1 Research Programme on Professional Development and Leadership, Danish School of Education, Aarhus University, Aarhus University2 Department of Education, Danish School of Education, Aarhus University, Aarhus University3 Pædagogisk samtidsdiagnostik, Danish School of Education, Aarhus University, Aarhus University4 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University5 Danish School of Education - Uddannelsesvidenskab, Emdrup, Danish School of Education, Arts, Aarhus University
A social technology balancing reflection and control
Schools in Nordic countries and beyond increasingly introduce social technology templates to meet the growing complexity of internal and external demands they are expected to deal with. One advantage of social technologies is that they reduce complexity in highly complex learning environments that must reconcile the challenges of student diversity, differentiated teaching, the documentation of achievement and so forth. Social technologies reduce complexity by coding procedures, thus signalling what is expected in terms of learning activities, and by coding subject positions, thereby guiding teachers and students in terms of the roles they may position themselves in. Some of the most prevalent social technologies adopted by schools today include project work, logbooks, social contracts, interactive testing, and student and personal action plans.
Nordisk Pedagogik, 2009, Vol 29, Issue 1, p. 93-105