The new teacher

1. The new teacher Working with bringing up pupils on the young digital arena Ragnar Olsson School of Human Sciences University of Kalmar ragnar.olsson@hik.se

2. From steering by rules to steering by goals Lgr 69 Lgr 80 Lpo 94 ? Steering by rules Steering by goals (Elmeroth et al, 2005)

3. Results; a new role for teachers • The teacher as mediator of knowledge and the pupil as a recieving individual has been ironed out. • The teacher as a negotiator and the responsible pupil has increased. • The teacher as a tutor and the active pupil creating knowledge has revealed. • The teachers experience uncertainity but can see a positive development potential. • The working group becomes more important (Elmeroth et al, 2005)

4. The discussion concerning the goals and means of values education must go on Schools must create time to make it possible for teachers to find common attitudes Tendencies • The goals of values education have become a larger part of the education at school A new discussion concerning the goals of knowledge has been initiated among the teachers (Elmeroth et al, 2005; Olsson, 2006)

5. The use of time in school must always be discussed to secure the most efficient use Teachers and pupils have to develop new competences to be able to fullfill the new role expectations Tendencies Teachers and pupils, in their new roles, meet in a negotiation to increase the goal fullfillment The new conditions for the use of time has created new possibilties to focus on the pupils needs when steering towards the goals (Elmeroth et al, 2005; Olsson, 2006)

6. Schools must develop new work procedures to increase motivation and acceptance of responsibility within different groups of pupils. Schools must find new strategies to develop the pupils methacognitive competence Tendencies • By organising the day at school in a new way, with different kinds of scaffolding, is the individual pupil beeing visualised Pupils have gained greater influence over and are expected to take a greater responsibility regarding their learning processes (Elmeroth et al, 2005; Olsson, 2006)

7. Why do schools focus on moral upbringing? • Uncertainty among adults lead to indistinction. • Parents have difficulties in their role as up-bringers. • Pupils need help to internalize a moral thinking. (Eek, 2006)

8. What distinguish the teacher as an upbringer? • The teacher feels a great responsibilty for the pupil. • The teacher aims at relations. • The teacher needs help to be able to manage the mission of upbringing (Eek, 2006)

9. Values education • The traditional approach: morals of society are being transmitted by the teachers to students through direct teaching. • The constructive approach: the pupils are actively constructing moral meaning. • The critical approach: a hidden curriculum has considerable effects on moral development without being noticed. (Halstead,1996; Thornberg, 2006; Solomon et al, 2001)

10. Values education • Explicit values education: refers to the official curricula. • Implicit values education: refers to the hidden curriculum and implicit values mediated through school and classroom practises. (Halstead,1996; Thornberg, 2006)

11. Research field of values education at the University of Kalmar • Emerges from the part of the pedagogical practise that leads to the development of children’s and adolescents’ knowledge concerning how you behave or are supposed to behave towards each other, and to development in the skills of how to apply those values. • The field refers to the practice of value education, as a result of teachers actions in preschools and schools. • The field has the aim to develop and test different strategies to create equivalence in preschools, schools and society.

12. The new digital arena appears “In education, the increasing access to new technology can increase students’ social interaction and enhance collaborative learning experiences…The introduction of electronic communication into classrooms, however, also brings problems that deserve our attention.” (Q. Li, 2005)

13. What does the digital arena look like? • Use of new information and communication technologies. • Email • Cell phone/mobile phone • Pager text messages • Instant messaging • Defamatory online personal Web sites • Sometimes used to support deliberate, repeated, and hostile behaviour by an individual or group, that is intended to harm others (Nelson, 2003)

14. An example: cyber bullying • Several studies show that cyber bullying is quite common: between 6% and one-third of the pupils has been harassed in some way. Teachers have to learn more to support the proper use of technology in school.. • …but also to develop appropriate preventive and intervention strategies… • …such as a values education based on research. (Q. Li, 2005)

15. A point of intersection Values education Research area The new digital arena

16. Eek, L. (2006) Lärares upplevelser av etisk fostran i den postmoderna skolan Högskolan i Kalmar Elmeroth, E., Eek, L., Olsson R. & Valve L.-O. (2005). Utvärdering av försöksskolornas kvalitetsarbete. I SOU 2005:102. Utan timplan – forskning och utvärdering. Stockholm: Timplanedelegationen. Halstead, J. M. (1996) Values and values education in schools. In J. M. Halstead, & M. J. Taylor (Eds.) Values in education and education in values (s.3-14) London: The Falmer press Li, Q. (2005) New bottle but old vine: A research of cyberbullying in schools, University of Calgary,www.sciencedirect.com Nelson, M.(2003). School Bullies Going High Tech www.canoe.ca Olsson, R. (2006). Kommer tid, kommer stöd? Högskolan i Kalmar Solomon et al. (2001). Teaching and schooling effects on moral/prosocial development. In Richardsson, V. (Ed.) Handbook of research on teaching (4th ed, s 566-603). Washington DC: American Educational Research Association. Thornberg, R. (2006) Värdepedagogik i skolans vardag. Interaktivt arbete mellan lärare och elever. Linköpings universitet. References