related to the sociomaterial agency of educators and their practice in Norwegian education. Using actor-network theory, we ask how Virtual Learning Environments (VLEs) negotiate the agency of educators and how they shape their teaching practice. Since the same kinds of VLE tools have been widely implemented throughout Norwegian education, it is interesting to study how practices are formed in different parts of the educational system. This research is therefore designed as a case study of two different teaching contexts representing lecturers from a higher education institution and teachers from primary schools. Data are collected by means of interviews, online logging of VLE activities and self-reported personal logs. From the analysis of the data, three main networks of aligned interests can be identified. In each of those, the sociomaterial agency of the teaching practice with VLE is crucial in shaping and consolidating the network.

Perspectives on academic staff involvement in the acquisition and implementation of educational technologies

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.