ICT and community of practice

Scandinavian Journal of Educational Research

Volumn 49, Issue 1, 2005, Pages 27-50

  Krumsvik, Rune ^a  

^a VOLDA UNIVERSITY COLLEGE   (Norway)

Author keywords

Communities of practice; ICT; PILOT; Practice field

Indexed keywords

EID: 27944443244     PISSN: 00313831     EISSN: None     Source Type: Journal    
DOI: 10.1080/0031383042000302128     Document Type: Article

References (59)

1. Anderson, J. R., Greeno, J. G., Reder, L. M., & Simon, H. A. (2000). Perspectives on learning, thinking and activity. Educational Researcher, 29, 11-14.
2. Arnseth, H. C. (2000). Resonnering i interaksjon [Reasoning in interaction]. In S. Ludvigsen & S. Østerud (Eds.), Ny teknologi-nye praksisformer [New technology-new forms of practice; in Norwegian]. Oslo: Unipub Forlag.
3. Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the apple classrooms of tomorrow. In E. Baker & H. F. O'Neil Jr. (Eds.), Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum.
4. Barab, S., & Duffy, T. (2000). From practice field to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. New York: Lawrence Erlbaum.
5. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivistic classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
6. Brown, A. (1992). Design experiments; theoretical and methodological challenges in creating complex interventions in classroooms settings. The Journal of Learning Sciences, 2, 141-178.
7. Brown, A., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. (1994). Distributed expertise in the classroom. In M. D. Cohen & L. S. Sproull (Eds.), Organizational learning (pp. 188-228). London: Sage.
8. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
9. Bruner, J. (1997). Utdanningskultur og læring. [The Culture of Education; in Norwegian]. Oslo, Norway: Ad Notam Gyldendal.
10. Cognition and Technology Group at Vanderbilt. (1990). Anchored Instruction and its relationship to situated cognition. Educational Researcher, 19, 2-10.
11. Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Education Technology, 35, 52-70.
12. Cole, M. (1996). Cultural psychology. A once and a future discipline. Cambridge, MA: Harvard University Press.
13. Cole, M. (1997). Mind, culture and activity. Cambridge, UK: Cambridge University Press.
14. Cole, M., Engeström, Y., & Vasques, O. (Eds.) (1997). Mind, culture and activity: Seminal papers from the Laboratory of Comparative Human Cognition. New York: Cambridge University Press.
15. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
16. Copen, P. (1995). Connecting classrooms through telecommunications. Educational Leadership, 53, 44-47.
17. Cox, M. (1999). Motivating pupils through the use of ICT. In M. Laesk & S. Walter (Eds.), Learning to teach using ICT in the secondary school. London: Routledge.
18. Dwyer, D. et al. (1996). Education and technology: Reflections on computing in classrooms. San Francisco: Jossey-Bass Publishers.
19. Dysthe, O. (2001). Dialog, samspel og læring [Dialogue, interaction and learning; in Norwegian]. Oslo, Norway: Abstrakt forlag.
20. Engeström, Y. (1987). Learning by expanding. Helsinki, Finland: Orienta-Konsultit.
21. Erstad, O. (2002). Norwegian students using digital artefacts in problem-based learning. Journal of Computer Assisted Learning, 18(4), 427-437.
22. Erstad, O., Frøhlich, T., Kløvstad, V., & Vestby, G. (2000). Den langsomme eksplosjonen [The slow explosion; in Norwegian]. Oslo, Norway: Unipub.
23. Fisher, C., Dwyer, D. C., & Yokam, K. (1996). Education and technology: Reactions on computing in classrooms. San Francisco: Jossey-Bass.
24. Frønes, I. (2002). Digitale skitter [Digital divisions; in Norwegian]. Bergen, Norway: Fagbokforlaget.
25. Godøy Skule. (2001). Upublisert trivselsgransking blant elevar ved skulen [Unpublished survey on well-being among students at the school; in Norwegian]. Godøy, Norway.
26. Goody, E. N. (1989). Learning, apprenticeship and the division of labor. In M. W. Coy (Ed.), Apprenticeship: From theory to method and back again (pp. 233-256). New York: State University of New York Press.
27. Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5-17.
28. Gregory, T. (1993). Community of teachers. Unpublished manuscript, Indiana University at Bloomington.
29. Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation. San Francisco: Jossey-Bass.
30. Hunter, B. (1990). Computer-mediated communications support for teacher collaborations: Researching new contexts for teaching and learning. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
31. ITU (1999). Prosjektbeskrivelse for PILOT [Project description for PILOT; in Norwegian]. Oslo, Norway.
32. Koschmann, T. (1996). CSCL theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum.
33. Krumsvik, R. (2000). Elevhaldningar til IKT ved Godøy skule I [Student attitudes towards ICT at Godøy School I; in Norwegian]. PILOT. HVO.
34. Krumsvik, R. (2003a). Elevhaldningar til IKT ved Godøy skule II [Student attitudes towards ICT at Godøy School II; in Norwegian]. PILOT. HVO.
35. Krumsvik, R. (2003b). Karakterutvikling ved Godøy skule, 1989-2003 [Grade development at Godøy School, 1989-2003; in Norwegian]. PILOT. HVO.
36. KUF (1996). Læreplanverket for den 10-årige Grunnskolen [The curriculum work for the 10-year elementary school; in Norwegian]. Oslo, Norway.
37. Land, S. M., & Hannafin, M. J. (2000). Student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. New York: Lawrence Erlbaum.
38. Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
39. Lofland, J., & Lofland, L. (1984). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Wadsworth.
40. Ludvigsen, S. (2000). Læsring av og med teknologi [Learning by and with technology]. In S. Ludvigsen & S. Østerud (Eds.), Ny teknolog- nye praksisformer [New technology-new forms of practice; in Norwegian]. Oslo, Norway: Unipub.
41. Ludvigsen, S. (2002). Innovasjon i læsrerutdanningen: hvordan skapes endring [Innovation in teacher education: how change is created]. In S. Ludvigsen & T. Hoel (Eds.), Et utdanningssystem i endring [An educational system in change; in Norwegian]. Oslo, Norway: Gyldendal.
42. Ludvigsen, S., & Østerud, S. (1999). "Informasjons- og kommunikasjonsteknologi, læsring og klasserommet" [Information and communication technology, learning and the classroom]. In Bedre Skole 2 [Better Schools 2; in Norwegian] (pp. 61-68). Oslo, Norway.
43. Mathison, S. (1988). Why triangulation? Educational Researcher, 17, 13-17.
44. McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page.
45. McNiff, J. (2002). Action research. Principles and practice. New York: Routledge & Falmer.
46. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
47. Neill, R. (2002). Where will we put the computer? In J. McNiff (Ed.), Action research. Principles and practice. New York: Routledge & Falmer.
48. Norges Forskningsråd. (2003). Evaluering av Reform 97 [Evaluation of Reform 97; in Norwegian]. Oslo, Norway.
49. OECD (2002). Education at a Glance 2002.
50. OECD (2003). Education at a Glance 2003.
51. Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16, 13-20.
52. Salomon, G., Perkins, D., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 4, 2-8.
53. Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology. Creating student-centered classrooms. New York: Teachers College Press.
54. Schofield, J. (1995). Computers and classrooom culture. New York: Cambridge University Press.
55. Schön, D. (1987). Educating the reflective practioner. Toward a new design for teaching and learning in the professions. New York: Harper Collins.
56. Tinker, R. F. (1996). Telecomputing as a progressive force in education. Unpublished manuscript. The Concord Consortium, Concord, MA.
57. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
58. Yin, R. K. (1989). Case study research: Design and Methods. Beverly Hills, CA: Sage.
59. Østerud, S., & Wiig, K. (2000). Med kulturen i sentrum for IKT-forskningen [With culture in the centre for ICT research]. In S. Ludvigsen & S. Østerud (Eds.), Ny Teknologi-nye praksisformer [New technology-new forms of practice; in Norwegian] (pp. 21-74). Oslo, Norway: Unipub.