• Tine Maria Damgaard
6. sem, Bachelor i Biblioteks- og informationsvidenskab

This thesis addresses and examines the statements of an article published in The New York Times on parents in Sillicon Valley opponing against the idea, that digital media should be positively affecting teaching. The dissertation takes an explorative look at public debates versus research in the educational use of digital media.
The examination shows, that publications concerning learning with digital media, tend to evaluate on emotional pros and cons, rather following up actual evidencebased research in the field. Public discussions seek to simplify phenomena and hereby draw conclusions on the effects of digital media use.
In comparison research shows that the effects from use digital media vary broadly due to social, national and economic differences and through differences in parents' engagement in their children's education. Furthermore, researchers state that rather than asking if digital media is useful in teaching, the question in debate should be about how digital media can be implicated in learning environments in the most constructive way.
Lastly, different potentials for a revised schoolsystem are pointed out. Different initiatives are presented as to meet the needs for critical approach and effective learning with digital media. It is still in question if these techniques are of any actual use.
Udgivelsesdato27 maj 2013
Antal sider45
Udgivende institutionDet Informationsvidenskabelige Akademi


  • digitale medier, læring, børn og unge, waldorf-skoler