Title:	LEARNING PARADIGMS AND KNOWLEDGE DEVELOPMENT BASED ON NEW TECHNOLOGY – A CHALLENGE FOR SCHOOL LEADERSHIP?
Author(s):	Nils Ole Nilsen
ISBN:	978-972-8939-76-2
Editors:	Gunilla Bradley, Diane Whitehouse and Angela Lin
Year:	2012
Edition:	Single
Keywords:	Learning paradigm, digital literacy, screenagers, school leadership
Type:	Full Paper
First Page:	43
Last Page:	50
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	The development of new communication technologies over the last few years has led to new forms of contact between people – new ways in which we can meet and new ways in which we can learn. This, naturally enough, provokes a debate about the extent to which the widespread use of technology can lead to fundamental changes in the way in which we humans communicate. As Lomheim (2001) puts it: Humanity’s primary original form of relating to each other is the conversation. ( ) There is nothing in the modern, technology-based forms of communication that can replace physical dialogue developed by people (Lomheim 2001). This is perhaps an example of a strongly-formulated opinion about the relationship between a physical interaction and participation in a digital inter-personal network. Here we see that a good deal of nuance and differentiation is necessary when addressing this question; not only in order to understand possible changes in the relationship between people as a result of modern communication technology but also in terms of how technology contributes to the learning patterns of children and youngsters through the digital learning revolution and a new learning paradigm. This article discusses – on the basis of technological developments – whether the steadily-increasing use of information and communication technology (ICT) involves the growth of a new learning paradigm – a paradigm shift in which the informal exchange of knowledge between children and youngsters is more and more based on participation in digital networks. My query is therefore formulated as follows: Which challenges does the digital learning revolution create for the school as an organisation and for the school leadership? This issue is investigated methodologically by means of an ideological reflection in which technological development is discussed with reference to learning theory. The starting point for the article is a statement by the language researcher Lomheim that there exists nothing in the modern, technology-based forms of communication that can replace physical dialogue when it comes to contributing to human reflection and the development of skills. Even though the statement is categorical and lacks nuance it nevertheless points to an important aspect of a perception of learning and knowledge formation which belongs to a historical learning paradigm. A new learning paradigm needs to be laid out by the school leadership by enabling new methods of learning in a closer dialogue and exchange of experiences with the pupils.
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