Challenges in Aligning Pedagogical Practices and Pupils' Competencies with the Information Society's Demands: The Case of Norway

Challenges in Aligning Pedagogical Practices and Pupils' Competencies with the Information Society's Demands: The Case of Norway

Hans Christian Arnseth (University of Oslo, Norway) and Ove E. Hatlevik (University of Oslo, Norway)
DOI: 10.4018/978-1-61520-909-5.ch014
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Abstract

The authors discuss why it seems to be difficult to change educational practices in ways that put them in alignment with the competencies needed in a networked society and global economy. During the past decade most developed countries have invested heavily in improving education with ICT. However, these efforts’ effects have not met people’s high expectations. The authors provide insights into the complexities involved in changing institutional practices and argue that using new technologies to make learning and teaching active, innovative and productive must be cultivated over time. Furthermore, change requires a systemic perspective because multiple factors interact to determine what actually happens in classrooms. Teachers’ competencies are particularly crucial. Furthermore, ambitious plans setting out new goals for students’ learning need to be matched with assessment practices that assess the skills we want to develop in students.

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