Som å koke suppe på en spiker – en casestudie
En kritisk, didaktisk refleksjon om teknologi og læringseffekter
DOI:
https://doi.org/10.7557/7.6335Keywords:
Teknologi og læring, sammenligning mellom undervisningsformer, utdanningspolitikk, eksperimentelle studier om undervisning, evidensbasert undervisningAbstract
I denne rapporten settes fokus på om, og hvordan, bruk av teknologi i undervisningen påvirker kognitivt læringsutbytte. Utgangspunktet er et mindre utvalg eksperimentelle forskningsarbeid i form av primærstudier, meta-studier og andre ordens meta-studier publisert i perioden 1999–2017. I tillegg drøftes to ulike tilnærminger til teknologi og læring og hvilke forventninger som stilles til digital teknologi i statlige dokument. Rapportens hovedfunn er at man samlet sett finner en mindre, positiv sammenheng mellom teknologibasert undervisning og læringsutbytte målt som effektstørrelse. Dette synes å være et stabilt resultat over flere tiår og er et resultat som også er gyldig for bruk av analog teknologi i undervisningen (radio, TV o.a). Den store variasjonen i resultat, både når det gjelder primærstudier og meta-studier, gjør at gjennomsnittsresultatets betydning svekkes mens de forhold som forklarer variasjonene blir viktigere. Av de mulige forhold som påvirker effektstørrelsene viser det seg at:
- teknologibasert undervisning som supplement er bedre enn samme undervisning gitt som erstatning.
- teknologien i seg selv har marginal betydning, det er forskjell i undervisningsopplegget og tid til disposisjon som primært forklarer forskjellene mellom kontroll- og eksperimentgruppene.
- teknologien bidrar primært til en viss effektivisering av kjent undervisning, den bebudede transformasjon av undervisning og læring er det få spor av.
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