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dc.contributor.authorRønningsbakk, Lisbet
dc.date.accessioned2023-06-05T11:38:31Z
dc.date.available2023-06-05T11:38:31Z
dc.date.issued2019-11-18
dc.description.abstractWhen 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.en_US
dc.identifier.citationRønningsbakk L: Knowing What, Knowing How, or Knowing Where? How Technology Challenges Concepts of Knowledge. In: Rønningsbakk L, Wu T, Sandnes FE, Huang Y. International Conference on Innovative Technologies and Learning ICITL 2019, 2019. Springer p. 616-624en_US
dc.identifier.cristinIDFRIDAID 1758364
dc.identifier.doi10.1007/978-3-030-35343-8_65
dc.identifier.isbn978-3-030-35342-1
dc.identifier.issn0302-9743
dc.identifier.issn1611-3349
dc.identifier.urihttps://hdl.handle.net/10037/29347
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2019 The Author(s)en_US
dc.titleKnowing What, Knowing How, or Knowing Where? How Technology Challenges Concepts of Knowledgeen_US
dc.type.versionacceptedVersionen_US
dc.typeChapteren_US
dc.typeBokkapittelen_US


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