| dc.description.abstract | I denne studien har jeg undersøkt hvordan skolen kan skape en lærerik og motiverende undervisning om digital dømmekraft fra elevenes perspektiv, mer spesifikt hvilke metoder og temaer som utpeker seg som viktige. Jeg ser et behov for økt kunnskap om nettopp dette i feltet «digital dømmekraft» da dette blir mer og mer relevant for elever i ung alder. Jeg har derfor undersøkt problemstillingen ««Hva sier elever på mellomtrinnet om deres handlinger og holdninger på internett, og hva slags undervisning om temaet ønsker de?» For å kunne diskutere disse spørsmålene har jeg utført en kvalitativ undersøkelse med elever fra tre klasser, en fra 6.trinn og to fra 7.trinn. Funnene viser at elevene har gode kunnskaper om hvilke strategier de kan bruke for å håndtere en uønsket situasjon på internett, selv om dette ofte er å la andre voksne håndtere det. Samtidig mangler elevene en begrepsforståelse, og viser lite helhetlig forståelse for de ulike delene som begrepet nettvett inneholder. Funnene viser at mange anser læreren sin som mer kompetent i temaet enn de voksne hjemme. De nevner også medelever som gode samtalepartnere når de skal undervises om digital dømmekraft. Det kan derfor hevdes at diskusjoner i klassen, med fokus på at elevene deler erfaringer og refleksjoner med hverandre, står sterkt hos elevene. De fleste elevene mangler erfaringer fra sin egen tid på internett. Elevene har derfor behov for å få disse erfaringene gjennom skolen, slik at de har kunnskap om mulige tiltak dersom de havner i en uønsket situasjon. Selv om læreren bør lede undervisningen, er det elevene som ofte sitter med den oppdaterte informasjonen om deres internettbruk, og derfor er de en stor ressurs for hverandre.
In this study I have examined how schools can create educational and motivating learning about netiquette from the perspective of pupils. Specifically which methods and topics that are important. As a future teacher, I can see the relevance of motivating pupils and allowing them to have a say in their learning processes. In my opinion there is a need for increased knowledge in the field of digital literacy, as it becomes increasingly relevant for pupils at a young age. I have therefore investigated the research question What do middle school pupils say about their actions and attitudes on the internet, and how do they prefer to learn about this topic? To be able to discuss these questions, I have first provided an overview of prior research in the academic field. Subsequently, I have demonstrated how the concept is expressed in education, through curriculum renewal and learning objectives in the subject area, as well as theoretical concepts related to digital literacy. Furthermore, I have conducted a qualitative study with pupils from three classes, one from 6th grade and two from 7th grade. All of whom are from schools located in areas with high socioeconomic status in Oslo, Norway. I have discussed the findings by using relevant theoretical concepts, literature, and prior research. The findings indicate that pupils have good knowledge of which strategies they can use to deal with unwanted situations on the internet, although this often involves letting adults handle it. At the same time, pupils show little holistic understanding of the different parts that comprise digital literacy. These findings emphasize the need for a more comprehensive and structured approach to teaching digital literacy in schools, which include a focus on the theoretical concepts and practical skills needed to navigate the digital world effectively. Few pupils specifically mention their teacher as someone they would seek help from, but the majority would rather learn about digital literacy in school than in other arenas. The findings in this study indicate that many pupils view their teacher as more competent in the matter, compared to the adults at home. They also mention classmates as good conversation partners in learning about digital literacy. We can therefore argue that class discussions, focusing on pupils sharing their experiences and reflections with one another, are highly valued by the pupils. Most pupils lack experience from their private use of the internet. They need to gain these experiences through school, to be able to learn how to deal with potential unwanted situations. Although it should be the teacher leading the learning sessions, the pupils serve as great resources for each other, as they have the updated information on their own internet use. | en_US |
