Reggio fréttir Ritstj.. Guðrún Alda Harðardóttir og Kristín Dýrfjörð

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1 Netútgáfan Ritstj.. Guðrún Alda Harðardóttir og Kristín Dýrfjörð 1 tbl. 3.árg. Kæru lesendur! Nú er komið að fyrsta tölublaði þessa árs. Við ákváðum að vera stórhuga í þetta sinnið og birta í fréttabréfinu fyrirlestra sem við höfum flutt á síðastliðnu sumri, auk þess sem Sigríður Síta Pétursdóttir greinir frá námskeiði sem hún sótti í Reggio Institutet í Svíþjóð. Fyrirlestrar okkar eru báðir á erlendum málum, en við töldum það nú ekki stoppa neinn sem hefur á annað borð áhuga. Ennfremur ákváðum við að leggja ekki vinnu og mikla yfirlegu í próförk. Við höfum ákveðið að taka upp þá nýjung að hafa áskorendadálk eða grein í blaðinu. Sigríður Síta, Sérfræðingur á Rannsóknarstofnun Háskólans á Akureyri fékk fyrstu áskorunina að greina frá námskeiði í skráningu sem hún fór á í Svíþjóð. Tók hún henni og afraksturinn birtist í þessu tölublaði. Með þessum dálki er ætlunin að forvitnast og fræðast um það sem er að gerast í leikskólunum í tengslum við Reggio. Bæði geta einstakir starfsmenn skrifað greinar sem og hópar. Að lokum viljum við koma því á framfæri hvað við vorum ánægðar með ráðstefnuna sem haldin var hér á Akureyri. Fannst hún fara vel fram, sérstaklega var gaman að heyra frá því sem fólk er að gera úti á akrinum. Við erum stoltar af því að tilheyra svona kröftugri stétt. Með kveðju Guðrún Alda og Kristín Efnisyfirlit: Skarpari sýn 1 Sigríður Síta Pétursdóttir Children Culture and Media 3 Kristín Dýrfjörð IKT - från förskola til universitet 7 Guðrún Alda Harðardóttir Skarpari sýn Sigríður Síta Pétursdóttir, ráðgjafi á skólaþróunarsviði Rannsóknarstofnunar Háskólans á Akureyri Att skärpa ögat, námskeið í uppeldisfræðilegri skráningu, með Vea Vecchi. Haldið í Tekniska Museet í Stokkhólmi, dagana október 2000 Það eru forréttindi að fá tækifæri til þess að sitja þriggja daga námskeið með Vea Vecchi, ateljerista. Ég naut þeirra forréttinda s.l. haust, er ég fékk tækifæri til að sækja námskeið með Veu sem haldið var af Reggio stofnuninni í Svíþjóð. Hvernig varð listasmiðjan til og þróun hennar í gegnum tímann? Vea Vecchi er ateljerista (myndlistamaður) í leikskólanum Diana í Reggio Emilia. Hún hefur starfað sem slík í rúmlega þrjátíu ár og er í hópi þeirra sem ruddu brautina, í leikskólunum í Reggio Emilia. Upp úr 1960 var staðan í leikskólanum þannig, að það var einn leikskólakennari með 33 börn og aðstoðarmann. Í stað þess að fjölga starfsmönnum á deildum ákvað Malaguzzi að setja á stofn listasmiðju (Ateli) í leikskólanum og ráða myndlistarmann inn í leikskólann. Vea Vecchi var fyrsti myndlistamaðurinn sem var ráðinn til að vinna í listasmiðju í leikskóla í Reggio. Vea er menntaður myndlistakennari fyrir grunnskóla og vissi lítið um ung börn, leikskólakennararnir vissu að sama skapi lítið um listir, svo fyrst í stað lærði hver af öðrum. Listasmiðjan var opið rými, skipt niður með skilrúmum, þarna var unnið með ólík efni og tekinn inn efniviður og tækni sem ekki hafði áður sést í leikskólanum, s.s eins og batik. Malaguzzi vildi að börnin yrðu alin upp með listum. Hann vildi að það væri unnið með fá börn í einu, 3 til 4, börnin beðin um að teikna og hinn fullorðni átti að skrá hjá sér það sem þau gerðu. Með því að fylgjast með því hvað og hvernig

2 2 börnin gerðu, væri leið í að kynnast því hvernig þau læra. Markmiðið var fyrst og fremst að læra um hvað börnin gerðu, hvernig þau hugsa og læra. Þetta viðhorf rannsóknanna er það sem fylgt hefur mér í starfinu, sagði Vea, þó það sé stundum erfitt. Þetta viðhorf var mjög ólíkt því sem var í gildi í þá dag og einnig það að öll börnin voru ekki að gera það sama. Hvaða norm viljum við? Hvað teljum við vera í lagi? Hvernig samfélag viljum við? Þetta eru m.a. spurningar sem leikskólakennarinn stendur frami fyrir í starfi sínu, því er nauðsynlegt að þekkja sig og það sem maður stendur fyrir, það er ekki til neitt sem heitir áhrifalaus leikskólakennari. Í hverjum leikskóla þarf að skapa rými til rannsókna annars staðnar maður. Smiðjan hefur aldrei verið einangrað fyrirbæri í leikskólanum, heldur hluti af heildinni og það sem tengir allt saman. Í listasmiðjunni mætast mörg mál, þau vinna hvort með öðru. Leikskólarnir í Reggio og starfsfólkið sem þar vinnur er komið þangað sem það er, fyrir þrotlausa vinnu og óbilandi trú á því sem það er að gera. Með endalausum tilraunum þá fer það svo að börn og fullorðnir ná tökum á þeirri tækni sem hægt er að beita til að ná fram þeim áhrifum sem hugmyndin var að ná fram. Þátttakendur á námskeiðinu fengu tækifæri til þess að vinna úr / túlka skráningu sem leikskólakennari í Diana leikskólanum gerði, það var mjög lærdómsríkt. Kennarar og starfsfólk leikskólanna í Reggio Emilia eru sífellt að skoða starf sitt, einn liður í því er að taka skráningar hvers og eins til umfjöllunar af hópnum og gefa og móttaka gagnrýni á uppbyggilegan hátt. Vea telur það vera mikilvægt að við lærum að standa frami fyrir hvort öðru og takast á um málefni. Að lokum með það að markmiði að verða betri leikskólakennari, þá þetta: Skrá skoða hlusta túlka. RANNSÓKNIR OG SKRÁNING : SAFNA UPPLÝSINGUM =SKRÁNINGIN TÚLKA = ÚRVINNSLA HVAÐ Á AÐ GERA MEÐ TÚLKUNINA, T.D FYRIR BARNIÐ HVERNIG / HVERT ER BOLTINN GEFINN ÁFRAM? HVAÐ ER GERT TIL AÐ BARNIÐ / LEIKSKÓLAKENNARINN KOMIST / ÞROSKIST ÁFRAM, BÆTI VIÐ SIG? RÉTTLÆTIÐ: ALLIR FÁI ÞAÐ SAMA BARA HVER Á SINN HÁTT OG Á SÍNUM FORSENDUM! Breyting - þróun Áherslur í starfinu hafa tekið breytingum þessi ár sem smiðjan hefur verið starfandi í leikskólunum, alla tíð hefur þó ferlið skipt meira máli en afurðin eða útkoman. Reynt hefur verið að hverfa frá stöðluðum ímyndum, með því að fara nýjar leiðir í nálgun á viðfangsefninu og í því hvernig börnin túlka viðfangsefnið. Áður fyrr fór Vea fyrst á staðinn sem hún ætlaði að fara með börnin á, myndaði hann og fór síðan með börnin þangað, þetta er ekki lengur gert á þennan hátt. Nú fara börn og fullorðnir saman. Með því að skrá umræður barnanna og hlusta á kenningar þeirra, lærist að skilja þeirra heim, reynslu og viðhorf. Að hlusta þýðir að taka á móti skoðunum annarra og viðurkenna þær. Vea tók skýrt fram að hún er ekki að undirbúa börnin undir grunnskólann með þeim verkefnum sem þau vinna, heldur er starfið í leikskólanum fyrst og fremst undirbúningur undir lífið sjálft! Að lokum skora ég á starfsfólk í leikskólanum Kiðagili á Akureyri að skrifa um starfið þar í næsta blað.

3 3 Children Culture and Media Erindi flutt á ráðstefnu á Akureyri 14 júní 2000 sem bar yfirskriftina Reggio - New generation in the new century - -Creative learning- Kristín Dýrfjörð, lektor Háskólanum á Akureyri Last year, 1999, Iceland got a new national curriculum for all schools including pre schools. The new curriculum is thought of as guidelines for educational work in all the pre-schools. The curriculum empathize a close connection, between culture, society, and the work in the pre-school. It is also emphasized, that children s environment, both socially and geographically, shall play a big part in each schools own school-curriculum. Culture is a key word so it is important to define what culture is. Culture has been defined as an ideas, rules, values, and norms we inherit from, older generation, somewhat changed. Culture is, in other words, everything we learn right and wrong, beautiful and ugly, practical as impractical, daily occupations and the meaning of live. Our cultural heritage has moved between generations in the form of literature, songs, dance, the way we prepare our food, and so on. Here in Iceland, on good moments, we talk about our heritage from the older generations, mostly about our Sagas. But our culture is much more than the Sagas, although they play a big part in our identity as a nation. You can say that our cultural heritage is a sum of experiences and insights which both form and show in our belief system, our traditions, art, both visual and written words, sciences, techniques, and are manifested in the institutions of our society. You can therefore say that our cultural heritage takes many forms. But there is another kind of culture, called children s culture. It is possible to divide children s culture in to two main groups, culture that is made for children, specifically designed for children or with children in mind, and culture the children create or make them selves. Culture for children then consists of, books, songs, visual art, theater, and poems created by adults for children or with children in mind. Children or the childhood is then a marketing group in some way or other. The culture the children create themselves travels between children or groups of children in the form of plays, rules, stories end even name giving. In the preschool we see both forms of children s culture every day. Culture made for children and culture the children make them selves. Children create their own culture to understand and to define their social environment and experiences. They use play and other creative activities to explore and understand the adult world. I am going to explore in a small way the effect the media has in the pre-school. Effects that reflect in the life and activity of the child in the pre-school setting. To do that I am going to draw a picture of, few moments and experiences in my history as a pre-schoolteacher. I remember when I started working in Ásborg, a preschool, where I worked for years. I remember that out in the yard, there was a place called Bjölló (coming from the word bell, something like bello), nobody new how the name came about, we guessed that in the old days there was a bell used to get the attention of the children to come in for lunch or something like that, but it didn t matter at all. What mattered was that the name lived a good life among the children. The same is true for a lot of rules in pre-schools. The staff does not know that some of the rules exist, but new children are enlightened by the older children and learn all of them pretty fast. These are the unwritten rules of childhood. Last year I visited a few pre schools; in one of them I was watching children playing in a small playroom, which was separated from the main playroom with a glass wall, so the staff could watch what was happening there, but they could not hear what the children were saying. This was a group of boys, five years, going six. They lay on a mattress and the play was conducted with body movements and words. I sat there and they did not seem to mind my being there. By that time I had been in the school so many times that the children were relaxed around me. The play these boys were playing was about Airplanes going down to bomb something and there was lot of death and knives and all manners of bad things. To put the play in context this was in the end of the period when Nato was bombing Serbia, and that air raid was all over the news especially in the TV. Later I interviewed some of the boys. The interview was about the school, the rules, the things children do and so on. I decided to take up this play; I really wanted to understand it. I said I was curious about this play they had been playing

4 4 the other day, you know the death play (a word they used during the play). First they looked at me, I had the feeling they were looking to confirm that I was not going to blame them or something. During the interview we had been talking about Cartoon Network and one of the boys told my that his parent had set a ban on him watching it. So I asked if this play were related to some Cartoon Network TV show. No he said it is the play without rules. Play without rules? I said what does that mean Kristín: What is that Hugi: Oh, I don t know, I did not invent this particular game, Óskar did. Kristín: Did Óskar invent it? Hugi: This is a game where you are allowed to do everything Kristín: Should do everything? Hugi: No you are allowed to do everything. Kjartan: You are allowed to decide what to play. Hugi: One can decide what to play Kristín: Oh, then before you start the play you do decide that how you are playing a game where you can do whatever you like? Kjartan: Yes, and I have never liked that game KD: hvað er það Hugi; æi ég veit það ekki, ég fattaði ekki upp á þennan leik, Óskar fattaði upp á honum KD: fattaði Óskar upp á honum Hugi: þetta var leikur þar sem mátti leika allt. KD: átti að leika allt Hugi: Nei það mátti leika allt. Kjartan: maður má ráða hvað má leika, Hugi: maður mátti ráða hvað maður leikur KD: ákveðið þið þá þegar að þið byrjið að leika að nú sé maður að fara að leika leik sem maður má allt. Kjartan: jaá, en mér finnst hann alltaf leiðinlegur. What is behind this kind of play or games, games where all the children follow one, games where one set the rules for everybody. Is this kind of play common in the pre-school or just in life? Games that build on the concept that everyone has to follow the examples of one even if it goes against their sense of fairness, their own free will, or how foolish it seems to be. Another example; I was watching two five-yearold boys building a train. The train was taking a turn, and it was made out of unit blocks. It was a big deal for them that the train was in a turn. Just week before there had been a train accident in Germany were a train in a turn went out of the tracks and people got killed, and before that another horrible train accident in Norway. Both this accidents got lot of attention and were all over the TV news. I was visiting a playroom in a pre-school. The children were playing in two groups in different part of the room. I was mostly paying attention to a group on one side of the room when I looked up and saw the children on the other side of the room, running around. I went there and noticed a farmhouse on the table, and in the farm there was a whale, but all the farm animals were laying on the floor. I almost told the children to pick up the animals, but decided suddenly to ask them what they were doing. They told my that Keikó was in the farm, it was his cage and he was very sick, they were waiting for him to get better, so he could go and save all the animals who were down there in the ocean swimming around and drowning. Years ago when I was working at Ásborg, the children started a play they called this strange name I am, a dead child in Sarajevo. To set it in context, this was a strange time in Europe. Suddenly we were having a war in middle of Europe. It was too close to home for all the other European countries; we thought we were to civilised to have wars. And the media went crazy, this war was all over the news, special programs were made about it and it was broadcast almost live in our homes. Children are influenced by their environment, and if they are lucky, they have opportunity to play and interpretative their experiences in the pre-school. I remember when the play I am a dead child in Sarajevo was in my pre school we did not stop the children from playing it. We did not even disturb them. We thought that the name was full of horror but we did not use the opportunity we got,

5 5 we did not listen to what the children were saying to us. We lost an opportunity to help us to be better pedagogues and to understand children's way of thinking about them selves and the world. When I asked the staff about this play with no rules, they had never heard about it. But it was there and it lived a good live within the children's culture in the school. I have just been talking about the news, but what about other kinds of media, what about the multi or international cartoons and children s shows and those last years computer games. Here I have in mind media, which is designed specially with children as a marketing group. Media that is overloaded with all kind of messages, both hidden and in every ones view. This media must have some influence on children s lives, and children must be as confused and try as hard to understand this message as the message they got on the TV news. Some years ago I was trying out and playing one of these international computer games specially designed and marketed for girls. It was a game about Barbie the doll. The main thing to accomplish in the game was to dress and design clothes for Barbie, but every time I had to shift between boards (levels) the screen went black for a few seconds. That was the respect those manufactures showed towards girls. Media for children is often produced with a clear message and goal in mind. Not so long ago we had on our children s TV a program about endangered species, for example in some of these programs there are fishermen following sweet little fish all over the ocean hunting them to kill. And then we have brave little fish that cut the net or the fishing line saving all the other small fish. In our culture many communities build there, life and well being of the people there on fishing. The community depend, living and for people staying there on the fish industry, and it is still also this nations biggest export. Many parent work in some way related to fishing or in the fish industry. In these kinds of children s programs the image of the fisherman is as a bad people willing to hunt down and kill all the creatures in the ocean. We also have programs which main aim seems to by to build and change the belief system, and values of the child. In programs of this kind we have good men and bad. The good men are white and the bad are the black. We see the Darkland full of horror were the evil animals live and we see the Lightland full of goodness. This kind of programs, movies, computer games, toys end etc. are made with certain goals in mind, to build up and strengthen the prejudice towards differences. These things are made to support the idea of the strong imperialistic white man. Parallel with this kind of media, the amusement industry markets all kind of toys, computer games and accessories for children. These things are strongly advertised with message to parents about all children having these things, that the happiness and even well being of the child is based on owning these things. And then again that most children owning this and if your child doesn t it will feel left out and you as a parent are damaging their self-image. In this way parents are made responsible for the child as a consumer, the parent can buy this "quality" for the child, so the child will be able to compete in its own world, own culture. Sometime, we parents feel powerless against these trends and we participate. We buy these things maybe because we don t want our children to feel left out or if some of the media message get through, not to brake down our childs self-image. I think we can peek into almost all children rooms and see toys and stuff, which are designed with the child as a consumer in mind. As parents we all play along in some way or another. How do we in the pre-school encounter this world and culture of the child. Do we accept it and experience it with the child or do we just tolerate it? How does this world appear in our schools in form of plays, visuals and language? Do we trust the child to define and work with experiences related to multi-national phenomena s or do we deny them as something, which does not concern us? I was talking to children aged four and five. We were talking about things they enjoy. One little girl Anna age four told me that she enjoyed watching her big sister and her friend controlling what happened in the TV. I didn t understand and asked what she meant. The five year old boy Siggi told me that she meant a video computer-game, were children are sitting in front of the TV with kind of a remote control and then they control what happens inside. It was not until I listened to my documentation that I discovered what an opportunity I had missed. I would like to pursue these theories of controlling the TV and the ideas that lay behind it. I would like to revisit this documentation with the children. Unfortunately for me that is impossible. But what I learned was that

6 6 it is as important for children as for us adult to have feeling of control over ones life and life situations. Children like to have power and, that power to be the real thing not some kind of a token. What is the image of the child, how is the child going to be as an adult? Is that completely in our power or has the child her self something to say? If we look at and admit the child as rich, curious and able, can we not also admit that we do not control everything in the child's life? Admit that the child forms her own opinions, yearnings and desires, which she will try to fulfill in her own way. Can we not admit that our job is to help the child to build up the inner tools that enable her to choose, based on critical thinking? Enable the child to look under the surface and evaluate. Is our image of the child as a Tabular Rasa, do we think that the child is without free will and it is the role of the pedagogue to model the child? If we believe that the child has a free will, then she can take responsible decisions based on thinking, critical thinking. And the child is then able to talk about this thinking and decisions she has chosen. Our image of the child is closely related to how we understand ourselves as humans. This understanding of oneself controls, or at least influences how we conduct our work in the preschool. It has impact on how desirable we find that children should have something to say for.ex. about decisions or making and shaping of the curriculum in the preschool. It has impact on who is allowed to define what is going on in the preschool? The conclusion is that it must be ones understanding of humanity that influences the values one find desirable and use in daily life and work. What kind of understanding of humanity is there in Reggio, were in the spectrum of colors does it fall? In Reggio people believe that that the child is a thinking able being, a child who can and is able to define its own world, its own desires. It is the role of the teacher to discover and explore the world with the child. In Reggio people have vision of a society that we are all responsible toward our smallest brother. Societies were we share the responsibility of children's life and their environment. Bourdieu tell us that our understanding of humanity, philosophical view and values appear little by little. The school system plays a big part in that development. He says the school in many ways influence what we think is preferable, good and beautiful. Because of this, he says the school society has for a long time had as an aim to categorize or classify people, especially in higher education. The school recognize desirable quality in humans and if they are comparable to its own it strive for these qualities. With other words teacher like to have students who are similar to themselves, have same believe, same values. These students are likely to rank higher in the society and within school. This kind of thinking within education has a dark side. Bourdieu says that this harms our researches community and critical thinking. Because students are not supposed to be critical or creative. They are not supported to ask why. In a way we can say that Reggio goes against this way of thinking, in Reggio differences is looked upon as a opportunity, problems are new opportunities, opportunity to think and learn. We may not forget the responsibility of the community, including the media, in shaping our children's future, in shaping their values. We have to face up to the influence both the media and the school have on our children life. In the pre-school we have many different ways or paths to see what influence our children, to see what matters to the child. From that knowledge we can decide the next step. One of these paths is documentation. Gunilla Dahlberg tell us that a documentation is always build up on choose. Therefore it is possible to say that what we do not choose show certain emphasize, certain way of recognizing the child and its life. At last, in what way have we chosen to see the influence the multimedia and multinational phenomena's plays in our children live? How does the world outside our pre-school appear in the children's culture within the school, and more important how does we recognize it? Are we in the same boat as teachers and leaders in the France school system, do we just recognize the ideas we are comfortable with, just recognize the image we have of the child. Do we forget that like we shape the clouds, we shape our image of the child? Att erövra omvärlden: Forslag till läroplan för förskolan Stockholm, Barnomsorg och skolakommittén. Dahlberg, G., Moss, P. og Pence, A Beyond Quality in Early Childhood Education and Care: Postmodren Perspective. London, Falmer press Gunnestad, A. (1993). Didaktikk for förskolelærere. Otta: Tano.

7 7 IKT - från förskola til universitet Flutt á NLS ráðstefnu 9. júlí 2000 Guðrún Alda Harðardóttir lektor Háskólanum á Akureyri Ágætu ráðstefnu gestir - Kära nordiska lärare, där som många av är har inte ennu lärt er förstå Islänska så kommer jag att föreläsa på svenska. I min föreläsning kommer jag att tala om kunskapsyn och IKT, flesta exemple som jag visar är islänska det har jag vald delvis för att jag tror att många av är har hört mindre om islänska projekt än annat. Exemplen kommer ifrån förskola, gymnasieskola, universitet och forskningsinstitut. Ett kommer ifrån samarbete bland nordiska lärare. Man kan sägja att jag ger är små glimtar här och var. Kunskap Syn på kunskap - kunskapsyn - man kan dela ordet kunskap - på mitten till kunande och skapande. Jag definerar begreppet kunskap, som att det är personens eller elevens lärande, utifrån sina egna erfarenheter, tankar och teorier. Vi lärare eller pedagoger har den viktiga uppgift att lyssna på eleverna och utmana deras teorier så de kan gå vidare. Läraren planerar sin undervisning utifrån hur han ser på kunskap och vad han anser vara viktigt för eleven. Individens viktigaste färdighet idag anses vara förmågan att lära sig nya färdigheter, införliva nya begrepp i sitt tänkande, bedöma nya situationer och hantera det oväntade. Vi lärare behöver stödja varandra i våran profession. Diskutera vad vi vill med utbildningen. Här om dagen träffade jag lärare ifrån lärarutbildningen i Stockholm de var imponerade av förskollärarutbildningen i Universitetet på Akureyri och frågade mig. Vad gör du med dina elever i första lektionen? Och varför? Jag fick tänka efter och motivera mina handlingar. Det tyckte jag var trävigt - och mitt förskollärarhjärta började slå igen, där diskutioner bland lärare, om arbetet är vanligare än i Universitet. Varje skola behöver ha diskutionstorg. Syn på utbildning Datorernas intåg utgör hot mot den traditionella synen på utbildning - det är jag glad för. Men det är långt ifrån det första hotet, John Dewey startade sin kampanj för en aktivare och mer självstyrande inlärning för mera än hundra år. Datorernas intåg ropar efter nya metoder för kunskapsinhämting. Skolans fokusering får inte vara för stor på läs- och skrivkunnighet. Undersökningar har visat at man inte gör barn bildade genom att lära dem att mekaniskt tolka små svarta tecken på vitt papper. Det krävs mycket mera en så för att förvärva läsandens konst. Paulo Freire ansåg att konsten att läsa text är den samma som konsten att läsa världen. Att bli litterat innebär att man lär sig tänka och se världen på ett nytt sätt - kunnig i att skaffa information. Vilken kunskapsyn har du? Deweys tes var att barn lärde sig bäst genom att utföra praktiska uppgifter. Freire ansåg att barn lärde sig bäst om de fick ta ansvar för sin egen läroprocess, Piaget hävdade att intelligens växer fram i en bestämd utvecklingsprocess där olika faktorer måste få tid att komma i balans med varandra, Vygotsky framhöll samtalet som en springande punkt i inlärningsprocessen. Gunilla Dahlberg ser eleven som medkonstruktör av kunskap. Meleau-Ponty ser kunskap som genomlevd mening, genomlevd erfarenhet, upplevelse och förståelse av omvärlden via kroppen. Aristoteles ansåg kunskap vara: (bókvit) boklärdom, (verkvit) praktiskt förstånd och (siðvit) moral. Man kan fråga: Efterlämnar dagens skola moralen helt till hemmen? Kan man separera detta? Till exempel ha moral som ett enskilt ämne som man kallar livs skicklighet eller lífsleikni? Blir det kontgjort på det sättet. Skal man ha ämnet IKT separat i en datasal? Uteslutat ifrån andra ämnen i skolan?

8 8 Vilken kunskapsyn har du? Det är en grundfråga när det gäller IKT i utbildning! Vad tycker du viktigt för eleven? Är det att han lär allt som du kan? Skal du kunna allt? Vill du kunna allt? Vem är lärare och vem är elev? Det behövs ett nytänkande kring typ av kunskap och kunskapsvägar. Vi vet att elever har inte sama erfarenheter, varken ettåringar eller 20 åringar, eleverna som vi håller på att stödja i sin utbildning har inte sama bakgrund. Till exempel när det gäller tekniken då kan man ofta undra vem är lärare och vem är elev? Förr i tiden ansågs det vara läraren som hade vettet och hans uppgift var att få vett i sina elever, Näst utvecklades det till att eleverna samarbetade mycket och läraren var gaid och nu växlas det i klassrummet vem är lärare och elev - ibland kan läraren bli elev. Ofta vet elever mer än läraren - det finns mycket resurser i elever och de förväntas bli tagana på alvar - och de skall tagas på alvar! Forskning har visat att man i skolan lätt hamnar i ett enkelt fråga-svars-mönster, där läraren är den som ställer frågan som han har det givna svaret på og som han förväntar sig att eleven skall ge honom till svars. Det är så här gissa vad jag tänker på lek. God utbildning satsar på eleverna, framför målen. Samhället ändras, eleverna ändras - till exempel visar inteligenstest (IQ) som har gjorts på barn i USA att barns inteligens har höjts otroligt mycket de senaste 50 år. Det får vi tänka på. Barnets eller elevens utveckling följer aldrig leken eller undervisningen som en skugga. Elevens utvecklingsprocess följer efter inlärningsprocesserna. Ja, det är bortkastad och helt meningslöst som undervisning, att vilja lära eleverna något som de redan kan utföra självständigt. Därför måste enskilda ämnen, färdigheter och teman ställa större krav än eleverna för ögonblicket kan uppfylla. Att lära är en utmaning. Tekniken har sina vita- og svarta sidor. Somliga barn använder datoren som ett redskap för att knyta sociala kontakter, andra isolerar sig med hjälp av dator. Det finns så mycket i omgivningen som är bra men är det inte om det missbrukas t.ex. är mat nödvändig men inte i för stora mängdet. Att ta itu med tekniken Det sägs att folk går igenom tre steg när det lär sig använda dator på eldre dagar. 1. steg. Osäker, rädd mot tekniken men litet nyficken. 2. steg. Börjar så småningom att använda dator och funderar på pedagogiken i anknytning till tekniken men är fortfarande ganska upptagen av maskinen, program o.s.v. 3. steg. Använder de datorer som pedagogiskt verktyg, ser på dator lika självklara som telefon. En del kommer aldrig till 3je steget, de fastnar i att tro att tekniken handlar mest om maskiner och program. De som fortfarande är på 2. steget tycker t.ex. att föreläsning som handlar om IKT i utbildning skall nästan enbart handla om olika program. Men det viktiga är hur tekniken används, t.ex. av oss lärare. Dagens barn tar datorer mera naturligt än min generation gör, det är de som är datorgenerationen. De uppvisar ofta en sådan glödande iver i sitt datorintresse att bekymrande föräldrar upplever det som besatthet. Frågan är nu om barnens intresse kan kanaliseras i konstruktiva banor av den äldre generationen, eller om vi redan har förlorat greppet om utvecklingen. Vi måste förstå barnens förhållande till datorn om vi skal ha en chans att forma framtiden. Projekt ifrån förskola Konný Hákonardóttir förskollärare, arbetade fram en undersökning, när hon fortfarande var förskollärarelev i Universitetet på Akureyri, undersökningen gick ut på att se hur förskolobarn andvände dator om de fick ganska fritt spil med den. En måndagmorgon när barnen kom till sin förskola fanns det en dator inne på avdeldningen den stod där mitt på golvet utan att vara kopplat till el,

9 9 ingen stol var i närheten Eleven dockumentarade barnens teorier och förslag. Eleven frågade sig bland annat:! Kommer flickor och pojkar att använda datan lika mycket?! Hur löser barnen problem vid datan?! Hurslags lek blir i och vid datan?! Hur kan man använda datan på kreativt sätt? Kommer flickor och pojkar att använda datan lika mycket? Pojkarna valde hellre att använda datan en flickorna, men flickorna var därimot längre tid varje gång. (Antal gånger som barnen valde datan - pojkar 161 och flickor 129 gånger.) Hur löser barnen problem vid datan? Barnen gjorde egna regler, bildade ett eget kösystem. Barnen sökte till de barn som var litet bättre en de på datan men inte till de som kunde mest Hurslags lek blir i och vid datan? Barnen använde datan till grupplekar, De ville vara många til samans, diskutera, lära av varandra o.s.v. De hade mycket samarbete, diskuterade mycket om det som fanns i datoren. Hur kan man använda datan på kreativt sätt?! Skapa bilder i data! Gjöra sagor! Skapa ljud til exempel till sagor! Arbetet krävde mycket koncentration! Krävde kommunikation. Samma år eller 1998 gjorde Bodil Andersson liknande arbete i Danmark och komm fram til likt resultat. Men Bodil använde amerikansk pärm som var specialgjord för barn att lära sig andvända datorer. Med pärmen följde introditioner om att det skulle ta barnen en vecka att lära varje pass. Hos Bodil fick barnen därimot lära sig med den hastighet som passade de. Det som skulle ta en vecka att lära, det lärde barnen på tre till femm minuter, det tog barnen en dag att lära sig det som skulle ta de tre månader. Det här är viktigt för oss lärare att tänka på och detta gäller elever i alla åldrar! Kan det hända att skolor hindrar elvers utbildning? På Islänsk marknad finns för få pedagogiska dataprogram för barn på islänska. Islänska förskollärare anser att det är stort behov för mera krävande matematiska program, dataprogram för förskolebarn behöver vara skapande, ge många mögligheter og detta är resultat ifrån ett projekt i Universitetet på Akureyri som Fanney Kristmannsdóttir gjorde. Hon är en elev i Birmingham-Southern College i Amerika och studerar Internationel finans. Fanney intejuvade islänska förskollärare som har erfarenhet av att använda datorer med barn i förskola. Och det är första gången nu som resultatet publiseras. Internet I dag är närmast alla islänska skolor kopplade till internet (när jag talar om skolor menar jag förskolor, grundskolor, gymnasieskolor och universitet). Internetet ger lärare möglighet til vidareutbildning, diskutioner bland kollegor oavsätt var i världen de bor och det ger möglighet till att få bredare perspektiv på saker och ting. Internetet ger mögligheter att använda det som läromedel, ofta kommer förslag ifrån eleverna själva. Et exempel ifrån en barngrupp i förskola på norra Island som hade varit på besök i en kyrka där de fick syn på en råttfälla, de undrade över varför i allsindagar råttfällan var i kyrkan? Ju det var därför att det fanns möss omkring kyrkan och de fyck absolut inte komma inn i kyrkoorgelet då skulle det förstöras. Nästa dag, undrade barnen om det hadde kommit mus i råttfällan över natten? De diskuterade med varandra och föreslog att sända en e-post till kyrkoherden och fråga - de gjorde det och fyck snabbt svar. IDUN Inom Nordiska ministerrådet är ett project igång som heter IDUN II det handlar om pedagogisk

10 10 använding av IKT i undervisning, grupp nordiska lärare arbetar nu fram information, kurser osv.! IKT i lärarutbildningen! Innovativa skolmiljöer! Vuxenutbildning flexibelt lärande När det gäller IKT så måste det vara samspel emellan teknik och innehåll. Det är ett kommunikationsmedel och del av fag, det kallar efter tvärfagligt samarbete. Ett exempel ifrån en gymnasieskola, Menntaskólinn á Akureyri där kan man se tvätfagligt arbete där elever arbetar samma project innom olika ämne, här är historia gjord av eleverna på islänska, danska och engelska. Andvända elevernas intresse.. Annat exempel är ifrån Stefansson arktisk Institut på Akureyri, där kan man finna ett Universitet utan väggar och den 4. november kommer det att öpnas internetbaserade undervisningssidor om Arktisk område/region. Referenser: Casten Jessen Girls, Boys and Computer in the Kindergarten. Odense Fanney Kristmannsdóttir Pre-School Computer programs in Iceland. Konný Hákonardóttir Tölvur í leikskóla. Nýsköpunarverkefni. Lenz Taguchi H Varför pedagogisk documentation? Stockholm. HLS Förlag. Papert S The children's machine: rethinking school in the age of the computer. Waleij Astrid Nätverksbrev vår Stockholm. Reggio Emilia Institutet. University. I förskollärarutbildningen på Akureyri utmanas eleverna med att hantera tekniken på många olika sätt, hemsidor, photoshop, för att documentera sin praktik osv. Jag skal visa er exempel på tvärfagligt arbete med form, bild, musik, drama och IKT. I drama uttrycker eleverna fysiskt det de skapar, sedan arbeta de med det i tekniken med form, bild och musik. Jag kommer nu att visa två video det första är arbetets gång sett ifrån och gjort av eleverna. Där de tränar sig att förklara det de har gjort framför kamera, hur de använder video, konstarbete och data. I slutet ser vi på tre filmer de har gjort. Universitetet har varit i samarbete med lokal TV n och eleverna färdiggjorde filmena där. Som jag har sagt förr ropar nya förhållande på ny kunskapssyn. En oplöjd vidd - Nya teknologin kan förenas med en ny kunskapssyn, den ger oss oanade mögligheter att skapa goda inlärningssituationer, i skolan. Takk fyrir.