Knowing What, Knowing How, or Knowing Where? How Technology Challenges Concepts of Knowledge

Abstract

When bringing innovative technology into school education it has been challenging to get full benefits from the technology. Instead of seeking new ways of teaching we tend to adapt the use of technology to traditional ways of teaching. This can relate to the fact that we lack theoretical concepts that help us rethink and revise our practices. In Norwegian curriculum we see different learning discourses represented, that makes it difficult to change our concept of knowledge. It is therefore time to look for new ways of understanding the concept of knowledge, to be able to build new perspective on learning and teaching that opens for a more innovate way of using technology in education. George Siemens’ connectivism gives interesting contributions to this transformative process, and may inspire to new concepts of knowledge.