Looking back and forward: From the Net Generation to knowledge in education

Erik Bratland

DOI: http://dx.doi.org/10.12775/CSNME.2016.003


The development of digital technologies and the Internet has changed modern society. Concepts such as “network society” and “Net Generation” are key concepts describing this development. In educational research, this development, in particular the use of new technologies by children and young adults, has created high expectations about changes in education. These expectations encompass the ideals of a transformation of learning in schools and a transition to student-centered forms of learning, guided by new concepts of knowledge in education. This article takes up these claims, pointing out that they are based on normative ideals and generalizations, which ignore the fact that the use of ICT is formed by pedagogical practices in education. Using the results of my earlier research, this article argues that ICT research should focus on these knowledge practices as well as on the organizational principles they are based on. These principles, here expressed as inherent knowledge-knower structures and specialized codes, are factors that can shed light on different forms of learning, knowledge building, and the use of ICT in education.


Net Generation; new media; ICT in education; knowledge practices; knowledge-knower structures; specialized codes

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