Den kognitiva utmaningen med digitaliserad undervisning

Abstract

The technological advancement of society has an increasing impact on the education system. According to a report by the Organization for Economic Cooperation and Development (OECD), almost every student today has access to their own computer at school. This means that most teaching done today is done using a variety of digital tools. This research overview aims to examine what previous research says about how digital tools affect students' cognitive abilities and how digitization affects teaching. The research overview is based on fourteen international studies published between 2002 and 2020. Our research is based on studies conducted on students from middle school up to university, where the younger ages are overrepresented. These studies are divided into three categories: research investigating cognitive abilities; teaching; and both. The conclusion drawn from digital writing research is that students' text quality tends to improve and their motivation increases, while traditional writing is essential to cognitive development. As such, the material highlights the importance of integrating substantial knowledge about the use of digital tools in the classroom. In addition, the material emphasizes the need for teachers to reflect on their impact on the learning environment. The research overview also discusses why continued research is needed to fully understand the implications for students' knowledge development.