Research Report No 4

Harald Nilsen, Elżbieta Perzycka

Culture of Trust in ICT-aided Educational Interactions – Report 4 (English & Norway)

ISBN 978-83-7972-004-0

Szczecin 2015

Harald Nilsen, Elżbieta Perzycka

Culture of Trust in ICT-aided Educational Interactions – Report 4 (english & Norway)

Szczecin 2015

Culture of Trust in ICT-aided Educational Interactions – Report 4

Edit by Harald Nilsen & Elżbieta Perzycka

Reviewer Prof. dr hab. Maria Czerepaniak-Walczak

This paper has been financed from funds for science in the years 2013–2015 granted for the international project co-financed by the Ministry of Science and Higher Education No. 2923/7.PR/2013/2 The project Stimulators and Inhibitors of Culture of Trust in Educational Interactions Assisted by Modern Information and Communication Technology is implemented under the 7th Framework Programme Marie Curie Action, People No. 318759, in the years 2013–2015. Project website: www.sitproject.eu

ISBN 978-83-7972-004-0 Published by:

wydawnictwo naukowe uniwersytetu szczecińskiego Wydanie I. Ark. wyd. 3,0. Ark. druk 5,0. Format B5. Nakład 100 egz.



Culture of Trust in ICT-aided Educational Interactions – Report 4

Table of content

Introduction .............................................................................................................

5

Chapter 1. Aims and methods ............................................................................... 1.1. Questionnaires ........................................................................................................ 1.2. Respondents ............................................................................................................

12 12 13

Chapter 2. Analysis of the survey results .......................................................... 2.1. Pupils and students ................................................................................................ 2.2. Teachers/ lectures (Academic teachers) ............................................................

15 15 20

Conclusion ................................................................................................................

24

References .................................................................................................................

25

Appendix ................................................................................................................. 1. Questionnaires, pupils, secondary school, lower level (grade 8) ..................... 2. Questionnaires, students (Secondary school (grade 12) .................................... 3. Questionnaires, Teachers, secondary school, lower level ................................. 4. Questionnaires, lecturers .........................................................................................

26 27 33 39 43



Culture of Trust in ICT-aided Educational Interactions – Report 4

Introduction Trust is the basis for the well-being and for development of social capital – that is, the ability of people to trust one another in all aspects of life – starting with trust between individuals and ending on the trust of citizens (1), to the institutional infrastructure of the state. Concerns in the context of the level of trust in Norway and challenges that are associated with the strengthening of it in the social context outlined in the report are not unjust. According to the European Social Survey (ESS) the level of trust in Norway is one of the highest in the Europe. The Nordic countries are most trusting of their police and courts and believe that their institutions are legitimate holders of power and authority (http://www.europeansocialsurvey.org/docs/ findings/ESS1_5_select_findings.pdf, access 10.05.2015). The data also shows that in Norway people are positive about their connections to the wider community not only to friends and family. As H. Ervasti and others wrote (2008, p. 149), the Nordic countries also show the highest level of political trust. One must add, that trust in political institutions is a part of the wider concept of political trust. In spite education may be seen apart from political system and educational institutions as differ from political ones, there are strong connections between them. According to these findings there is the significant association between both specific and generalized social trust and educational capital. No wonder, that one of the perspective of findings sources of trust are research of this phenomenon in educational interactions. Particular interest in trust is noted since the discovery of its role as an element of social capital. Less attention is paid to trust as a factor of innovation and change. Settling in the existing conditions which gives a feeling of safety may cause that every new situation may arouse anxiety and distrust. Going beyond the “domesticated”, safe circle requires trust to what is new, unknown. This type of trust is characterized by courage and critical rationality. The science of education distinguishes two types of trust, namely: a) patriarchal trust, boundless trust in the intentions and potential of sovereignty. This is accompanied by unlimited obedience to the was of authority and willingness to uncritical, unquestionable performance of tasks assigned by authority.



Culture of Trust in ICT-aided Educational Interactions – Report 4

This type of trust is apparent in the behavior of Abraham who sacrificed his own son. Sometimes this kind of trust takes the form of naivety, irrational belief in information, orders, appeals, etc. Usually it is based on fear of authority. Leads to social anomie, b) mature trust, based on the critical judgment of one’s own position to other elements of social and natural environment. It is connected with a rational assessment of one’s own potential, his abilities also his familiarity and comprehension of the intentions of those elements. It is free from fear and violence. This type of trust is an important goal of education. As it is the basis of a conscious and critical participation in a change. Each of the mentioned types of trust is formed under different educational conditions. Education focused on perpetuating a hierarchical order, obedience and subordination produces a circle of people and situations that are trusted. At the same time participants of educational interactions, especially students experience a lack of trust towards them. Their behavior arouses suspicion. As H. Maturana and X. Paz Davila wrote, modern education focused on the implementation of the culture of obedience and authoritarian order favors the formation of mistrust in educational interactions. Such education is a continuation and retention of the characteristics of an industrial and hierarchical society. The formation and development of the network society (4), and especially the horizontality of relationships produces different attitudes towards both themselves and others. On the one hand there are the temptations of simplifications and easy access to goods, including an easy and attractive access to knowledge. On the other hand there are conditions regarding a responsible and dauntless reaching for the goods and values. This favors the formation of trust towards yourself and critical trust to other people and new phenomena. Participants of educational interactions learn to interact with strangers, cope with risk situations and self-discover the joy of interpersonal trust. While the research of trust in direct social interactions and towards individual institutions and organizations of collective life is carried out, we still do not know about the culture of trust in interactions with the use of new media, especially in communication with the use of ICT. Therefore, we ask to what extent information, opinions appeals, invitations and initiatives disseminated through those medias inspire trust as to its truthfulness, honesty normative rightness and authenticity?



Culture of Trust in ICT-aided Educational Interactions – Report 4

In a situation where contacts in the network trigger and determine a multitude of individual and collective behaviors of both prosocial character as well as threatening many areas of life, it is necessary to get to know the potential of trust, which new medias have and which they trigger. In formal, non-formal and informal education more often ICT tools are applied with a greater or lesser cognitive and ethical success (5). For several years in education interactive whiteboards, netbooks, tablets and smartphones have became popular. The intended purpose of introducing a new entity to education is primarily for the sake of improving the quality of teaching. It is a joint effort of both the teacher, student and in some cases also the parents. A new educational instrument relates to new skills. It is a different than used so far modus operandi both the teacher, student and the parent. Professional operations require a specific humanistic management in cultural institutions, social work and in education. In the training of competent personnel for professional action it is necessary to take into account trust in all dimensions of structural complexity and incorporate them into social situations characteristic for interactions associated with them. These include the ability to recognize the complexity of the condition of the entity to which this action is directed, as well as understanding the complexity of the situations themselves and conditions of the actions – embedded in the culture of trust. On one hand this requires the identification of possible existential and competence deficits. On the other hand the potential tensions and conflicts among defined and carried out objectives and their circumstances. A separate set of questions is carried by an attempt to relate the idea of humanistic management to the quality of the functioning of educational institutions and the dynamics of processes and directions of teaching strategies, in conjunction with the postulated patterns of filling out the social roles. As humanists we aim to identify the opportunities of developing and improving the culture of trust in educational interactions with the use of new medias. From our point of view, it is important to find out what are the elements of the culture of trust towards diverse media transmissions because of their source (who is the author of the information, opinions, appeals, advice), content (what is the subject of information, opinions, appeal, advice), motives, objectives and circumstances of resorting to the transmissions (why, in what situation). Moreover, from the standpoint of the possibility of using new medias as means of education throughout the life, it is necessary



Culture of Trust in ICT-aided Educational Interactions – Report 4

to start trusting their educational potential, both as learners and those who evaluate the outcomes of learning and using them in everyday situations. The need for a critical selection and use of media content is a major challenge for modern education which aims among other things to implement self-education, self-searching and making a use of adequate knowledge and skills from the perspective of personal and collective welfare. A particular aspect of undertaking a cognitive task is expressed in the question about the relationship of the type of social order in different cultures designating trust and the hierarchical order and authority causing the sense on security and the manifestations as well as the scale of trust to relation of a network character, especially those that are characterized by communication via new media. A separate point concerning the cognitive aspect is the shaping of the culture of trust towards students using the new media. This refers to such behavior of the student as respecting the copyright law when using the resources of the internet, using the media according to the objectives and principles set by the teacher, individual and group valuation of information, appeals and advice due to their prodevelopmental usefulness. It is also important to ask: how open is the access to internet resources which students can use? This applies not only to the availability of material (equipment, wi-fi) but to the access standards set by the administration of education (school principals, teachers and parents). For the purpose of the designed research we define the culture of trust as a socially produced system of values, principles and norms of coexistence respected in a selected social circle, determining the character of the interaction of the person with other elements of his direct and indirect social and material environment. The elements of this system are people, norms and the content of social behavior. Factors designating the range and strength of these elements of the culture of trust is: the type of social order (hierarchical or network), organization of social relations, personal experience of people in contacts with the social environment, natural and technical, subjective and instrumental communicative competence expressed in attitudes towards the environment, including the modern IT devices constituting an imminent infrastructure of everyday life. In the field of our cognitive interest the following elements of the culture of trust are included:



Culture of Trust in ICT-aided Educational Interactions – Report 4

1. Personal – towards people, their intentions and behavior. This element of the culture of trust is reflected in the creating of social networks, of mutual support and solidarity. 2. Normative – towards standards and their sources, ethical sensitivity to current and potential directions of development of an individual and social change. 3. Content/subjective – towards truths, their sources, as well as cognitive usefulness in everyday life of individuals and groups. Summing up the main objective of this project is to discover the elements of a culture of trust, their level an mutual cohesion in societies of different design and different potentials of trust. The studies was include three elements of forming a culture of trust: 1) personal, 2) normative, 3) of content. The practical objectives are: 1) educational rapprochement of cultures; 2) breaking down of stereotypes in globalizing societies; 3) preparation of professional teacher training standards in the field of media education in the atmosphere of trust towards the student, parents and information communication technology. After R. Putman we assume that without trust there is no personal nor social commitment. Hence, the project includes five different environmental backgrounds. Each of them brings a different perspective overview of critical – social constructivism and emancipator pedagogy, multimedia learning, perspective of sensory and interactive learning theory, pedagogy of culture and pragmatic pedagogy, value pedagogy. Five different contextual conditions were distinguished: 1) political (democracy, liberalism, monarchy), 2) religious (Christianity, not Christianity), 4) historical (imperialism, colonialism), 5) economic. The basic research strategy is a case study. It was serve to expose the behavior of educational entities in everyday school events. The data was collected by the project participants thanks to a variety of sources: an informal conversation, an interview, participating observation, document analysis (school documents, works of pupils, the works of teachers), analysis of recorded multimedia content. Project participants of the European Union countries have several years of experience in science – research cooperation. Together they have carried out several projects funded by the partner universities as well as from the EU funds. They know well the mutual research capabilities. Therefore, when deciding on subsequent research they are confident of the theoretical and practical complementary relationship of the



Culture of Trust in ICT-aided Educational Interactions – Report 4

planned activities. Partners have different experience and bring different theoretical overview perspectives of the investigated phenomena. Partners from the University of Szczecin – prof. Elzbieta Perzycka and prof. Maria Czerepaniak – Walczak (US – Poland), bring the perspective of critical – social constructivism and emancipatory pedagogy. Partners from Nesna University College – prof. Harald Nilsen (HiNe – Norway), bring the perspective of remote education in teacher education. Partners from the University of Macerata – prof. Pier Guseppe Rossi (UNIMC – Italy), bring the perspective of sensory and interactive learning theory. In the case of proposed research the mentioned perspectives are not sufficient to provide a satisfactory overview of the investigated phenomena. Hence, this time additional partners were invited from third world countries. Partners from Immanuel Kant Baltic Federal University – prof. Tatiana Grebenuk (IKBFU – Russia), bring in the perspective of cultural and pragmatic pedagogy. Partners from the University of Kashmir – prof. Meem Hai Zaffar (UOK – India). bring the perspective of value education, spiritual pedagogy. With such a theoretical perspective outlined by individual partners we was to use a triangulation of research. On the basis of analysis and interpretation of obtained empirical data, taking into account the research experience of the partners, we was to identify the inhibitors and stimulators of the culture of trust in educational interactions with the application of ICT. The basic research strategy is a case study. It was serve to expose the behavior of educational entities in everyday school events. The data was collected by the project participants thanks to a variety of sources: an informal conversation, an interview, participating observation, document analysis (school documents, works of pupils, the works of teachers), analysis of recorded multimedia content. While searching for stimulators and inhibitors of the culture of trust for the use of information and communication technology project partners in each country was refer to the four pillars of knowledge in describing and interpreting the culture of trust: 1. Normative knowledge – what are the expectations towards the educational institution in the field of the culture of trust in the use of information and communication technology in education (what should the educational institution be like, what should the media education be like in different countries).

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Culture of Trust in ICT-aided Educational Interactions – Report 4

2. Subjective knowledge associated with experience – what experience do educational institutions have in the field of shaping the culture of trust for the use of information and communication technology on the personal, technical and content ground. 3. Diagnostic knowledge – what are the stimulators and inhibitors of the culture of trust in the application of ICT in education. 4. Knowledge concerning ourselves – what type of improvement do educational institutions require in developing the culture of trust in using ICT (how does the educational institution understand its role in developing the culture of trust). The research was carried out in diverse countries taking into account the history, economic, political and religious situations. Every participant of the research was to relate his knowledge about the culture of trust to the knowledge coming from the research. This report is based on a field study in Norway. However, for conclusive results the questionnaires need stricter validation and require more schools representing a larger geographical area resulting in a better quantitative base and more representative data. As an answer to the difficult and often misleading question of “what is trust,” we have chosen to define the answers of the respondents as trust indicators. We operate with the following indicators of trust inspired by cognition and self-awareness: depth-based indicators such as paper books instead of netbooks, proximity-based indicators such as parents, friends, and also teachers (in particular for students), tradition-based indicators such as the use of data tools and information sources, as well as socially motivated indicators. During the process of writing, the following question turned up repeatedly: what comes first, trust or the conditions for trust? This means, is trust an important driver for the establishment of good social relations or do good relations come first and create the conditions for trust?

11

Culture of Trust in ICT-aided Educational Interactions – Report 4

Chapter 1. Aims and methods The main aim of the study is to map the extent of the use of information technology in teaching situations and educational interactions as well as the attitudes that pupils, students, and teachers have about mutual trust and using information technology. It is argued that the use of information technology can serve as an indicator for the degree of trust in electronic aids in teaching as well as to teachers and peers. The study includes also other trust-related topics, for example which teaching materials are preferred, and whom pupils and students contact for help with their tasks. In order to reach a sufficient number of respondents in reasonable time questionnaires containing mainly closed questions were used (see below and the appendix for the questionnaires).

1.1. Questionnaires Research was carried out in October – November 2013 and March – May 2014 in schools and universities in Norway. Among the project participants there was general agreement for use of questionnaires as part of data collection. Among students the questionnaires are a relatively common and popular means of collecting data (Nunan, p. 143) The data themselves are more amenable to quantification than qualitative data, for example open field notes, transcripts of speech and observers´ journals. However, one should note, the construction of valid and reliable questionnaires is a highly critical matter. Questionnaire items can be made in closed or open form. Using closed items the alternative responses is determined by the researcher(s). For open items the respondents can decide what to say and how to say. Questionnaires for our project contain mainly closed items, however a few items are in open form. Particularly pertinent for validation has been the wording of the questions. A danger with any type of closed items is that the “responses was artifacts of the elicitation devices themselves” (ibid.). One should note the general fallacy for leading questions, too, and one should note still another fallacy, that of cross-cultural variation concerning language. One notes out

12

Culture of Trust in ICT-aided Educational Interactions – Report 4

of a common set of questionnaires given in English language, there is eventually a second step to translate the questions to the respective national languages. Because of pitfalls like these it is imperative to pilot any questionnaires, “in fact, I would argue strongly that our research should have a piloting phase” (Nunan, p. 145). And it was. All questionnaires were piloted in national languages after translation from English. But it need to be stressed, that, due to comparing the results, list of answers (cafeteria) are the same in all of languages versions.

1.2. Respondents Results collected in surveys let us to find answers on questions about: – the perception of ICT resources assessment by the participants of educational interaction, – the evaluation trust by the participants of educational interaction, – the representation of the term of trust understanding by the respondents. Table 1. Number of schools/universities in the research Type of a school/Level

Number of schools/universities

Lower secondary school III

3

Upper secondary school IV

2

Universities V–VII

2

Source: own study.

Pupils, grade 8 (13 years), N = 546; 262 girls, 284 boys. Schools and geographic distribution: One school, village, northern Norway; one school, central Norway, densely populated area; one school, city, south-eastern Norway. Students, secondary school / college (17/18 – 22/24 years), N = 256; 164 women, 92 men. Schools/campus and geographic distribution: Village, northern Norway; city, south-eastern Norway.

13

Culture of Trust in ICT-aided Educational Interactions – Report 4 Table 2. Number of pupils/students in the research Type of a school/Level

Number of pupils/students

Lower secondary school III

152

Upper secondary school IV

60

Universities V–VII

44

Source: own study.

Teachers, secondary school, lower level, N = 152; 88 women, 64 men. Schools: Village northern Norway; city south-eastern Norway. Lecturers (Academic teachers), N = 104; 48 women, 56 men. Schools: Village northern Norway; small city southern Norway. Table 3. Number of teachers in the research Type of a school/Level

Number of teachers and lecturers

Lower secondary school III

546

Upper secondary school IV

171

Universities V–VII

85

Source: own study.

About the representativeness of respondents The number of respondents – distributed into four categories – is relatively low. However, the study is useful for at least two reasons: 1) responses can be seen as indicators of levels of trust and 2) the study can be regarded as a pilot project.

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Culture of Trust in ICT-aided Educational Interactions – Report 4

Chapter 2. Analysis of the survey results 2.1. Pupils and students Eight of 12 or 14 questions for pupils and students respectively are identical. It is therefore natural to present data for these 8 questions jointly for better comparison. Question 1: Information is reliable when: (6 possibilities of choice, see appendix). Ca. 20 % of students and 25% of pupils choose answer 1, provided by person(s) you know personally, which means a proximity-based indicator for trust. Between 30 and 35% choose alternative 3, posted in textbook, newspaper, journal, etc. This is a tradition-based indicator for trust, but the choice of textbooks can also be have a cognitive motivation. Ca. 15% answer that information is reliable when it is from the Internet. This choice must be understood in the context of the Internet being a commonly used tool in Norwegian schools. Among students there is a difference between women and men; more than 20% of the men and less than 10% of the women choose the Internet alternative. There is a similar but less marked difference in primary schools. Alternative 5, it is in line with your existing knowledge, is chosen by between 15 and 20%, and alternative 6, you can check in another way, between 5 and 10%. The answers indicate that students and pupils choose alternatives that they have easy access to, which is a proximity indicator, but the answers may also be inspired intellectually. Here trust must be understood in a determined context; the context of school and learning is a social context, and choices are therefore influenced by the community. Question 2: What kind of devices do you use when working with your schooltasks? (6 alternatives). More than 40% of the pupils and 60% of the students answer PC. Slightly more than 20% of the pupils and between 10 and 15% of students answer mobile or smart phone. Four to 5% of students and 12 to 13% of pupils answer tablet computer. Alternative 6, others, shows little variation between students and pupils. About 15% of pupils answer textbooks, and only 7 to 8% of students answer others without further specification. The significant preference for PCs demonstrates what is common equipment; here accessibility and proliferation are the decisive factors for

15

Culture of Trust in ICT-aided Educational Interactions – Report 4

choice (according to question 1), but the answers also indicate that pupils have more trust than doubt when it comes to net-based knowledge and information. Question 3: How often do you use the Internet in the classroom? PUPILS 1

STUDENTS Q3 How often do you use internet in typical learning contexts?

Q 3 How offten do you use iinternet in thhe classroom m?

0,5

0 1

Serie 1

60

Serie 2

20

Serie 3

40 J%

0 1

2

3

4

G%

Source: own study.

The answer alternatives 1 to 4 are: a) every day, for all tasks, b) daily, for some tasks, 3) sometimes, for certain tasks, and 4) do not use it at all. The chart shows clear differences between pupils and students in terms of use, well visible in all alternatives one to four. This pattern corresponds to the fact that the Internet is more commonly used in secondary school and in higher education than in primary school (Monitorrapporter 2010). The priority of the Internet can be seen as a consequence of accessibility, which the question about what is most common in an educational context (see above) also covers. However, it can also be argued that both pupils and school as institutions trust this tool to a certain degree. Question 4: How often do you use the Internet at home? This question shows the same tendency as question 3. Considerably more students than pupils use the Internet daily for all tasks: 20% of female and more than 35% males in higher education vs. 10 to 15% in primary school. In answer alternative every day, for all tasks, daily for some tasks the figures of higher education and primary school are 55% and 30%, respectively (see Monitorrapporter above). The same conclusion as for question 3 can be drawn: accessibility, making it common (being part of school culture), and general trust in the Internet as a data base are the decisive factors. There is an interesting connection between questions 3 and 4 (use of the Internet) on the one hand and question 6 (for pupils, corresponds to question 5 for students) about to which degree pupils and students check the reliability of information found on the Internet.

16

Culture of Trust in ICT-aided Educational Interactions – Report 4 PUPILS 1 0,8

STUDENTS 80

Q Q6 Do you chheck whetherr the innternet info. iis reliable?

Q5 Do you check whether the internet info. is reliable?

60

0,6

40

0,4 0,2

Serie 1

20

0

Serie 2

0

1

J%

1

2

3

G%

Source: own study.

The charts show significant differences; while more than 1/3 of students answer that they always check information, only 10% of pupils do so. This means that pupils more commonly do not check their sources. The explanation for this difference can be that students have developed a clearer critical sense, a cognitively motivated doubt. They do not just retrieve information but also reflect upon its quality. Question 7 (for pupils, corresponding to question 8 for students): Whom do you ask for help when you have problems with your tasks/homework?” PUPILS 1 0,8

STUDENTS

Q Q7 Whom do yyou ask for heelp if pproblems with your tasks/ho omework?

0,6

Seriee 1

0,4

60

Q 8 Whom do you ask for help if problem with your tasks/homework?

40 20

0,2 0 1

%G

0 1

2

3

4

5

6

7

%B

Source: own study.

The alternatives are: 1) a classmate, 2) a mate from outside the class, 3) a classteacher or another teacher, 4) a friend on Facebook, Twitter, blog, chat, etc. 5) parents/guardian, and 6) nobody. Alternative 3 shows clearly divergent preferences; students prefer their teacher (40% vs. 20% of pupils), and there is a corresponding difference in alternative 5, where 40% of pupils choose parents and guardians, while

17

Culture of Trust in ICT-aided Educational Interactions – Report 4

less than 20% of students choose that alternative. The figures and preferences indicate that students have a different level of consciousness and are more focused on their presentations and tasks, have trust in the teacher’s competence, while pupils rather ask parents (and potentially brothers and sisters); nevertheless, we think that Norwegian pupils also trust their teachers. It is interesting to compare questions 7 and 8 above with question 8 for pupils corresponding to question 9 for students: Whom do you ask for help if you have problems with your PC/PC-equipment, tablet, mobile/smart phone, smart-TV, and the like?

PUPILS

STUDENTS 1

1 Q 8 Whom do yo ou ask for heelp

whenn problem w with your PC,, 0,8 tableet,mobile,sm mart-phone, ettc.?

0,8

0,6

0,6

0,4

0,4

0,2 0 1

Serie 1

0,2

Serie 2

0

Q Q9Whomdo oyouaskforh helpwhen p problemwithyyourPC,PCeq quipment, mobbile,ssmartͲmpbile,etc.

#REFF !

1

2

3

4

5

6

7

Source: own study.

Alternatives 1 to 3 are the same for pupils and students. Alternative 4 for students is not used for pupils. Alternatives 4 to 6 for pupils correspond to alternatives 5 to 7 for students. Students rely to a considerable degree on the IT-service of their institution, while this service is less developed in primary schools. More girls than boys seek support from parents/superiors, and primary school pupils seek support from their home to a larger degree than students, of whom only 10% choose this option. Furthermore, more boys than girls manage without support from others. These choices can be interpreted in terms of opportunity and accessibility, but also with different degrees of trust. Question 8 for pupils and the corresponding question 9 for students ask whom pupils or students would ask for help if they have a problem with a game or their PlayStation. The pupils’ answer differs from what they said answering question 8.

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Culture of Trust in ICT-aided Educational Interactions – Report 4

About 1/3 would ask friends for support, about 1/3 would ask parents/superiors, and one of four answers nobody. I interpret the answers in a way that they do not reflect trust or mistrust but accessibility as well as the fact that data games are different from homework. Question 5 for pupils and the corresponding question 7 for students ask about how social networks are used for homework. The alternatives are daily, once in a while when homework is difficult, and never. Here the answers of pupils and students are similar. Between 15 and 25% answer daily, about 60% answer once in a while, and between 15 and 20% answer never. The answers indicate that young people find social networks useful, also in relation to school. Social networks are easily accessible for them, and they have no or small experience that problematizes this resource. The last question (i.e. question 12 for pupils and q. 14 for students) that was common for pupils and students was the open question about what it means to trust someone. Three of four students as well as pupils answer to rely on someone, ca. 15% do not answer, and some answer to mean something for each other or a good friend. In general the answers do not show a deep level of reflection but are synonyms for the term “trust.” Questions exclusively for pupils Question 10 asks pupils whom they address when they have personal problems. More than 40% of boys answer friends (mostly classmates), about 1/3 of boys and girls answers parents or guardian, and 10% answer nobody. While question 10 focuses on problems, question 11, is about with whom young people would share their joys. Half of the girls and 70% of the boys answer friends (mostly classmates); about 1/3 of the girls and Ľ of the boys answer parents or guardian, and some (more girls than boys) answer Facebook friends. Not unexpectedly close friends and also parents/guardian play the main role. The preferences here must be interpreted in terms of proximity-based trust in close relationships. Questions exclusively for students Note: Question no. 6 “What kind of Websites would you recommend as useful and reliable for studies?” corresponds (so to say) with questions 5 in the question-

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Culture of Trust in ICT-aided Educational Interactions – Report 4

naires for teachers and lectures. By a mistake this question drops out in the students questionnaire. Question 11 asks students for their experience with plagiarism. One out of three answers not used, another third answers poorly done, one out of five answers no experience, and one out of teen answers ok, I have used. See the corresponding question that was asked to lecturers below. Question 12: How do you communicate with your lecturer outside the study institution? Alternative 2, contact by e-mail, Facebook, text message, etc. is chosen by 55 (men) and 60% (women). Alternative 3, take contact at any time when I need help, is chosen by ca. 20%, and alternative 4, no contact outside the study institution, by ca. 10%. Question 13: How do you communicate with your mates outside of study situations? 40% of women and 25% of men choose alternative 1, personal meeting; 1/3 of women and half of the men answer e-mail/social media, and one in four (both sexes) answer that they take contact any time they need. It is difficult to evaluate whether question 11 about experiences with plagiarism is relevant for the problem of trust, and the relation to trust is more clearly seen in questions 12 and 13. The figures here relate to trust between people in general, and possibly also to the ways how trust generally is created or maintained. However, most of all the answers indicate the importance of accessibility to e-mail, text messaging, and social media.

2.2. Teachers/ lectures (Academic teachers) With the exception of small linguistic nuances, nine of the questions for the teachers are identical with the questions for lecturers. Lecturers have an additional question about students and plagiarism. For the sake of better comparison, the answers of teachers and lecturers are presented together. Question 1: What is important for you when you judge the credibility of information/knowledge? See answer alternatives in the appendix.

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Culture of Trust in ICT-aided Educational Interactions – Report 4



TEACHERS 40 35 30

LECTURERS (Academic teachers)

Q 1 What is important for you when you judge the credibility of info./knowledge?

25 20 15

KͲ%

10

MͲ%

5 Ͳ

Alt.1 Alt.2 Alt.3 Alt.4 Alt.5 Alt.6

Source: own study.

 



Alternative 1 about who is behind the source shows some difference between teachers and lecturers and also between the sexes in the case of lecturers. Alternative 2 about the publication channel is also important, but here the patterns of sex in terms of teachers and lecturers are inversely proportionate. Alternatives 3 and 5 (about how information and knowledge is arranged) have a higher priority among teachers, while lecturers choose alternative 4, about whether knowledge and information can be verified, considerably more often. The general interpretation here is that trust is most strongly linked to source and author, and that both parts can be verified; this means trust has a cognitive character. New knowledge that corresponds to earlier knowledge also plays some role, and here we can speak of self-confirmed trust. Question 2 is about what kind of equipment teachers and lecturers preferably use when they prepare lessons.

21

Culture of Trust in ICT-aided Educational Interactions – Report 4 TEACHERS 80

Quest. 2 What kind of IT equipm. do you prefere to use when prepare lesson?

60 40 20

KͲ% MͲ%

Ͳ 1

2

3

4

5

6

Source: own study.

The chart for lecturers is an approximate mirror image of that for teachers. About 75% of teachers and nearly 80% of lecturers answer PC, and the remaining 20% are divided between alternatives 2 and 3, tablet and white board. In general the answers point at a preference for equipment that is most accessible and common during the time of the study, and the answers also are an indication that general acceptance (trust) of data tools is stronger than their rejection. Question 3 is about what kind of equipment teachers and lecturers use most frequently in their classes. One may expect that the answers here correspond to those of the pupils and students in their question 2 (see above in part 1). More than 75% of female and 60% of male teachers answer PC, and for lecturers the corresponding figures are 70 and 60%, respectively. The smart phone receives 15 and 10% of the answers of teachers and lecturers respectively. The white board alternative is chose by approximately 10%. 10% of lecturers answer other, without writing down a specific piece of equipment. Question 4 asks who is asked for help if teachers and lecturers have a problem with their IT equipment. The answers are similar among teachers and lecturers as well as among women and men. 40% answer colleagues from work, one third answers IT coordinators of their institution, and between 10 and 20% answer that they fix the problem themselves. The answers here indicate a trust in close relations, i.e. that proximity and cooperation act as stimuli for trust or that they create an atmosphere of trust stimulating cooperation.

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Question 5 asks for an open answer to the question of what website teachers and lecturers recommend for their pupils or students. The teachers answer: snl.no (Store norske leksikon; Norwegian encyclopedia) 62%, ndla.no (Norsk digital lćringsarena; Norwegian digital teaching arena) 20%, and about 15% answer Wikipedia/Google. The answers of the lecturers are more nuanced. More than one in four answers netbased textbooks on the reading list and other net-based teaching and supervision aids; 20% answer ndla.no, 15-20% answer snl.no, around 10% BIBSYS/Oria (library search engines), less than 10% Google, and a few answer other. In general the answers refer to acknowledged and authorized websites. The answers can be seen as favoring known and relevant sources adapted to the situation, but also as making conscious choices on the base of cognitively based trust. Question 6 is related to question 5 and asks how often teachers and lecturers check their pupils and students’ use of net-based knowledge (honesty, references, quotations, etc.). About one third of the female and 10% of the male teachers answer always (note the gender difference here), and the corresponding figures for lecturers are ca. 25% (both genders). The alternative I check occasionally is chosen by 60% of female teachers and 80% of male teachers, corresponding to about 65 and 70% of lecturers (both sexes). The fact that so many only check their pupils’ work when they have a suspicion may indicate that teachers trust their pupils to a large degree. However, the limited material could also be indicated in terms of “we don’t bother to check” or “it looks ok.” Note: Question 7 for lecturers about plagiarism is not in the questionnaire for teachers; its result is presented later here. Question 7 for teachers corresponds to question 8 for lecturers. It asks whether the teacher’s visible trust in his or her pupils creates the conditions for reciprocal trust. Nobody chose alternative one, calling reciprocal trust just a slogan. Alternative 2, that reciprocity is the core of trust, is chosen by 75% of female and 60% of male teachers. For lecturers the figure is 60% for both men and women. The alternative no opinion is chosen by 15% of female teachers, 35% of male teachers, and about 25% of male and female lecturers. Question 8 for teachers, corresponding to question 9 for lecturers, is similar to the question above. The question is whether schools with a special focus on trust can influence the general level of trust in society (see appendix for complete ques-

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tion). More than half of (male and female) teachers agree with this statement, and the corresponding figure for lecturers is two third of women and less than 50% of men. 20% of female teachers and 25% of male teachers partially agree; the corresponding figures for lecturers are 20% (women) and 50% (men). 6 to 7% of lecturers disagree. The general picture that the answers of questions 7 and 8 (8 and 9 for lecturers) create is that a belief in trust has the power to create trust in close relations, in other words that trust generates trust. Open question, Q.9 for teachers corresponding to10 for lecturers, asks what trust means. The answers mirror the answers of pupils and students. Three in four answers to rely on someone, some answer reciprocal respect, and one in five did not answer. The answers show that the questions did not engage the respondents. Open question, Q.7 for lecturers ask about experience with plagiarism of their students (see also the corresponding answers of students above). One in three answers that plagiarism is wrong or bad, about 15% answer that it damages integrity, 15% answer that plagiarism happens, 15% do not know or have little experience, 10% answer that plagiarism is common, and 10% did not answer. In the corresponding question to the students I express doubt about how those questions can be related to trust, in other words, whether they are relevant here.

Conclusions Final comments on pupils’ and students’ answers With the reservation that the study is based on limited data, one can nevertheless identify indicators of trust, and the report summarizes the following. It is clear that there are proximity-based (person-motivated) factors for trust, i.e. trust in friends and superiors; older pupils also trust their teachers, which can be called cognitively based trust. Both proximity-based and cognitively based trust are essentially trust in close relationships. Findings that show trust in textbooks and acknowledged net-based sources of knowledge can be seen as both motivated cognitively and by tradition but can also express a general trust in books more than in IT. Regardless of the meaning of the term trust, in this study many of the respondents’ answers can be interpreted as being caused by natural access, i.e. in relation to proximity and to common patterns of use and common personal relations in the Norwegian school.

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Final comments on the answers of teachers and lecturers It is easy to point at similarities between the answers of teachers and pupils. The answers of teachers and pupils raise the same question: to which degree are the answers of the respondents an expression of trust? The question also touches the character of the questionnaires and the validity of the study. The study cannot provide conclusive results; it is designed as a pilot study. Where the study provides answers in terms of action patterns, these action patterns in the form of choices can be interpreted as indicators for trust and degrees of trust (see also my final comment on the section on pupils and students). In terms of using data tools and IT, the answers of teachers and lecturers indicate that their trust has a cognitive and self-aware character. Trust based on experience appears when lecturers do not feel a strong need to check their students’ work for plagiarism. The answers also indicate that close relations (the micro-level) generate trust, also in larger contexts, such as a school environment or society at large (mesolevel). Trust in close relations can be found among teachers as well as among pupils. Here the question can be asked whether it is proximity and cooperation that generate trust or whether an atmosphere of trust is the engine or platform that connects people and initiates cooperation and positive social relations. There are reasons to believe that both alternatives are possible.

References Ervasti, H., Fridberg, T., Hjerm, M., Ringdal, K., (2008) Nordic Social Attitudes in a European Perspective, Edward Elgar Publ. Ltd, Cheltenham. Exploring public attitudes, informing public policy. Selected findings from the first five rounds, www. europeansocialsurvey.org/docs/findings/ESS1_5_select_findings.pdf, access 10.05.2015). Lin, N., Social Capital. A Theory of Social Structure and Action, Cambridge: Cambridge University Press, 2001. Maturana, H., Paz Davila, X., (2004) Education as viewed from the biological matrix of human existence, PRELAC Journal, Nr 2. Monitor 2010, available at: http://iktsenteret.no/ressurser/monitor-2010-samtaler-om-ikt-i-skolen. Nunan, D., (1992) Research methods in Language Learning. Cambridge: Cambridge. University Press.

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Culture of Trust in ICT-aided Educational Interactions – Report 4 Perzycka, E., (2010) Educational utilization of web communication from the perspective of the constructivist and social discourse [in:] Perzycka E., (ed.) Towards a Better School (International Perspectives) Educational Research Consulting, Boise United States of America. Sztompka, P., (2007) Zaufanie. Fundament społeczeństwa, Wydawnictwo Znak, Kraków. Tapscott, D., (2008) Grown Up Digital: How the Net Generation is Changing Your World, McGraw-Hill.

Appendix 1. Questionnaires, pupils, secondary school, lower level (grade 8). 2. Questionnaires, students (Secondary school (grade 12). 3. Questionnaires, Teachers, secondary school, lower level. 4. Questionnaires, lecturers.

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Appendix 1 QUESTIONNAIRE FOR PUPIL 1. On whom you can rely on? (Select your chosen answer/s) a) on mum, b) on dad, c) on grandma, d) on grandfather, e) on sister/brother, f) on girlfriend/boyfriend, g) on classmate, h) on class teacher, i) on teacher of the selectet object, which? ................................................................... .......................................................................................................................................... j) on other person, who .................................................................................................... .......................................................................................................................................... 2. Information is true, as: (Select your chosen answer) a) submit to the person to whom you trust, b) a person speaks understandable language, c) provide the person who likes others, d) if the information is posted in a place like – a book, newspaper, internet, etc, e) you can check it out. 3. Who do you address when you have problems with learning, homework? (Select your chosen answer/s) a) to classmate, b) to mate from outside the class, c) to class teacher, d) to teacher of the selectet object (which object?) ..................................................... e) to friends from facebook, twitter,

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f) g) h) i)

to friends on the forum theme, to persons from the blog, to anyone, to others, who? ............................................................................................................... ...........................................................................................................................................

4. Who do you address when you have personal problems? (Select your chosen answer/s) a) to classmate, b) to mate from outside the class, c) to class teacher, d) to teacher of the selectet object (which object?) ...................................................... ........................................................................................................................................... e) to friends from facebook, twitter, f) to friends on the forum theme, g) to persons from the blog, h) to anyone, i) to others, who? ............................................................................................................... ........................................................................................................................................... 5. Who do you share your joys? (Select your chosen answer/s) a) classmate, b) mate from outside the class, c) class teacher, d) teacher of the selectet object (which object?) ............................................................ ........................................................................................................................................... e) friends from facebook, twitter, f) friends on the forum theme, g) persons from the blog, h) anyone, i) others, who? .................................................................................................................... ...........................................................................................................................................

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6. Who asks for help when you have problems with your computer, cell, tablet, mp3. etc.: (Select your chosen answer/s) a) classmate, b) mate from outside the class, c) class teacher, d) teacher of the selectet object (which object?) .......................................................... ........................................................................................................................................... e) friends from facebook, twitter, f) friends on the forum theme, g) persons from the blog, h) anyone, i) others, who? ................................................................................................................... ........................................................................................................................................... 7. Who do you share secret information about something or someone: (Select your chosen answer/s) a) classmate, b) mate from outside the class, c) class teacher, d) teacher of the selectet object (which object?) .......................................................... ........................................................................................................................................... e) friends from facebook, twitter, f) friends on the forum theme, g) persons from the blog, h) anyone, i) others, who? ................................................................................................................... ........................................................................................................................................... 8. Who do you address when you have a problem with a computer game, PSP or other? (Select your chosen answer/s) a) to classmate, b) to mate from outside the class, c) to class teacher,

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d) to teacher of the selectet object (which object?) ..................................................... .......................................................................................................................................... e) to friends from facebook, twitter, f) to friends on the forum theme, g) to persons from the blog, h) to anyone, i) to others, who? .............................................................................................................. ......................................................................................................................................... 9. What kind of contacts you keep with classmates outside of lessons? (Select your chosen answer/s) a) you meet and spend time, b) you are calling to each other, you send SMS at “decent” hours, c) you are calling to each other, you send SMS at any time in the situation needs, d) contact through emails, facebook, MSN ... at “decent” hours, e) contact through emails, facebook, MSN ... at all times in the situation need, f) not contacting outside the school with my classmates. 10. What kind of contacts you keep with teachers outside of lessons? (Select your chosen answer/s) a) you meet and spend time, b) you are calling to each other, you send SMS at “decent” hours, c) you are calling to each other, you send SMS at any time in the situation needs, d) contact through emails, facebook, MSN ... at “decent” hours, e) contact through emails, facebook, MSN ... at all times in the situation need, f) not contacting outside the school with my teachers. 11. How do you feel in the classrom? (Select your chosen answer) a) well, my classmates trust me, in a classroom atmosphere is friendliness and trust,

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b) average well, only some of my classmates have their trust in me, the class is divided into groups of mutual trust, c) wrong, classroom atmosphere of rivalry and distrust. 12. How would you rate your contacts teachers? (Select your chosen answer) a) good, teachers trust me, they are friendly and helpful, b) average well, only some teachers trust me, c) bad, teachers are wary and suspicious. 13. How often do you use the Internet in the classroom? (Select your chosen answer) a) every day, for all tasks, b) daily, for some tasks, c) sometimes, for certain tasks, d) I don’t use. 14. How often do you use the Internet at home? (Select your chosen answer) a) every day, for all tasks, b) daily, for some tasks, c) sometimes, for certain tasks, d) I don’t use. 15. What kind of websides would you recommend classmates as real, verified by your source of information useful in school? (write) ................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 16. What kind of devices you use to learn? (Select your chosen answer/s) a) desktop, b) laptop, c) tablet,

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d) mobile phone, smarthphone, e) mp3/mp4 f) others, which? ............................................................................................................... ......................................................................................................................................... 17. Do you check whether the information from the Internet is true? (Select your chosen answer) a) yes, always, b) yes, sometimes, c) no, do not check. I believe that all the information is true. 18. How often do your homework using social networking sites? (Select your chosen answer) a) daily, b) from time to time when the jobs are difficult or boring, c) never, I do my homework same. 19. Write down what the trust mean: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 20. Write down who or what you can trust: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 21. Are you: a) boy

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b) girl (check X)

Culture of Trust in ICT-aided Educational Interactions – Report 4

Appendix 2 QUESTIONNAIRE FOR STUDENT Student’s knowledge increasingly comes from other places than the school/college. Students and teachers use a variety of sources to get some information. It is not always that obtained messages are real and worthy of dissemination, repeat. Sometimes it can get into trouble for someone repeating information and using other people’s papers. People are looking for assurance that the use of certain and reliable sources. It is very important not only in the university. Many people have their own experience and thoughts on the subject. You certainly, too. So, we turn to you with a request to carefully read the questions below and let us know what are your answers like. Your answers will be used to conduct scientific research in the Institute of Education, University of Szczecin. The results of these studies will help to improve the rules for using the various sources of information available today. 1. From what, in your opinion, depends on the credibility of the information? Please choose 3 replies a) from the one who tells (his/her competence in the field), b) the way he/she tells (does use a bright, intelligible language), c) since that person indicating a relationship with other people (friendly or neutral), d) from this, where the information is posted (in the public place or available only for selected), e) whether we can check this information, f) whether it is in line with our existing messages, g) from something different. From what? .................................................................... .......................................................................................................................................... 2. Who can be regarded as a credible, you can rely on? (underline the person designated by you) a) mom, b) dad, c) grandma/grandfather, d) sister/brother, e) friend, f) members of students group, g) lecturer of the selected object, h) other persons, which ......................................... ..........................................................................................................................................

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3. Who in your group of students you return to the problem of: (Insert X in the appropriate places, refer to any of the listed problems) The problem with: Mate group Science, fulfilling tasks Difficulties with controlling emotions personal affairs The use of computer equipment Finding interesting information Making new contacts The secret information about someone about something Mobile phone computer games

Mate outside the group

Teacher of laboratory

Lecturer

Someone else

Nobody

4. Who outside your group of students you return to the problem of: (Insert X in the appropriate places, refer to any of the listed problems) Problem with: Science, fulfilling tasks Difficulties with controlling emotions personal affairs The use of computer equipment Finding interesting information Making new contacts The secret information about someone about something Mobile phone computer games

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Friends in Facebook, twitter

Friends in IM

Internet forum

On your own blog

Someone else

nobody

Culture of Trust in ICT-aided Educational Interactions – Report 4

5. What kind of contacts you keep with mates group outside of lessons? a) you meet and spend time, b) you are calling to each other, you send SMS at “decent” hours, c) you are calling to each other, you send SMS at any time in the situation needs, d) contact through emails, facebook, MSN ... at “decent” hours, e) contact through emails, facebook, MSN ... at all times in the situation need f) not contacting outside the univeristy with my mates group, g) other circumstances .................................................................................................... ........................................................................................................................................... 6. What kind of contacts you keep with academy teachers outside of lessons? a) you meet and spend time, b) you are calling to each other, you send SMS at “decent” hours, c) you are calling to each other, you send SMS at any time in the situation needs, d) contact through emails, facebook, MSN ... at “decent” hours, e) contact through emails, facebook, MSN ... at all times in the situation need f) not contacting outside the school with my academy teachers, g) other circumstances .................................................................................................... ........................................................................................................................................... 7. How would you rate your own relationships in a group of students? a) well, my group mates trust me, in a group atmosphere is friendliness and trust, b) average well, only some of my group mates have their trust in me, the class is divided into groups of mutual trust, c) wrong, group atmosphere of rivalry and distrust. 8. How would you rate your contacts academy teachers? a) good, teachers trust me, they are friendly and helpful, b) average well, only some teachers trust me, c) bad, teachers are wary and suspicious.

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9. How often do you use the Internet in the classroom at univeristy? (completion of various tasks, ...) Check the appropriate answer a) aevery day, for all tasks, b) daily, for some tasks, c) sometimes, for certain tasks, d) I don’t use. 10. How often do you use the Internet at home? (preparation for classes, writing work, ...) Check the appropriate answer a) every day, for all tasks, b) daily, for some tasks, c) sometimes, for certain tasks, d) I don’t use. 11. What kind of websides would you recommend group mate as real, verified by your source of information useful in school? Write ................................................................................................................................................ ............................................................................................................................................... ................................................................................................................................................ 12. What kind of devices you use to learn? a) desktop, b) laptop, c) tablet, d) mobile phone, smarthphone, e) mp3/mp4 f) others, which? .............................................................................................................. ......................................................................................................................................... 13. Do you check whether the information from the Internet is true? a) yes, always, b) yes, sometimes, c) no, do not check. I believe that all the information is true.

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14. How often do you using social networking sites for preparation for classes? a) daily, b) from time to time when the jobs are difficult or boring, c) never, I do my homework same. 15. What, in your opinion, is the program for checking plagiarism? Write ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………….. 16. How would you rate the effectiveness of this system? Write ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………...... 17. Do you have confidence in the assessment of the work as a university teacher? Highlight the desired response a) the portal “Ocen.pl”: *) so that the total; **) so limited; ***) you can not, ****) I have no opinion b) the electronic evaluation conducted at the university; *) as total; **) so limited; ***) you can not, ****) I have no opinion c) the opinion on the Internet, in various forums, ..., *), so the total; **) so limited; ***) you can not, ****) I have no opinion.

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18. Write down what the trust mean: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 19. Write down who or what you can trust: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 20. Are you:

a) male

21. Study level ……

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b) female (check X)

Culture of Trust in ICT-aided Educational Interactions – Report 4

Appendix 3 QUESTIONNAIRE FOR TEACHER Easy access to news and information makes that students take their knowledge from other places than only school. It is not always that obtained messages are real and worthy of dissemination, repeat. Sometimes it can get into trouble for someone repeating information and using other people’s papers. People are looking for assurance that the use of certain and reliable sources. It is very important not only in the university. Many people have their own experience and thoughts on the subject. You certainly, too. So, we turn to you with a request to carefully read the questions below and let us know what are your answers like. Your answers will be used to conduct scientific research in the Institute of Education, University of Szczecin. The results of these studies will help to improve the rules for using the various sources of information available today. 1. From what, in your opinion, depends on the credibility of the information? Please choose 3 replies a) from the one who tells (his/her competence in the field), b) the way he/she tells ( does use a bright, intelligible language), c) since that person indicating a relationship with other people (friendly or neutral), d) from this, where the information is posted (in the public place or available only for selected), e) whether we can check this information, f) whether it is in line with our existing messages, g) from something different. From what? ..................................................................... ........................................................................................................................................... 2. Who can be regarded as a credible, you can rely on? (please underline the person designated by you) a) family members, b) friend, c) fellow-workers, d) some supervisiors, e) some pupils, f) other persons, who? …………………………………………................

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3. How often do you check (eg using Google) independent pupil’s work? a) every time I verify each pupil’s work b) occasionally, examine only those works that are of my question, c) never, I hope that pupils are mature enough to write yourself work. 4. When you encounter the difficulty to create new content, the use of new media, etc. who you ask for help? a) fellow-workers, b) friends and colleauges from outside work, c) pupils who are proficient in the use of new media, d) I’m looking for help in Internet (forum, facebook, …) e) I’m looking for help in methodological guide, f) I’m looking for help in professional journal, g) elswhere, where ............................................................................................................ ........................................................................................................................................... ........................................................................................................................................... 5. How would you rate your relationship with your pupils? Please choose one answer a) very well, between us, a warm, friendly atmosphere, we trust myself implicitly, b) quite well, I have a good relationship with the majority of pupils, we trust each other, c) satisfactorily, I have a good relationship with some of the pupils with whom we share mutual trust, d) too bad, there is tension between us. We are against each other distrustful, suspicious, mainly because pupils are trying to deceive the teacher. 6. Which devices you use in school? Please check the appropriate a) desktop, b) laptop, c) tablet,

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d) smartphone, e) others, which? ............................................................................................................... 7. What kind of website would you recommend to your pupils as a reliable, proven source of your information useful in school learning? Please write .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. 8. “If you do not endow our students, colleagues and other people trust, do not know if you can trust them.” This statement is: a) slogan, figure of speech, b) true, captures the essence of the meaning of trust, c) false, contains “a pious intention”, d) I do not know. 9. Pupils to trust teachers and teachers to pupils is a reflection of trust in society. However, you can change through the work of school-oriented mutual trust. How do you assess the truth of this mean? a) I fully agree with this opinion. Social relations in school are the same as in the whole society, but the school has a lot of options to change that, b) I agree partly with this in mind. The school does not have enough opportunities to change that. c) I do not agree with this thought. This is what happens in school is very different than in the community. School is a place to experience the true spirit of trust while in the society is a lot of suspicion. 10. Please, write down what the trust mean: .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................

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11. Please, write down who or what you can trust: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 12. Are you: a) female

b) male

13. Professional degree .........................................................................................................

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Appendix 4 QUESTIONNAIRE FOR ACADEMY TEACHER Student’s knowledge increasingly comes from other places than the school/college. Students and teachers use a variety of sources to get some information. It is not always that obtained messages are real and worthy of dissemination, repeat. Sometimes it can get into trouble for someone repeating information and using other people’s papers. People are looking for assurance that the use of certain and reliable sources. It is very important not only in the university. Many people have their own experience and thoughts on the subject. You certainly, too. So, we turn to you with a request to carefully read the questions below and let us know what are your answers like. Your answers will be used to conduct scientific research in the Institute of Education, University of Szczecin. The results of these studies will help to improve the rules for using the various sources of information available today. 1. From what, in your opinion, depends on the credibility of the information? Please choose 3 replies a) from the one who tells (his/her competence in the field), b) the way he/she tells ( does use a bright, intelligible language), c) since that person indicating a relationship with other people (friendly or neutral), d) from this, where the information is posted (in the public place or available only for selected), e) whether we can check this information, f) whether it is in line with our existing messages, g) from something different. From what? ...................................................................... ...........................................................................................................................................

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2. Who can be regarded as a credible, you can rely on? (please underline the person designated by you) a) family members, b) friend, c) fellow-workers, d) some supervisiors, e) some students, f) other persons, who? ................................................................................ 3. How often do you check (eg using Google) independent student’s work? a) every time I verify each student’s work, b) occasionally, examine only those works that are of my question, c) never, I hope that students are mature enough to write yourself work. 4. When you encounter the difficulty to create new content, the use of new media, etc. who you ask for help? a) fellow-workers, b) friends and colleagues from outside work, c) pupils who are proficient in the use of new media, d) I’m looking for help in Internet (forum, facebook, …), e) I’m looking for help in methodological guide, f) I’m looking for help in professional journal, g) elsewhere, where .................................................................................................... ........................................................................................................................................... 5. How would you rate your relationship with your students? Please choose one answer a) very well, between us, a warm, friendly atmosphere, we trust myself implicitly, b) quite well, I have a good relationship with the majority of students, we trust each other, c) satisfactorily, I have a good relationship with some of the students with whom we share mutual trust, d) too bad, there is tension between us. We are against each other distrustful, suspicious, mainly because students are trying to deceive the teacher.

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6. Which devices you use in university? Please check the appropriate a) desktop, b) laptop, c) tablet, d) smartphone, e) others, which? .............................................................................................................. 7. What kind of website would you recommend to your students as a reliable, proven source of your information useful in university learning? Please write .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. ................................................................................................................................................. 8. “If you do not endow our students, colleagues and other people trust, do not know if you can trust them”. This statement is: a) slogan, figure of speech, b) true, captures the essence of the meaning of trust, c) false, contains “a pious intention”, d) I do not know. 9. Students to trust teachers and teachers to students is a reflection of trust in society. However, you can change through the work of university-oriented mutual trust. How do you assess the truth of this mean? a) I fully agree with this opinion. Social relations in school are the same as in the whole society, but the school has a lot of options to change that, b) I agree partly with this in mind. The school does not have enough opportunities to change that. c) I do not agree with this thought. This is what happens in school is very different than in the community. School is a place to experience the true spirit of trust while in the society is a lot of suspicion.

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Culture of Trust in ICT-aided Educational Interactions – Report 4

10. What, in your opinion, is the program for checking plagiarism? Write ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 11. How would you rate the effectiveness of this system? Write ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 12. Do you have confidence in the assessment of the work as a university teacher? Highlight the desired response. a) the portal “Ocen.pl”: *) so that the total; **) so limited; ***) you can not, ****) I have no opinion, b) the electronic evaluation conducted at the university; *) as total; **) so limited; ***) you can not, ****) I have no opinion, c) the opinion on the Internet, in various forums, ..., *), so the total; **) so limited; ***) you can not, ****) I have no opinion. 13. Write down what the trust mean: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

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Culture of Trust in ICT-aided Educational Interactions – Report 4

14. Write down who or what you can trust: ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ 15. Are you: a) male

b) female

16. Your bench a) assistant, b) lecturer/senior lecturer, c) professor

47

Harald Nilsen, Elżbieta Perzycka

En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning* Rapport nr. 4 (Norway)

Szczecin 2015

∗

  Engelsk versjon: Culture of Trust in ICT-aided Educational Interactions.

En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Edit av Harald Nilsen & Elżbieta Perzycka

Anmelder Prof. dr hab. Maria Czerepaniak-Walczak

Denne forskningsrapporten er den sjette i rekken i et internasjonalt prosjekt med deltakere fra India, Italia, Polen, Russland og Norge Prosjektet er finansiert fra for-skningsmidler perioden 2013–2015 i programmet Stimulators and Inhibitors of Culture of Trust in Educational Interactions Assisted by Modern Information and Communication Technology og co-finansiert av Ministry of Science and Higher Education No. 2923/7.PR/2013/2. Prosjektet er implementert under det 7th Framework Programme Marie Curie Action, People No. 318759, in the years 2013–2015. Prosjektets web-side:: www.sitproject.eu

ISBN 978-83-7972-004-0 Published by:

wydawnictwo naukowe uniwersytetu szczecińskiego Wydanie I. Ark. wyd. 3,0. Ark. druk 5,0. Format B5. Nakład 100 egz.

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Innhold Sammendrag ........................................................................................................

53

1. Undersøkelsens mål og metode ................................................................ 2. Spørreskjjema ..................................................................................................... 2.1. Mer om spørreskjema ........................................................................................

53 54 54

3. Respondenter ................................................................................................... 3.1. Om representativitet i tallmaterialet ............................................................... 4. Presentasjon av data fra spørreskjemaene. Elever og studenter ..... 4.1. Spørreskjema ....................................................................................................... 5. Sluttkommentar til elevers og studenters svar ....................................... 6. lærere og akademiske lærere ...................................................................... 6.1. Spørreskjema ....................................................................................................... 7. Sluttkommentar til lærernes og akademikernes svar ..........................

54 55 55 55 60 60 60 64

Referancer .................................................................................................................

64

Appendiks ................................................................................................................. 1. Spørreskjema for elever (klasse 8–10) ............................................................. 2. Spørreskjema for studenter ................................................................................ 3. Spørreskjema for lærere (ungdomstrinnet) ..................................................... 4. Spørreskjema for Akademiske lærere .............................................................

65 66 70 74 77

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

SAMMENDRAG Rapporten her har legitimitet som en pilotundersøkelse. Som et overbevisende forskningsarbeid trenger spørreformularene strengere validering, flere skoler som representerer et større, geografisk område må med og dermed sikre større og mer representativt materiale. Som alternativ til å gå seg fast eller gå seg vill i det vanskelige spørsmålet hva er tillit, har jeg valgt å uttrykke respondentenes svar som indikatorer på tillit, og har pekt på følgende. -kognitiv og selvbevisst inspirerte indikatorer for tillit, -dybdebaserte indikatorer, i.e. papirbok for nettbok, -nærhetsindikatorer, i.e. foreldre, venner og også læreren (spesielt for studenter) -tradisjonsbaserte indikatorer, i.e. bruk av dataverktøy og informasjonskilder, -sosialt motiverte indikatorer. Underveis har jeg også stilt meg et spørsmål som går gjennom hele rapporten, nemlig: hva kommer først, tillit eller forutsetningene for tillit, er tillit forstått som en prosess en viktig motor for etablering av gode, sosiale relasjoner og tillit, eller er det de gode relasjonene som kommer først og er forutsetninger for tillit?

1. Undersøkelsen: mål og metode Det primære formålet med undersøkelsen er å kartlegge omfanget av bruk av informasjons-teknologi i undervisnings-situasjoner, og hvilke holdninger elever, studenter og lærere har til bruk av informasjonsteknologi. En mener at faktisk bruk av informasjons-teknologi kan fungere som indikator på hvilken tillit en har til elektroniske hjelpemidler i undervisnings-sammenhenger. Undersøkelsen inkluderer også andre tema som en antar sier noe om tillit, for eksempel hvilke læremidler en helst bruker, og hvem en henvender seg til når en trenger hjelp med skolearbeid, o.l. For å nå et visst antall respondenter innen rimelig tid har en valgt spørreskjema, primært med bundne svaralternativ (om spørreskjema, se under).

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

2. Spørreskjema 2.1. Mer om spørreskjema Mellom prosjektdeltakerne var det alminnelig enighet å bruke spørreskjema til innhenting av data her (jf. Nunan s. 143). I forhold til studenter er spørreskjema en nokså vanlig praksis når en vil samle inn data. Selve datamaterialet fra spørreskjema er mer håndterlig for kvantifisering enn kvalitative data. Men dermed er ikke sagt at kvantitative data gir mer kunnskap og er mer pålitelige enn kvalitative data (jf. Nunan om dette), valg av kvalitative eller kvantitative data avhenger av hva en spør etter. I alle høve er konstruksjon av valide og pålitelige spørreskjema en vitenskapelig utfordring. Spørreskjema kan utformes med faste (lukkete) valgalternativer eller i såkalt åpen form, det vil si frie (ubundne) svar. Bruker en faste valgalternativer er svakheten den at svarene på en måte er gitt av den/de som administrerer undersøkelsen og selvespørreskjemaene. I åpne spørsmål kan de spurte uttrykke sine meninger. Spørreskjemaene i denne undersøkelsen inneholder for det meste faste svaralternativer. Bare som unntak legges inn noen åpne spørsmål. Spesielt utfordrende i denne undersøkelsen er det komparative perspektivet i forhold til svaralternativene i lukkete spørsmål. I prosjektet er fem nasjonaliteter involvert og like mange ulike nasjonale språk; norsk, indisk, polsk, italiensk og russisk, og som et sjette språk ble brukt engelsk som vårt felles kommunikasjonsspråk i planlegging og gjennomføring. Dette siste momentet – la oss kalle det språkblanding – er en av grunnene til at jeg betrakter mitt forskningsarbeid som en pilotstudie, og at jeg også ville argumentere for at hele prosjektet bør betraktes som en pilotstudie som kaller på et større materiale og større validitet og reliabilitet (jf. Nunan, s. 145).

3. Respondenter Elever, 8. trinn (13 år); N = 546; 262 jenter, 284 gutter. Skoler og geografisk beliggenhet: En skole, middels stort tettsted i Nord-Norge, en skole i Midt-Norge, tett befolket og en skole i en småby i Sør-øst Norge.

 Nunan, David 1992: Research methods in Language Learning, Cambridge: Cambridge University Press.

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Studenter, andre året videregående og lærerstudenter (17/18 – 22/24 år), N = 256; 164 jenter, 92 menn. Geografisk: Tettsted Nord-Norge og småby Sør-øst Norge. Lærere, ungdomsskoletrinn (8. trinn); N = 152; 88 kvinner, 64 menn. Skoler beliggende i tettsted Nord-Norge og småby i Sør-øst Norge. Akademiske lærere N = 104; 48 kvinner og 56 menn: Skoler beliggende i tettsted Nord-Norge og i småby i Sør-Norge.

3.1. Om representativitet i tallmaterialet Tallmaterialet – her representert i fire kategorier – viser lave tall. Likevel kan lave tall være nyttig for å komme videre med større undersøkelser på områder som handler om tillitskulturer både i skolesammenheng og også på beslektede områder. Jamfør ovenfor om pilotstudie.

4. Presentasjon av data fra spørreskjemaene. Elever og studenter 4.1. Spørreskjema Åtte av 12 og 14 spørsmål for henholdsvis elever og studenter er identiske. Det er derfor naturlig å presentere samtidig data fra disse åtte felles spørsmålene for lettere å sammenligne svarene i de to kategoriene. Spørsmål 1) Du stoler mest på informasjon som kommer fra (6 svaralternativer). Ca. 20% av studenter og 25% av elever svarer alternativ 1) -personer de kjenner, i.e. personmotivert indikator for tillit. Mellom 30 og 35% svarer alternativ 3) -fra bøker/ lærebøker (fagblad), i.e. tradisjonsmotivert indikator for tillit, men valg på lærebøker kan også være kognitiv motivert. Ca. 15% svarer -fra Internett. Valg på Internett her må forklares i forhold til den store utbredelsen dette verktøyet har i norsk skole. For Studenter er det noe forskjell mellom gutters og jenters valg; mer enn 20% gutter og mindre enn 10% jenter svarer -Internett. I grunnskolen er lignende forskjell, men ikke så tydelig. Alternativ 5) -kunnskap som stemmer med kunnskap elevene allerede har, får mellom 15 og 20%, og alternativ 6) -«annet» mellom 5 og 10%. Svarene indikerer at både studenter og elever velger alternativer de har lett tilgang til, i.e. nærhets-indikator, men valg kan selvsagt også være intellektuelt inspirert. Endelig må vi huske på at vi har å gjøre med tillit i en bestemt kontekst, konteksten skole og læring, et sosialt fellesskap og at derfor valg påvirkes av fellesskapet. 55

En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Spørsmål 2) – bruk av ulike typer elektronisk utstyr i lærings-situasjoner (6 alternativer). Mer enn 40% elever og nesten 60% studenter svarer PC. Litt mer enn 20% elever og mellom 10 og 15% studenter svarer mobil/smart-telefon. 4–5% studenter og 12–13% elever svarer nettbrett. Alternativ 6) Annet utstyr skiller litt mellom studenter og elever. Omtrent 15% elever svarer lærebøker, og bare 7–8% studenter svarer “Annet”, men skriver ikke hva. Den overlegne preferansen på PC forteller hva som er «vanlig» utstyr, det er altså tilgjengelighet og utbredelse som er mest bestemmende for valg her (jf. spørsmål 1), men selvsagt tyder svarene at elevene har større tillit enn tvil til nettbasert kunnskap og informasjon. Spørsmål 3) – bruk av Internett i klasserommet/læresituasjoner? Figur 1 1

ELEVER

STUDENTER

Q 3 How offten do you use iinternet in thhe classroom m? Serie 1

0,5

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Q3 How often do you use internet in typical learning contexts? 60 40 20

J%

0 1

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G%

Svaralternativene på 1 – 4 er: Bruker Internett i klasserommet -hver dag, alle oppgaver, - hver dag noen oppgaver, -av og til noen oppgaver og – bruker ikke. Vi ser i diagrammet synlige brukerforskjeller mellom elever og studenter. Merk spesielt svaralternativ 4), og også alternativ 3). Dette mønsteret svarer til lands-normen som forteller at Internett er betydelig mer utbredt i videregående skole/høyere utdanning enn i grunnskolen (Monitorrapporter 2010. Prioritet av Internett er selvsagt et svar på tilgjengelighet, og svar på hva som er mest vanlig i undervisningskontekst (se ovenfor). Men det tyder jo også på at både elever og skolen som institusjon i større eller mindre grad stoler på dette verktøyet. Spørsmål 4) – bruk av internett hjemme viser samme tendensen om i spørsmål 3). Betydelig flere studenter enn elever bruker Internett hver dag for alle  Monitor 2010, available at: http://iktsenteret.no/ressurser/monitor-2010-samtaler-omikt-i-skolen.

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

oppgaver: 20% jenter og mer enn 35% gutter i høyere utdanning mot 10–15% i grunnskolen. På alternativet «bruker hver dag på noen oppgaver» er forholdet mellom høyere utdanning og grunnskole 55% og ca. 30% (jf. ovenfor Monitorrapporter). Kommentaren her blir som under spørsmål 3); tilgjengelighet, alminneliggjøring (del av skolekulturen) og generell tillit til Internett som informasjons-bank. Det er interessant å se hvilken sammenheng det er mellom spørsmål 3) og 4) «bruk av Internett» og spørsmål 6) (elever) tilsvarende 5) (studenter) i hvilken grad de sjekker troverdigheten av informasjon de finner på Internett. Figur 2 1

ELEVER

STUDENTER 80

Q Q6 Do you chheck whetherr the innternet info. is i reliable?

0,8

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Diagrammene viser signifikante forskjeller, mer enn 1/3 studentene oppgir at de alltid sjekker informasjonen, mens tilsvarende hos elever er knapt 10%. Hos elevene er det også flere som ikke sjekker. Forklaring på ulikheter her kan være at studenter har utviklet tydeligere kritisk sans, i.e. kognitiv motivert mistillit kan en si. De ikke bare henter informasjon, men reflekterer også over kvaliteten i informasjonen. Spørsmålene 7 (elever) svarende til 8 (studenter) gjelder hvem de unge ber om hjelp hvis/når de har problem med skoleoppgaver som hjemmearbeid. Figur 3 1 0,8

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STUDENTER

Q Q7 Whom do yyou ask for heelp if pproblems with your tasks/ho omework?

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Svaralternativene er 1) og 2) -ber om hjelp fra venner, 3) -lærer, 4) -venn fra sosiale medier, 5) -foreldre/foresatte, 6) -ingen. Alternativ 3) viser tydelig ulike preferanser der studenter foretrekker lærer (nesten 40% mot elever vel 20%), og tilsvarende forskjell i alternativ5) der over 40% elever velger foreldre/foresatte mot studenter mindre enn 20%. Tall og prefe-ranser her bekrefter det vi vet, at studenter er på et annet bevissthetsnivå, mer prestasjons- og oppgavebevisst, og har tillit til lærers faglighet der elever lettest søker til foreldre (eventuelt søsken), men vi mener at norske elever har tillit også til sine lærere. Det er interessant å sammenligne spørsmål 7) og 8) ovenfor med spørsmål 8 (elever) svarende til spørsmål 9 (studenter), hvem de ber om hjelp hvis problem med sitt elektroniske verktøy? Figur 4

ELEVER

STUDENTER 1

1 Q 8 Whom do yo ou ask for heelp

whenn problem w with your PC,, tableet,mobile,sm mart-phone, ettc.?

0,5

Q Q9Whomdo oyouaskforh helpwhen p problemwithyyourPC,PCeq quipment, mobbile,ssmartͲmpbile,etc.

0,5

0 1

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#REFF ! 0 1

2

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I disse diagrammene må en være klar på følgende. Alternativene 1) til 3) er sammenfallende, alternativ 4) hos studenter mangler hos elever. Alternativene 4) til 6) hos elever svarer til 5) til 7) hos studenter. Vi ser at studentene gjør stor bruk av skolens IT-service, det er en service som er bra utbygd, men ikke i samme grad utbygd i grunnskolen. Vi ser ellers at jenter mer enn gutter søker støtte hos foreldre/ foresatte, og grunnskole-elevene i mye større grad enn studentene der bare i overkant av 10% velger hjemmet. Vi ser også at gutter mer enn jenter klarer seg uten å be andre om hjelp. Valgene her tolker jeg primært i forhold til mulighet og tilgjengelighet, men at valgene også har med grader av tillit å gjøre. Spørsmål 8) for Elever har et lignende spørsmål 9) som gjelder hvem elever vil be om hjelp hvis problem med dataspill, playstation, o.l. Elevenes svar avviker litt her fra deres svar i spørsmål 8). Omtrent 1/3 vil søke hjelp hos venner, ca. 1/3 58

En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

hos foreldre/foresatte og én av fire svarer «ingen». Jeg tror ikke svarene her sier noe spesielt om tillit/mistillit, men om naturlig tilgjengelighet, og at dataspill, o.l. er en annen sak enn datautstyr for skolearbeid. Spørsmål 5) for elever svarende til spørsmål 7) hos studenter spør etter brukermønster for sosiale nettverk når en gjør hjemmearbeid. Svaralternativene er: - daglig, - av og til når hjemmearbeidet er vanskelig, - aldri. Her er det stort sammenfall mellom elever og studenter; mellom 15 og 25% svarer daglig, ca. 60% svarer av og til, og mellom 15 og 20% aldri. Svarene forteller at de unge ser en viss nytte i sosiale nettverk også i skolesammenheng, sosiale nettverk er lett tilgjengelig, og de har ikke erfaringer som avviser denne ressursen. Det siste spørsmålet som er felles for elever og studenter er det «åpne» spørsmålet om hva det betyr å ha tillit til noen? Tre av fire – likt for elever og studenter – svarer «å stole på», ca. 15% svarer blankt, og noen svarer «å bety noe for hverandre», «en god venn». Rent generelt har ikke de spurte reflektert dypt på spørsmålet, men svart med det norske synonymet for tillit. Spørsmål bare for elever. Spørsmål 10) ber elevene svare på hvem de helst henvender seg til hvis de har personlige problem. Mer enn halvparten jenter og ca. 40% gutter svarer -venner (flest klassevenner), ca. 1/3 svarer -foresatte (likt for jenter og gutter) og ca. 10% svarer -ingen. Mens spørsmål 10) fokuserer på problem, handler Spørsmål 11) om hvem de unge helst vil dele sin glede med. Halvparten jenter og 70% gutter svarer -venner (mest klassevenner), omtrent 1/3 jenter og ¼ gutter svarer -foreldre/foresatte og noen (flere jenter enn gutter) svarer -venner på Facebook. Ikke uventet står nære venner sterkest, og også foreldre/foresatte. Preferansene her må forstås, mener jeg, som tillit til, og – må en legge til – tillit i nære relasjoner. Spørsmål bare for studenter. Spørsmål 11) ber om studentenes erfaringer med plagiering. Én av tre svarer «ikke brukt», én av tre «dårlig gjort», en av fem svarer «ingen erfaring» og én av ti svarer «OK, har brukt». Se tilsvarende spørsmål hos akademikere senere her. Spørsmål 12) spør Hvordan kommuniserer du med læreren din utenfor læreinstitusjonen? Alternativ 2, -tar kontakt via e-mail, facebook, tekstmelding får mellom 55 (gutter) og over 60% (jenter), alternativ 3) -tar kontakt når som helst jeg trenger hjelp får ca. 20% og alternativ 4) -har ingen kontakt ca. 10%.

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Spørsmål 13) spør hvordan de unge kommuniserer med venner (utenfor skoletiden). 40% jenter og ca. 25% gutter svarer alternativ 1) -møtes personlig, 1/3 jenter og halvparten gutter svarer -mail/sosiale medier, og én av fire (likt for begge kjønn) svarer -tar kontakt når som helst. Spørsmål 11) er vanskelig å vurdere om det har relevans i forhold til problemstillinger om tillit. I spørsmål 12) og 13) er lettere å se sammenheng med fokusordet tillit. Tall her indikerer tillit mellom mennesker, og kanskje sier tall også noe om tillit til måter å skape tillit eller å pleie tillit, men mest, mener jeg, forteller svarene noe om naturlig tilgjengelighet til mail, sms og sosiale medier som favoritter.

5. Sluttkommentar til elevers og studenters svar Med forbehold om at undersøkelsen bygger på et tynt materiale, kan en likevel lese inn indikatorer for tillit, og rapporten summerer følgende. Tydelig er personmotiverte indikatorer for tillit, det vil si tillit til venner og foresatte, og eldre elever i materialet viser også tillit til sine lærere, det jeg har kalt kognitiv basert tillit. Både personmotivert og kognitiv motivert tillit handler om tillit i nære relasjoner. Funn som viser tillit til lærebøker og nettbaserte, anerkjente kunnskapskilder kan forstås som både kognitiv og tradisjonsbasert motivert, men kan også indikere en generell tillit til BOK fremfor kunnskap gjennom IT. Uavhengig av betydningen begrepet tillit har i denne spørreundersøkelsen, mener jeg mange av respondentene sine svar kan forstås i forhold til naturlig «tilgang til», det vil si både i forhold til nærhet og til vanlige brukermønstre og vanlige personrelasjoner i norsk skole.

6. Lærere og akademiske lærere 6.1. Spørreskjema Med unntak av små språklige nyanser er ni spørsmål i lærernes spørreskjema identiske med ni spørsmål i akademikernes. Akademikerne har i tillegg et spørsmål om studenter og plagiering. Det er naturlig å presentere lærernes og akademikernes svar samtidig for lettere å kunne sammenligne.

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En studie av tillitskultur i IKT-støttet, samspillsrettet undervisning – Rapport nr. 4

Spørsmål 1) spør hva som er viktig når en vurderer påliteligheten i kunnskap/ informasjon. Figur 5 40 35 30

LÆRERE

AKADEMIKERE Q 1 What is im mportant for yo ou when you judge the credibility y of informatiion/knowledge?

Q 1 What is important for you when you judge the credibility of info./knowledge? 1

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Svaralternativ 1) -hvem som står bak kilden skiller litt mellom lærere og akademikere og også mellom kjønn hos akademikerne. Alternativ 2) -publiseringskanal er også viktig, men her er mønsteret for kjønn mellom lærere og akademikere omvendt proporsjonalt. Videre har alternativ 3) og 5) (se Appendix) noe større prioritet hos lærerne, mens akademikerne ligger merkbart høyere på alternativ 4) om -kunnskapen/informasjonen kan verifiseres. Generell tolkning her er at tillit knyttes sterkest til kilde og forfatter(-e), og at begge deler kan verifiseres, i.e. kognitiv basert tillit. Ny kunnskap som svarer til viten en allerede sitter på har også en viss betydning, i.e. selvbevisst tillit. Spørsmål 2) spør hva slags IT-utstyr lærere/akademikere bruker når de forbereder undervisning. Figur 6 80

LÆRERE

Quest. 2 What kind of IT equipm. do you prefere to use when prepare lesson?

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Diagrammet for akademikere er omtrent et speilbilde av lærernes. Ca. 75% lærere og nesten 80% akademikere svarer PC, og de resterende ca. 20% deler seg på alternativene 2) og 3), lesebrett og interaktiv tavle. Generelt gir svarene et bilde av det datautstyret som er mest tilgjengelig og vanlig på den tiden undersøkelsen er gjort, og svarene er også indikator på at generell aksept (tillit) til dataverktøyet er sterkere enn avvisning. Spørsmål 3) spør hva slags IT utstyr lærere/akademikere mest bruker i undervisning i klasserommet. En kan forvente at lærernes svar her faller sammen med elevers svar på spørsmål 2) (se ovenfor under DEL I). Mer enn 75% kvinnelige lærere og 60% mannlige svarer PC, og for akademikerne er tilsvarende tall 70 og 60%. Smarttelefon får ca. 15 og 10% fra henholdsvis lærere og akademikere, Interaktiv tavle får rundt 10%. Ca. 10% akademikere svarer «annet» uten å skrive hva. Spørsmål 4) spør hvem de helst ber om hjelp hvis de har problem med dataverktøyet. Også her er sammenfall mellom lærere og akademikere, og sammenfall mellom kvinner og menn. 40% svarer arbeidskolleger, 1/ 3 svarer skolens IT-koordinator, og mellom 10 og 20% svarer de fikser problem selv. Svarene her indikerer tillit i nære relasjoner, i.e. (i) nærhet og samarbeid som stimuli for tillit, eller (ii) en atmosfære av tillit som stimuli for samarbeid? Spørsmål 5) har «åpne svar» på spørsmål om hvilken web-side lærerne/ akademikerne anbefaler for sine elever/studenter. Lærere svarer: snl (Store norske leksikon) 62%, ndla (Norsk digital læringsarena) 20% og ca. 15% svarer Wiki/Google. Akademikerne sine svar er mer nyanserte. Mer enn én av fire svarer nettbaserte pensumbøker og annen nettbasert lærerhjelp og veiledning, ca. 20% svarer ndla, mellom 15 og 20% svarer snl, vel 10% Bibsys/Oria, mindre enn 10% Google, og noen få svarer «annet». Generelt faller svarene på anerkjente, autoriserte websider. Jeg mener svarene kan forklares ut fra det som er kjent og mest relevant i aktuelle situasjoner, men også at lærerne gjør bevisste valg, i.e. kognitiv basert tillit. Spørsmål 6) henger sammen med spørsmål 5), og spør om i hvilken grad lærerne/aka-demikerne sjekker elevenes/studentenes bruk av nettbasert kunnskap (ærlighet, bruk av referanser, o.l.). Ca. 1/3 kvinnelige og 10% mannlige lærere svarer -så å si alltid (merk kjønnsforskjeller her), og tilsvarende for akademikerne er ca. 25% (likt for begge kjønn). Alternativet -sjekker noen ganger viser for lærerne 60% (kvinner) og 80% (menn), og for akademikere er tilsvarende tall mellom 65 og 70%.

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At så mange sjekker elevenes arbeid bare -av og til når de har mistanke, kan tyde på at lærerne har rimelig stor tillit til sine elever. Men tallmaterialet er lite, og svarene kan også indikere for eksempel «vi bryr oss ikke om å kontrollere», «det synes OK», osv. NB! Akademikernes Spørsmål 7) gjelder plagiering, og er ikke med på lærernes spørre-skjema, og resultat presenteres senere her. Spørsmål 7) (lærere) svarende til 8) (akademikere) er knyttet til tillit i forhold lærere og elever, spørsmålet er om lærers (synlige) tillit til sine elever vil være godt utgangspunkt for gjensidig tillit? Ingen har svart på alternativ 1) bare et tomt slagord. I alternativ 2), -sant, kjernen i tillit er gjensidighet, svarer mer enn 75% kvinnelige llæere og ca. 60% mannlige bekreftende. Tilsvarende tall for akademikere er 60%, likt for menn og kvinner. 15% kvinner og 35% menn (lærere) svarer -ingen mening, og én av fire akademikere svarer -ingen mening. Spørsmål 8) (lærere) svarende til 9) (akademikere) ligner på spørsmålet nærmest ovenfor. Spørsmålet er om skoler med spesiell fokus på tillit kan få innflytelse på tillit generelt i samfunnet. Mer enn halvparten av lærere (likt for kvinner og menn) svarer -enige her. Tilsvarende tall for akademikere er 2/3 kvinner og litt mindre enn halvparten menn. 20% kvinner og 25% menn er -litt enig og tilsvarende for akademikere er 20% kvinner og nesten 50% menn. Blant akademikere svarer 6–7% -helt uenig. Et overordnet bilde fra svarene på spørsmålene 7 og 8 (8 og 9) er tro på at tillit har kraft til å skape tillit i nære relasjoner, i.e. tillit genererer tillit. Spørsmål 9)/10) ber de spurte hva de forstår med begrepet tillit. Svarene her er så å si kopi av elevers/studenters svar, tre av fire svarer «å stole på», noen skriver gjensidig respekt, ca. én av fem har ikke svart. Svarene indikerer at respondentene har ikke engasjert seg i spørsmålet. Spørsmål 7) (akademikere) spør om erfaring med elever og plagiering (jf. ovenfor med tilsvarende spørsmål for studenter). Én av tre svarer at plagiering er -galt/dårlig, ca. 15% svarer -skadelig for integriteten, 15% -plagiering forekommer, 15% svarer -vet ikke, liten erfaring, 10% svarer -utbredt og 10% har ikke svart. I tilsvarende spørsmål til studentene ytrer jeg tvil til hvordan svarene skal relateres til tillit, det vil si om spørsmålet har tydelig nok relevans.

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7. Sluttkommentar til læreres og akademikers svar Det er lett å peke på likheter mellom elevenes og lærernes svar. I forhold til lærersvarene stiller jeg samme spørsmål som til elevenes, nemlig: Hvor dypt skal en gå i drøfting som gjelder sammenheng mellom respondentenes svar og begrepet tillit? Det spørsmålet inkluderer også selve spørreskjemaene og undersøkelsens validitet. Her er ikke plass å drøfte dette, og jeg forsvarer undersøkelsen gjennom å kalle den en pilot-undersøkelse. En er også – mener jeg – på trygg grunn når en her bruker handlingsmønstre, det vil si valg som indikatorer på tillit, eventuelt større eller mindre tillit (jf. her fra sluttkommentaren for elever/studenter). I forhold til bruk av dataverktøy og informasjonsteknologi indikerer lærernes/ akademikernes svar kognitiv, selvbevisst basert tillit. Erfaringsbasert tillit kan det kalles når akademikerne ikke viser sterk trang til å kontrollere for eksempel studentenes plagiering. Respondentenes svar tyder også på at de mener tillit i nære relasjoner (mikronivå) genererer tillit, og også i større sammenhenger, som ekspansjon fra skolemiljø til storsamfunnet (mesonivå). Tillit i nære relasjoner er like tydelig hos lærere som hos elever. Det er her jeg stiller spørsmål om det er nærhet og samarbeid som genererer tillit eller om det er atmosfære av tillit som er motoren eller plattformen som bringer mennesker sammen til samarbeid og positive, sosiale relasjoner – og tillit? Det må være lov å tro at begge deler er mulig. Referanser Ervasti, H., Fridberg, T., Hjerm, M., Ringdal, K., (2008) Nordic Social Attitudes In A European Perspective, Edward Elgar Publ. Ltd , Cheltenham. Exploring public attitudes, informing public policy. Selected findings from the first five rounds, www.europeansocialsurvey.org/docs/findings/ESS1_5_select_findings.pdf, access 10.05.2015). Lin, N., Social Capital. A Theory of Social Structure and Action Cambridge: Cambridge University Press, 2001 Maturana, H., Paz Davila, X., (2004) Education as viewed from the biological matrix of human existence, PRELAC Journal, Nr 2. Monitor 2010, available at: http://iktsenteret.no/ressurser/monitor-2010-samtaler-om-ikt-i-skolen. Nunan, D., (1992) Research methods in Language Learning, Cambridge: Cambridge University Press.

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Appendiks 1. Spørreskjema for elever (klasse 8–10). 2. Spørreskjema for studenter. 3. Spørreskjema for lærere (ungdomstrinnet). 4. Spørreskjema for Akademiske lærere.

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1. Spørreskjema for elever (klasse 8–10) Din skole er én av fire skoler I Norge der elever blir spurt om å svare på noen spørsmål om kunnskap og informasjon, om bruk av datautstyr og hva elevene mener om informasjonen de henter på internett. Noen spørsmål er om hvem dere ber om hjelp med skolearbeid og mer personlige ting, og problemer med data og lignende. Alle svar er konfidensielle, det vil si ingen får vite ditt navn eller navn på skolen din. I undersøkelsen er med fem land, det er: Russland, India, Polen, Italia og Norge. Takk for at du svarer! Hilsen fra den norske prosjektlederen, Harald Nilsen, Nesna Universitet/college Sett X: □ Jente □ Gutt 1. Du stoler mest på informasjon som (maks 2 svar): □ kommer fra person du kjenner personlig, □ kommer fra person som snakker eller skriver tydelig, □ står i bok, lærebok, avis, blad, □ du finner på internett, □ stemmer med den kunnskapen/informasjonen du har fra før, □ du kan sjekke på en annen måte. 2. Hva bruker du mest av følgende utstyr når du jobber med skolearbeid? (maks 3 svar) □ PC (også bærbar), □ nettbrett, □ mobil/smarttelefon, □ smart-TV, □ spiller (mp3/mp4), □ noe annet Hva? .......................................................................................................

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3. Hvor ofte bruker du Internett i klasserommet? □ hver dag for alle oppgaver, □ hver dag, men bare på noen oppgaver, □ av og til for noen oppgaver, □ bruker ikke i det hele tatt. 4. Hvor ofte bruker du internett hjemme? □ hver dag for alle oppgaver, □ hver dag, men bare på noen oppgaver, □ av og til for noen oppgaver, □ bruker ikke i det hele tatt. 5. Hvor ofte bruker du sosiale nettverk når du gjør hjemmearbeidet ditt? □ daglig, □ av og til når hjemmearbeidet er vanskelig og/eller kjedelig, □ aldri, jeg fikser hjemmearbeidet på egen hånd. 6. Pleier du å sjekke om informasjon på Internett er til å stole på? □ ja, alltid, □ ja, noen ganger, □ nei, jeg sjekker ikke. 7. Hvem ber du helst om hjelp når du har problem med lekser/oppgaver? (maks 2 svar) □ en klassekamerat/venninne, □ en venn/venninne utenfor klassen, □ en lærer, □ en venn fra facebook, twitter, blogg, chat, osv., □ foreldre/foresatte/andre i familien, □ ingen.

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8. Hvem ber du helst om hjelp hvis du har problem med din PC, PC-utstyr, nettbrett, mobil-/smart telefon, smart-TV, og lignende? (maks 2 svar) □ en klassekamerat/venninne, □ en venn/venninne utenfor klassen, □ en lærer, □ en venn fra facebook, twitter, blogg, chat, og lignende, □ foreldre/foresatte, andre i familien, □ ingen. 9. Hvem ber du om hjelp hvis du har problem med dataspill, play station, og lignende (maks 2 svar) □ en klassekamerat/venninne, □ en venn/venninne utenfor klassen, □ en lærer, □ en venn fra facebook, twitter, blogg, chat, og lignende, □ foreldre/foresatte/andre i familien, □ ingen. 10. Hvem henvender du deg helst til hvis du har personlige problem? (maks 2 svar) □ klassevenn (-er)/venninne (-r), □ venn (-er)/venninne (-r) utenfor klassen, □ faglæreren min eller en annen lærer, □ venn fra facebook, twitter, blogg, og lignende, □ foreldre/foresatte/andre i familien, □ ingen. 11. Når du er spesielt glad/godt humør; hvem deler du da din glede med? (maks 2 svar) □ klassevenn (-er)/venninne (-r), □ klassevenn (-er) utenfor klassen, □ faglæreren min eller en annen lærer, □ venn fra facebook, twitter, blogg, og lignende, □ foreldre/foresatte/andre i familien.

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12. Kan du skrive kort hva det betyr å stole på noen? ................................................ ................................................................................................................................................ ................................................................................................................................................. ................................................................................................................................................. ................................................................................................ Takk for at du svarte!

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2. Spørreskjema for studenter Din læreinstitusjon er én av fire i Norge der studenter blir spurt om å svare på noen spørsmål om kunnskap, informasjon og bruk av datautstyr, hva studenter bruker og hva de mener om informasjonen fra internett. Noen spørsmål er om hvem dere ber om hjelp i studiene (problemer med datautstyr og lignende). Alle svar er konfidensielle, det vil si ingen får tilgang til personnavn eller navn på læreinstitusjon. Meningen med undersøkelsen er å sammenligne noen sider ved skolekultur der fem land er representert: Russland, India, Polen, Italia og Norge. Takk for at du er med og svarer! Hilsen fra den norske prosjektlederen, Harald Nilsen, Nesna Universitet/college Sett X:

□ Jente

□ Gutt

1. Du stoler mest på informasjon som (maks 3 svar): □ kommer fra person du kjenner personlig, □ kommer fra person som snakker eller skriver tydelig, □ står i bok, lærebok, avis, (fag)blad, etc., □ du finner på internett, □ stemmer med den kunnskapen/informasjonen du allerede har, □ du kan sjekke på annen måte. 2. Hva bruker du mest av følgende utstyr når du jobber med studier? (maks 3 svar) □ PC (stasjonær el. bærbar), □ nettbrett, □ mobil/smarttelefon, □ smart-TV, □ spiller (mp3/mp4), □ noe annet.

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3. Hvor ofte bruker du Internett i læreinstitusjonen? □ hver dag for alle oppgaver, □ hver dag, men bare på noen oppgaver, □ av og til for noen oppgaver, □ bruker ikke i det hele tatt. 4. Hvor ofte bruker du Internett utenfor læreinstitusjonen? □ hver dag for alle oppgaver, □ hver dag, men bare på noen oppgaver, □ av og til for noen oppgaver, □ bruker ikke i det hele tatt. 5. Pleier du å sjekke om informasjon på Internett er til å stole på? □ ja, alltid □ ja, noen ganger □ nei, jeg sjekker ikke 6. Hvilken Web-side(-r) ville du anbefale som nyttig/pålitelig kilde for studiearbeid? .................................................................................................................................. .................................................................................................................................................. 7. Hvor ofte bruker du sosiale nettverk når du jobber med egen oppgave/foredrag/ framlegg for gruppen, o.l, ? □ daglig, □ av og til når hjemmearbeidet er vanskelig og/eller kjedelig, □ aldri, jeg fikser hjemmearbeidet på egen hånd. 8. Hvem ber du helst om hjelp hvis du har problem med oppgave/foredrag/ framlegg? (maks 2 svar) □ en klassevenn/venninne, □ en venn/venninne utenfor klassen, □ faglærer/foreleser eller annen lærer, □ en venn fra facebook, twitter, blogg, chat, o.l, □ foreldre/foresatte/annet fam.medlem, □ ingen.

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9. Hvem ber du helst om hjelp hvis du har problem med din PC, PC-utstyr, nettbrett, mobil-/smartmobil, smart-TV, og lignende? (maks 2 svar) □ en klassevenn/venninne, □ en venn/venninne utenfor klassen, □ faglærer/foreleser eller annen lærer, □ lærestedets IT-service eller annen IT-service, □ en venn fra facebook, twitter, blogg, chat, o.l, □ foreldre/foresatte, annet fam.medlem, □ ingen. 10. Hvem henvender du deg helst til hvis du trenger hjelp med å finne kunnskap/ fagstoff til skriftlige oppgaver/muntlig presentasjon, o.l? (maks 2 svar) □ en klassevenn/venninne, □ en venn/venninne utenfor klassen, □ faglærer/foreleser eller en annen lærer, □ en venn fra facebook, twitter, blogg, chat, o.l, □ foreldre/foresatte, annet fam.medlem, □ ingen. 11. Hvilken erfaring og/eller mening har du om plagiering? ................................... ................................................................................................................................................ ................................................................................................................................................ 12. Hvordan kommuniserer du med læreren din utenfor lærestedet? (maks 2 svar) □ jeg møter han/henne for å snakke, □ jeg tar kontakt gjennom email, facebook, tekstmelding, etc. når jeg tror det “passer”, □ jeg tar kontakt når som helst hvis jeg trenger hjelp, □ jeg har ikke kontakt med lærer utenfor lærestedet/studietiden.

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13. Hvordan kommuniserer du med venn(-er)/venninne(-er) utenfor skolen? (maks 2 svar) □ jeg møter han/hun/dem for å snakke, □ jeg tar kontakt gjennom email, facebook, tekstmelding, etc. når jeg tror det “passer”, □ jeg tar kontakt når som helst jeg har lyst, trenger hjelp, o.l, □ jeg har ikke kontakt med venn (-er) utenfor lærestedet/studietiden. 14. Kan du skrive kort hva det betyr å ha tillit til noen? ........................................... ................................................................................................................................................ ................................................................................................................................................ ............................................................................. Takk at du var med og svarte!

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3. Spørreskjema for lærere (ungdomstrinnet) Elever henter i dag kunnskap/informasjon fra mange ulike kilder, kilder som kan inneholde både pålitelig og upålitelig stoff. Lærere er en yrkesgruppe som trolig har erfaringer med dette. Spørreformularet gjelder både omfanget av bruk av dataverktøy, dine erfaringer med/ forhold til verktøyet og verktøyet og elevene. Noen spørsmål gjelder din mening om skolen som bærer av en tillitskultur. Norge er med i et internasjonalt prosjekt, og din skole er én av fire skoler i Norge der lærere bes om å svare på vedlagte spørreskjema. Svarene blir brukt i en vitenskapelig undersøkelse, “Culture of trust in educational context, assisted by use of IT”. Alle data blir behandlet med 100% anonymitet. Deltakerland er Russland, India, Polen, Italia og Norge. Ang. utfylling: [ ] betyr ønskelig at respondenten skriver noe. Hilsen Harald Nilsen, Nesna Universitet/College (Norges deltaker i prosjektet). Sett X: □ mann □ kvinne 1. Hva er viktig for deg når du vurderer påliteligheten i kunnskap/informasjon? (maks 2 svar) □ hvem som står bak kilden, □ publiseringskanal (og hvem som står bak), □ måten/formen kunnskapen/infoen formidles på (språk, layout, etc.), □ om kunnskapen/infoen kan verifiseres (uten at det er for tidkrevende), □ om kunnskapen/infoen samsvarer med kunnskap jeg allerede sitter inne med, □ andre måter [Hva/hvordan? ..........................................................................]. 2. Hva slags IT utstyr bruker du helst når du forbereder undervisning? (maks 3 svar) □ stasjonær/bærbar PC, □ lesebrett, □ interaktiv tavle, □ smart-TV,

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□ smarttelefon, □ annet [Hva? .........................................................................................................]. 3. Hva slags IT utstyr bruker elevene helst i dine timer? (maks 3 svar) □ stasjonær/bærbar PC, □ lesebrett, □ interaktiv tavle, □ smart-TV, □ smarttelefon, □ annet [Hva? .........................................................................................................]. 4. Hvis du har problem, enten med å finne eller formidle kunnskap/info. ved hjelp av IT, hvem stoler du helst på da som ”den gode hjelper”? (maks 2 svar) □ arbeidskolleger, □ skolens IT-koordinator, □ elever som er dyktige på IT, □ venner/ kolleger utenfor egen institusjon, □ søker hjelp i håndbok, brosjyre, på Internett, tidsskrift/journal, o.l, □ klarer meg bra på egen hånd. 5. Hvis du anbefaler en Web-side (-r) til dine elever for læring; innhenting av kunnskap/informasjon – hva anbefaler du helst da? ............................................... .................................................................................................................................................. 6. Når elevene dine bruker nettbasert kunnskap/info.; hvor ofte sjekker du deres arbeid angående “ekthet” (ærlighet med referanser, sitat, o.l,)? □ så å si alltid, □ noen ganger, det vil si når jeg har en mistanke om uærlig/feil bruk av stoff, □ aldri, jeg liker å stole på elevene her.

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7. Hvis jeg viser elever, kolleger og andre tillit, vil det øke sannsynligheten for at disse stoler på meg. Denne gjensidige tillitserklæringen er: □ bare et tomt slagord, et “munnhell”, □ overbevisende sant; gjensidighet er kjernen i tillit, □ ønsketenking, □ har ingen mening om dette. 8. Gjensidig tillit (evt.mistillit) mellom elever og lærere er et speilbilde av tillit (mistillit) i samfunnet generelt. Men skoler med spesielt fokus på det å skape tillitsfull atmosfære kan også - i noen grad - få innflytelse på samfunnet. Hvordan vurderer du denne antakelsen? □ Jeg er enig her. Skoler speiler samfunnet. Men skolen har god mulighet å påvirke samfunnet også, □ Jeg er bare litt ening her. Skolen har minimal mulighet å påvirke samfunnet generelt, □ Jeg er ikke enig i dette. Det som skjer i skolen er temmelig ulikt samfunnet generelt. Skolen mener jeg er generelt bevisst på positive holdninger (atmosfære), mens i samfunnet ellers er mye uærlighet, mistro, misunnelse, konkurranse, o.l. 9. Hva legger du i begrepet tillit ? .................................................................................... .................................................................................................................................................. .................................................................................................. Takk for at du svarte!

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4. Spørreskjema for Akademiske lærere Studenter henter i dag kunnskap/informasjon fra mange ulike kilder, kilder som kan inneholde både pålitelig og upålitelig stoff. Akademikere er en yrkesgruppe som sikkert har erfaringer her. Spørreformularet gjelder litt om omfanget av bruk av dataverktøy, dine erfaringer med-/forhold til verktøyet og verktøyet i forhold til studenter. Noen spørsmål gjelder din mening om lærestedet som bærer av en tillitskultur. Norge er med i et internasjonalt prosjekt, og akademisk tilsatte ved fire universitet/høyskoler/videregående skoler bes om å svare på vedlagte spørreskjema. Svarene skal brukes i undersøkelsen “Culture of trust in educational context, assisted by use of IT.” Fem land; Russland, India, Polen, Italia og Norge er med i undersøkelsen. Alle data blir behandlet med 100% anonymitet. Hilsen Harald Nilsen, Nesna Univ./College (Norges deltaker i prosjektet). Sett X: □ mann □ kvinne 1. Hva er viktig for deg når du vurderer påliteligheten i kunnskap/informasjon? (maks 2 svar) □ avhenger av hvem som står bak kilden, □ publiseringskanal (og hvem som står bak), □ måten/formen kunnskapen/infoen formidles på (språk, layout, o.l,), □ om kunnskapen/infoen kan verifiseres (uten at det er for tidkrevende), □ om kunnskapen/infoen samsvarer med kunnskap jeg allerede sitter inne med, □ andre måter. 2. Hva slags IT-utstyr bruker du helst når du forbereder forelesninger, o.l,? (maks 3 svar) □ stasjonær/bærbar PC, □ lesebrett, □ interaktiv tavle, □ smart-TV,

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□ smarttelefon, □ annet. 3. I ulike undervisningskontekster der du er sammen med studenter; hva slags IT-utstyr bruker studenter (og du) helst da? (maks 3 svar) □ stasjonær/bærbar PC, □ lesebrett, □ interaktiv tavle, □ smart-TV, □ smarttelefon, □ annet. 4. Hvis/når du har problem, enten med å finne eller formidle kunnskap/ info. ved hjelp av IT, hvem stoler du helst på da som ”den gode hjelper”? (maks 2 svar) □ arbeidskolleger, □ institusjonens IT-koordinator, □ studenter som er dyktige på dataverktøy, □ ser etter hjelp, veiledning på Internett, □ søker hjelp i en guide/tidsskrift/journal, og lignende, □ klarer meg bra på egen hånd. 5. Hvis du anbefaler en Web-side(-r) til dine studenter som kilde for læring, innhenting av kunnskap/info., hva anbefaler du da? ............................................. .................................................................................................................................................. 6. Når studentene bruker nettbasert kunnskap/info.; hvor ofte sjekker du deres arbeid angående “ekthet”(ærlighet/korrekthet med referanser, sitat, o.l,)? □ så å si alltid, □ noen ganger, det vil si når jeg har en mistanke om uærlig/feil bruk av stoff, □ aldri, jeg liker å stole på studentene her.

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7. Hvilke erfaringer har du med studenter og plagiering? ....................................... .................................................................................................................................................. .................................................................................................................................................. ................................................................................................................................................. 8. Hvis jeg viser studenter, kolleger og andre tillit, vil det øke sannsynligheten for at de stoler på meg. Denne gjensidige tillitserklæringen er: □ bare et tomt slagord, et “munnhell”, □ overbevisende sant; gjensidighet er kjernen i tillit, □ ønsketenking, □ har ingen mening om dette. 9. Gjensidig tillit (mistillit) mellom elever og forelesere/lærere er et speilbilde av tillit (mistillit) i samfunnet generelt. Men læreinstitusjoner med spesielt fokus på det å skape tillitsfull atmosfære kan også - i noen grad - få innflytelse på samfunnet. Hvordan vurderer du denne antakelsen? □ jeg er enig her. Læreinstitusjoner speiler samfunnet. Men lærestedene har gode muligheter til å påvirke samfunnet også, □ jeg er bare litt enig her. Læresteder har minimal mulighet til å påvirke samfunnet generelt, □ jeg er ikke enig. Det som skjer på lærestedene er temmelig ulikt samfunnet generelt. Lærestedene er generelt bevisste på positive holdninger (atmosfære) mens i samfunnet ellers er mye uærlighet, mistro, konkurranse, misunnelse, etc. 10. Hva legger du i begrepet tillit? ..................................................................................... ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................. Takk for at du svarte!

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Harald Nilsen, Elżbieta Perzycka

Culture of Trust in ICT-aided Educational Interactions – Report 4 (English & Norway)

ISBN 978-83-7972-004-0

Szczecin 2015