Den abstrakta tråkigheten - Södertörns högskola
Den abstrakta tråkigheten - Södertörns högskola
Den abstrakta tråkigheten - Södertörns högskola
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Abstract<br />
Children and teenagers of today have grown up with digital media. According to Olle Findahl's report<br />
"The Swedes and the internet"(2009), adults as well as children are online more and more. Our experience<br />
is that at many workplaces as good as everyone use computers and everyone is expected to have digital<br />
skills. However at most schools the reality is far from this. According to Findahl's report from 2009, 99<br />
percent of all pupils (in Sweden) have access to computers and internet, yet it is rare that they get school<br />
assignments where the use of internet is acquired (Findahl 2009).<br />
The purpose of our paper is to understand how digital media can be used as a resource for learning,<br />
through the perspective of young people. The goal of this study is to understand how pupils make<br />
meaning 2 of digital media as a resource for learning. Therefore we found it essential to examine how the<br />
conditions and opportunities in the schools affect young people's reflections.<br />
In order to achieve this we chose to use qualitative data collection methods such as observations and<br />
unstructured group interviews. We observed two different classes of core subjects, and conducted two<br />
unstructured group interviews with pupils from Tumba gymnasium.<br />
One of our results, and the most essential one, was a pattern of an abstract phenomenon. Teachers<br />
describe students as fed up and unmotivated, the students themselves say that "it's just boring". This is a<br />
fact that is accepted by teachers and students without deeper reflection. "It's school."<br />
We refer to this phenomenon as "the abstract tediousness"which constitutes the core of our analysis. "The<br />
abstract tediousness"is the result of what happens when teachers do not make meaning of what they are<br />
teaching their pupils, which therefore makes the pupils feel uninvolved. The absence of creative tasks and<br />
a structure of hierarchy where the presence of the pupils is of greater importance than the assignment<br />
itself, also contributes to "the abstract tediousness". Another element that can be explained by the<br />
phenomenon "the abstract tediousness"is that pupils can’t make relevant digital media because they get<br />
caught up in an endless argument about the importance of grades. Our conclusion is that the pupils cannot<br />
make relevant digital media as a resource for learning because the schools fail in explaining the<br />
importance of learning.<br />
Keywords<br />
Digital media at school, digital media as a resource for learning, make meaning, digital native, digital<br />
immigrant<br />
2 Make something relevant within its context<br />
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