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dc.contributor.authorGran, Lillian
dc.contributor.authorPetterson, Daniel
dc.contributor.authorMølstad, Christina Elde
dc.identifier.citationNordic Journal of Digital Literacy. 2019, 14 (1-2), 23-36.en_US
dc.descriptionNordic Journal of Digital Literacy er et vitenskapelig tidsskrift med åpen tilgang (open access). Det vil si at det er gratis tilgjengelig for alle og finnes kun digitalt på internett. Alle artikler publiseres i overenstemmelse med Creative Commons-lisensen CC BY-NC 4.0.en_US
dc.description.abstractThe aim of this paper is to elaborate on how students perceive their own learning and democratic development in relation to their digital interactions and competencies. This paper seeks an understanding of students’ perspectives on digital Bildung. We investigate these issues by comparing different notions of Bildung perspectives among young students from four Norwegian schools. The study consists of interviews with 12 focus groups of 3 students in each. The results indicate that the students experienced unwanted interference by the teachers during the school day, and that they felt a lack of democratic involvement in social conflicts, digital usages and other daily forms of decision-making. Further, the interviews indicated that students perceived their teachers as biased when it came to helping students in situations of bullying or other relationship challenges. In investigating digital interactions and competencies among Norwegian students, we identified a visible gap in the notion of Bildung and identity development between the students and the teachers. This finding suggests a need to further discuss the role of students in creating a better school system based on democratic ideals.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleDigital bildung: Norwegian students´understanding of teaching and learning with icten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalNordic Journal of Digital Literacyen_US

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