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Digital Didactics in Social Subjects -work in progress

Digital Didactics in Social Subjects -work in progress. Linus Henriksson Matilda Wiklund Örebro University, Sweden. Background. In our survey studies social subjects are among the subjects were most teachers claim to use digital technology

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Digital Didactics in Social Subjects -work in progress

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  1. Digital Didactics in Social Subjects-work in progress Linus Henriksson Matilda Wiklund Örebro University, Sweden

  2. Background • In our survey studies social subjectsareamong the subjectsweremostteachersclaimtouse digital technology • Not least for social subjects,digital technology poses possibilities as well as pitfalls • In a Swedish context, digital technology in social studies seemsunderexamined

  3. Motivation This motivates a study of how digital technology (= use of 1:1-computers) is used and understood by teachers in social subjects

  4. Empirical material • Open ended survey case reports of successful (as defined by the answering teachers themselves) teaching/education with digital technology from 33 teachers of social subjects in Swedish secondary (y 6-9) and upper secondary schools (Unosuno schools).

  5. Social subjects – social sciences • These 33 are selected among the 254 survey answering teachers due to the fact that they describe teaching within social subjects • Civics, History, Religious studies,Geography

  6. Digital technology in social subjects ”…digital technologyusecan be seen as itselfconstituting a distinctculturethat is morecongruouswithsomesubjectsthanothers” […] ”In somesubjects… digital technologiescan be seen as battlingwith existing, deep-rooted norms and valueswhile in othersubjectstheyaremoreeasilyassimilated”. (Selwyn 2011:96)

  7. Subjectconceptions and digital technologyuse Thisguidedourinteresttowards the waysteachers in social subjects present theirteachingpracticeswhenusing digital technology and torelatethistosubjectconceptionsofrelevance for social subjects

  8. Social subjectsconceptions • (1) disciplined civic education/ subject of orientation • (2) participatory civic education/ subject of analysis • (3) critical civic education/ subject of discussion Levinson, Meira (2007; 2012) Odenstad, Christina (2010) m fl.

  9. Objectives The aimofourstudy is tofindouthow the teachers present the ways in whichtechnology is at workin specificteachingpractices and howthismay be relatedtocontent, goals and traditions ofthesesubjects.

  10. Twopointsofdeparture • To whatdegreecan the different usagesoftechnologythat the teachers’ present be saidtochangeeducationpractices? • Enhancement • Transformation • Which different subjectconceptionsareactualized in the different usagesoftechnologythat the teachers’ present?

  11. Social subjectsconceptions and digital technologyuse • Howcongrouscan social subjects, given the teachers’ presentations and the different conceptions, be saidtowith the usageof digital technology? • Can digital technologiesbe seen as battlingwithexisting norms and valuesin social subjects, given the teachers’ presentations and the different subjectconceptions?

  12. Enhancing or transformingpractices • Using presentation software for presentations, teachers and student examples • Internet data sources • Communication via platform • Projecting student materials • Google earth/Globalis • Blogging for student discussions • Presentation software collaborativelyused • Student filming • Wiki/forum publicationsof student results • Student creating computer games

  13. Subjectoforientation • Didactic focus on students aquiringfactualsubjectknowledge for orientation • Twostructuring principles • Teacher centered frontal teaching: human right project presentation ofoverviewof different livingconditions/ presentation ofsubject moments on platform • Student active information search (more common): fictivetravelthrough the US, news show filming, collecting online information about the vikings for computer game making

  14. Subjectofanalysis • Didactic focus on comparison, connections, relations, pro-conpractices. • Structuring principle: teacherintroducedcomparisonsbetween different phenomenawith internet search, tools and/or presentation software. • Comparisonof different historicalolympic games from a list ofaspects. • Comparisonof different parts of the worldconcerning given factorssuch as economy, watersupply, energy… • Arabic spring comparing present and history • Cause and effectquestions about migration

  15. Subjectofdiscussion • Didactic focus on students expressing opinions and motivatethese. Mostlyinvolving internet search and/or presentation software or online tools. • Blogging about incomedifferentiationafteryoutube input. • Discussing dilemma issuesconcerning WW2 via Ning. • Future scenario creating and arguing for relevance. • Homepaginghometownhistorically • Blogreflectionsproject logg booking

  16. Concludingremarks • Most common practicesare internet searchpractices and presentation software, some examples ofblogs, wikis and digital tools, somecreative multimedia, filming, game making etc. • 11/33 presentations transformative (less or more) • Transformative practicesmeansrestructuring and moredistinctdidacticrethinking, morechallenges – less ”successful”?

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