Digital Technologies and the Transformation of Students’ Learning

Laura Moberg, Agnes Nemeth, Malene Madsen, Josefine Wolf, Cecilie Falch & Sebastian Falkesen

Studenteropgave: Semesterprojekt


Abstract This project will study the use of digital technologies in educational contexts and how children’s learning processes are affected by this. Our project deals with both the subjectivity and learning and text and sign dimension. In these dimensions the project will go in depth with and proof the connection between selected theories and how they supplement each other through the project - particularly in the analysis. The study of the project is based on an analysis of empirical data collected through fieldwork at a primary school in Humlebæk. For the fieldwork studies we used methods from the text and sign dimension: observations, interview theories and analysis of legal documents in the form of two IT and media-strategies obtained from Humlebæk School. As the fieldwork data will work as the base of the analysis, the chosen theories within the subjectivity and learning dimensions will shed light on the different analytical points and support the different aspects of the problem formulation as well as the sub questions. The theories selected for this project is; situated learning, dialogical learning and collaborative learning theory - they each cover a specific area within learning and can work well independently, but we find it relevant to include all three as it will give a more specific and valid ground for a conclusion to the overall problem formulation. After the analytical points are identified they will be followed by a discussion of the different sub-conclusions from the analysis chapter in order to explore the different problematics that occur during the analysis. The results from the analysis show a general underdevelopment on the area of online educational material, and it is clear that the potential within digital technologies have not been fully exploited. Therefore, the digital technologies in educational contexts appear to be hindering the learning experience since the software is undeveloped, but one could not argue that this is hindering the social learning process.

UddannelserBasis - International Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis
Udgivelsesdato21 dec. 2015
VejledereErnst Schraube


  • Children
  • Technologies