Publikationer

This paper presents a case study on distance teaching in a school in Greenland. Data from work on Grounded Theory is used to investigate ways of utilizing distance teaching in the school. The analysis draws on a prevalent perspective on distance teaching as providing access to education. The perspective combines with Michel Foucault’s concept of “governmentality”.

I will show how progressive possibilities are not necessarily to be found in ICT-driven distance teaching. Pedagogical drivers operate behind the choices of ICT equipment and ICT solutions which, in this case, brings ICT under the command of a less progressive pedagogical agenda.

As I will show, the commitment from the municipality and from the teachers was to use distance teaching and ICT for conventional schooling. The case lays the ground for a discussion on the progressivity of distance teaching and the use of advanced ICT solutions in schools. My aim with the paper is to add to the understanding of the scope of distance teaching in schools. Does ICT and distance teaching serve progressive ends per se? What do we learn about distance teaching from this setup in the school in Greenland?

Take a tour in our animated presentation of the COMBAR II Teaching Concept - and get introduced to its various elements, methods, tools, and a lot of good stories to illustrated its usability.

Many learners in remote regions face communicative barriers to Vocational Education and Training (VET). The barriers can be such as geographical distance, cultural challenges and language.

The COMBAR Teaching Concept tackles three issues:

What kind of pedagogical concepts or tools could help overcoming the communicative barriers?

How could vocational educators reach learners by using methods utilising modern technology?

How to approach the problem of updating the qualifications of low skilled workers in remote areas?